Study Tips

Let us help your family for free with study tips that come from our forty years of classroom experience. Just choose from this list of topics, send us your email request, and you'll find it in your mailbox.

  • Homework Problems You Can Count on with Teens
  • When Math is Greek to You
  • SAT, SSAT, PSAT: Whatsat?
  • Deadlines Can Get You If You Don't Watch Out
  • Why a Postsecondary Program Should Pick YOU

Email us at jradcli [at] mystudybuddy [dot] org to request these extra tips.

 

Here's a freebie

Homework Problems You Can Count On When There Are Learning Differences


Sometime along the way, you may have noticed, in your child, some of the following: slow vocabulary growth; trouble learning numbers, colors, shapes, days of the week; fine motor skills slow to develop; difficulty following routines; restlessness and inability to keep focus; chronic difficulty interacting with peers.

This checklist is obviously inclusive of what we all see in our kids from time to time.

But you may have seen several of these, over a period of time, and decided you needed to ask about possible learning-differences in your child.

If so, and you started on the long and complicated road of getting extra help for your child through the school-district, you may already be seeing the benchmarks of progress. Assuming you've also found support for yourself, life may be getting more comfortable both for you and for your child.

There's still homework; and it's often a hassle. When StudyBuddy works on a child's behalf, here's what we look for: we ask the student and the parent for permission to set up a weekly telephone checkpoint with a staff-member at the school. We then identify the person most willing to talk with us weekly and get concurrence that we can track assignments that way. We ask the student to commit to writing down assignments daily for the first three weeks. At that point we decide whether we need to ask this be done by a staff person instead. Then we ask the family to adjust its routines so that homework time is before dinner, unless the student is in senior high school and capable of attentive work for several hours. If necessary we check this homework time by phone between sessions. If the parent has been reminding, telling the student to pay attention, or attempting to correct the student after errors have been made, we ask that that stop.

The next step is to find out just how the learning-difference is impacting completing assignments. Is the student avoiding reading and writing or avoiding math? Is the student able to work alone at all? Is the student capable of focus for 15 minutes at a time, if given a 5-minute break before starting something completely different? Do we need to reward at the end of every session; and if so, how? Then we try to find at least one subject the student loves and is excited about, whether that's a school subject or not. That interest is what we'll use to reward effort, to make math problems more fun, to make reading and writing worth doing. With high school kids we'll often make the reward something about music or sports or cars - reading, writing, and math problems lend themselves easily to these areas. We may even reward with a big event if that's warranted, perhaps after mid-terms. With very young children, or children who haven't yet found anything they think is of the greatest interest, we just bribe: stickers, little toys, little treats the parent approves of, sometimes outings, whatever. See Testimonials for what people have said about working with us.

Latest Blog Posts

California’s New Testing Pro ...

Students in grades three through eight and eleven will start taking a new test. Beginning as early a ...
Read More Here

New Enrollment Policy for Ruth ...

The San Francisco Unified School District reports that the San Francisco Board of Education unanimou ...
Read More Here

Lima Rooftops

Look for Jane's book Lima Rooftops at Amazon.com today!

Site Info

All site content copyright

© 2001-2014 Jane Radcliffe.