| As a former nanny, I thought I'd share a couple of tips | | | | flipping on and off the light switch... gently remind your |
| for children who have a difficult time focusing on their | | | | child to stay on task. (You can always tape the cover |
| homework. This can be helpful for children with ADD | | | | of your light switch shut.) If you would like, you can at |
| or ADHD. | | | | another time though not a hectic one (you're running |
| Tip #1: Homework should be done in a place that is | | | | late for school), talk to your child about small rewards |
| comfortable but has the least amount of simulation, | | | | for staying on task. You can have a bag of marbles |
| visually and audibly. A bedroom where toys are can | | | | and every time your child focuses on their homework |
| be a distraction. I suggest you pick the barest room | | | | for 15 minutes they get to put a marble in a jar (5 |
| possible where no one is talking and where the radio, | | | | marbles can equal a special game with you or 15 |
| computer and television are all completely turned off. If | | | | minutes of computer time). This means even if your |
| you have two children, put them in different rooms. I've | | | | child doesn't stay on task for all three 15 minute time |
| found that children find dining rooms generally boring, | | | | periods, they're still rewarded for the one or two times |
| and therefore are less likely to look about so much | | | | they do. It gives them motivation and a positive outlook |
| and get up to touch things. If you have knick-knacks | | | | they can indeed focus. Do not reinforce that they can't |
| around, move them. | | | | focus. Most children can focus in varying degrees. |
| Tip #2: Limit the time your child spends on a | | | | If your child is seriously struggling to get their |
| homework task. If the math they brought home would | | | | homework done and can't, please talk to their teacher |
| normally take half hour for a child who can | | | | about shortening their homework. Maybe instead of |
| concentrate well, your child might need three 15 minute | | | | doing 30 math problems, your child can do 10. I believe |
| time periods. Use an oven or egg timer to count down | | | | if your child is having a really difficult time focusing on |
| the time. After 15 minutes, let your child take a short | | | | their homework, there's a strong likelihood they're also |
| break. They can stretch, do jumping jacks, eat a snack | | | | having a difficult time focusing on their schoolwork as |
| or some other small respite. Do not encourage a | | | | well. A conscientious teacher will pick up on this and |
| board game or watching T.V. This break is only meant | | | | want to work with you. If you don't have a teacher |
| to be a breather. So they can learn to refocus. Do not | | | | who will work with you I encourage you to meet with |
| get frustrated if your child has trouble with any of the | | | | your principle. You're your child's voice. |
| 15 minute intervals. If need be cut down to ten minutes. | | | | Point to think about: I know of lawyers today who |
| It is far better to get something done in ten minutes, | | | | didn't finish their homework back in grade school and |
| than for him or her get almost nothing done in | | | | junior high, who SOMEHOW managed to finish law |
| forty-five minutes. It's not worth the aggravation. To | | | | school and pass the bar. The lesson here: Finishing |
| either of you. | | | | grade school and junior high homework is not the be all |
| Remember if you're getting frustrated about the | | | | and end all to your child's future. So stop making it like |
| homework situation you're not adding anything positive | | | | it's the end of world if they can't finish it; especially if |
| to it. If need be go to another room, count to ten or | | | | they're trying to the best of THEIR ability. Please note |
| twenty and calmly come back in and check on your | | | | how I wrote "their" ability and not "yours. |
| child. If they're daydreaming, playing with their pencil, | | | | |