Faculty Insights Blog
Barnesville School of Arts & Sciences teachers and other faculty members share insights about childhood development and educational issues.
Tips for Parents to Help With Student Stress -- Faculty Takeaways from the 2017 NAIS Annual Conference
photo: Image from ClipArtFest by Ms. Toni McDonald from West Covina
Donna Kaufman, Barnesville’s Teaching & Learning Coordinator, shared the following key points from a NAIS Annual Conference session titled “Stressed Out Kids Are The New Normal.”
To create an environment that helps students feel less anxious, parents need to focus on the process, not the end product. Let your child practice solving their own problems. It is important to let your child fail, as this will build resilience.
Key points for parents to understand:
- Anxiety runs in families.
- It is important to let your child experience anxiety.
- Parents can increase anxiety if they over monitor for stress.
Presenters suggested a “submarine” analogy. Parents should work to remain “below the surface.” Allow your child to experience some stress. Let your child problem-solve. Discuss possible strategies for what to do when faced with a problem. Parents can “rise up to the surface” when a problem appears to have become too large or too difficult for the child to manage without direct parent involvement.
Barnesville School of Arts & Sciences faculty and staff spent their March in-service day at the 2017 National Association of Independent Schools (NAIS) Annual Conference, the premier professional development event for teachers at independent schools. Barnesville participation was funded by the Jaralyn Hough Professional Development Fund, created in honor of Jaralyn (Jeri) Hough, Head of School from 1984-2006 to provide financial support for ongoing faculty enrichment.
Insights From Linda Birkholz, First Grade Teacher
But in the age of computers, why use manipulatives? The simple reason is that math concepts are abstract, and manipulatives give students a concrete object to represent the concept being learned.
One of the clearest explanations I have found for using manipulatives is offered by Scholastic Magazine: “Math Manipulatives help make abstract ideas concrete. A picture may be worth a thousand words, but while children learn to identify animals from picture books, they still probably don't have a sense about the animals' sizes, skin textures, or sounds. Even videos fall short. There's no substitute for firsthand experience. Along the same lines, manipulatives give students ways to construct physical models of abstract mathematical ideas.”
My first graders have always enjoyed using concrete objects to problem solve, but manipulatives are not exclusively for our youngest students. In fact, The National Council of Teachers of Mathematics recommends using manipulatives, in addition to other teaching methods, at all grade levels, K-6. Do middle school students seem a little old to be using manipulatives to you? If so, think about how scale models are used. For instance, a few years back at our school’s facilities director created a model of an outdoor playscape that helped parents, staff, and our Board better visualize plans for our preschool and kindergarten play area.
If you have a young child, are you wondering what manipulatives you need to purchase? Blocks and legos are a great start. While counting bears come in bright primary colors and are appealing to young children, they aren’t necessary. There are many other fun ways of using the manipulatives you naturally have in your home to learn math concepts and solve problems. Here are just a few ideas:
- You can count as you take each step up and down the stairs with your toddler.
- Your child can match the number of people eating a meal with the number of utensils they put on the table.
- You can find change around the house for your primary student to sort and count.
-- Linda Birkholz has been teaching first grade at Barnesville School of Arts & Sciences since 2003. You can read her professional bio here.
Insights from Cindy Barr, Librarian
As a librarian, I love research, but many elementary school students can be intimidated by the word, let alone related projects. That is why it is important for parents and teachers to demystify the concept and show children that research is an important part of our everyday lives.
Kids are naturally curious and ask lots of questions. Parents can help them see that the questions they ask are the basis of good research, and we can model the process of seeking answers. In doing so, we show our kids that research is indeed an everyday practice and not just limited to schoolwork.
When your curious child expresses an interest in learning more about something like dinosaurs, space, baking a cake, or planting a garden, suggest, “Let’s research more about that!” By reading books, watching videos, and looking things up on the internet to find answers to their questions, you are helping them build the foundation of research skills.
For instance, if your child wants to grow his or her own pumpkins, talk through some of the questions that need to be answered first. Do you have enough space and light in your yard? Where can you buy seeds, and how many should you plant? How long does it take to grow pumpkins from seeds? (Sidenote: This is a summer project, not something you start in October!) How often do the plants need to be watered? If they don’t know all the answers, then help them begin with basic research online, in a book, or even just reading the growing instructions on the plant's tag.
You can do the same thing when your family is planning a trip or thinking about making a big purchase. Approach each situation as a family research project. Encourage your child to ask key questions – who, what, when, where, why, how – and then work together to find answers.
The internet is of course a great tool, but only when utilized properly. It is essential to talk to your kids early and often about the varying quality of sources so that they develop good judgment about the credibility of information found on the internet. As your child starts to use the internet independently, encourage him or her to use the WWWDOT Framework -- an acronym of factors to consider when evaluating a website as a possible source of information:
1. Who wrote it and what credentials does he or she have?
2. Why was it written?
3. When was it written or updated?
4. Does it help meet my needs?
5. Organization of site
6. To-do list for the future
Developing research skills is a key part of education and is an asset in any vocation. Parents shouldn’t leave all the instruction to teachers to nurture these fundamental skills, and it’s never too early to start!
-- Cindy Barr is the Librarian and Digital Literacy teacher at the Barnesville School for Arts and Sciences. You can read her professional bio here.
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