On-course, off-course, or lost
In September’s column we examined how your child could LEAP ahead this year through the creation of a Learning & Academic Action Plan (L.E.A.P.)—using the analogy of taking a car trip. First you were invited to decide on a clear “destination” (marks, behaviours, etc. you’d like to see this year), determined the “starting point” (where he/she was in September), and then plot the course and hit the open road.
Although you have likely received feedback throughout this first term in the form of tests and assignments, receipt of a report card is also a perfect time to stop and evaluate your child’s progress—to check the map—to find out if they’re on-course, off-course, or completely lost.
“On-course” …
If the marks and comments appear to be indicating your child is progressing towards your targets with little or no difficulty, take a moment to acknowledge and celebrate their hard work (and possibly yours), and carry on. Just remember to always keep your eyes on the road ahead—looking for any potential roadblocks or hazards yet to appear.
“Off-course” …
Were the marks less than you had expected? Did the comments reveal behaviours that do not support the learning goals you defined? A course correction may be required. Here is a list of questions about common “hazards” that often slow or divert progress for many students:
o Is your child too busy outside of school?
o Has he/she mastered “the basics” yet?
o Is he/she sleepy? (Ask the teacher!)
o Are there attention issues?
o Do they (or you) need more support?
o How are his/her organizational or study skills?
o Is a learning disability interfering?
o Is he/she bored or under challenged?
o Are there unresolved emotional issues at home or school?
o Does your child buy into the “destination”?
o Are you aware of upcoming tests & assignments?
One related topic that often comes up in my work as a parent coach is that of “blind spots”—ways that parents may have unknowingly contributed to the problem or issue. Some additional questions to consider might be:
o How might I have contributed to the lack of performance?
o Are there any past mistakes I may be repeating?
o Am I comfortable asking for help or outside opinions?
o Do I have a realistic view of my child’s abilities or behaviours?
“Lost” …
In some cases, things may have just gone horribly wrong first term. It could be the expectations were set too high, major trauma have occurred (death in the family, divorce, etc.), or perhaps old coping strategies just don’t work in a higher grade. In cases like this, when marks are well below expected levels, the best advice may be to “pull over” and ask for help or directions. Seeking outside assistance, council, or support is never something of which to be ashamed.
So remember, as you continue on this years “academic road trip” with your child, keep your eyes on the road for both hazards and signs you’re headed in the right direction, and enjoy the ride!
o An award-winning educator, Rob Stringer BA, B.Ed, CPC, is also a certified Parenting Coach. Sign up to receive his free monthly newsletter at www.ParentingWithIntention.ca.
