Math homework for my students

I'm writing this note to update parents about my plans for math homework until Christmas break. There won't be any! We will continue to work hard during class, and students will continue to work toward meeting daily goals. However, I won't be assigning work in the blue and pink books that students usually complete outside of class. With all we have to do to prepare for Christmas, I thought a short break would be nice for everyone.

Happy Thanksgiving

Just wanted to jot a note to say happy Thanksgiving to my St. Jacobi family. I am truly blessed. Thank you for sharing your children with me. I wish you all God's blessings this Thanksgiving.

Pinch, flip, tuck

Does your child hold a pencil correctly? Take a quick look at how your kids hold their pencils. Does your child use a standard pencil grip?

The pencil should be pinched between the thumb and index finger. It should rest on the middle finger, with the ring and pinky fingers tucked below. The top of the pencil should rest on the meaty part of the hand between the index finger and thumb.

Does it really matter? Yes. It does matter. Some of our students have the bad habit of holding their pencils on their ring fingers. The fourth finger does not have the same range of motion as the middle finger. Kids (and adults for that matter) who hold the pencil on the fourth finger tend get hand cramps more often than people who hold the pencil correctly. Kids who hold pencils incorrectly tend to take fewer notes and often have trouble keeping up with classroom note-taking. Also, because the third finger is more mobile than the fourth, it is better suited for fluid writing, like cursive.

Isn't penmanship becoming obsolete? It is true that our children are using computers for more of their writing assignments, but some tasks, like math, will probably continue to be paper and pencil tasks. Essays, reports, and formal writing are generally done on the keyboard especially in the upper grades and in high school, but class notes, study guides, and note cards are often hand written. Kids who hold pencils correctly have an easier time with these activities.

How can parents help? Let's go back to the beginning. Look at how your child (or children) hold a pencil. If he or she uses an incorrect grip, try the following method: pinch, flip, tuck.

Pinch.

Flip.

Tuck.

Be warned. Your child will probably complain and say that this new way feels uncomfortable. That's OK. New things feel weird until we get used to them. Just ask Tiger Woods. A few years back, he changed his golf swing. If felt weird. He didn't do as well for awhile, but after the adjustment period, he seems to be doing quite well. If Tiger can change his swing, we can work as a team to change your child's pencil grip.

True Confessions of a Bad Mom

OK. Confession time. For two years, Mrs. Spaude has been assigning music flash cards for Simon to practice, and for two years, we seem to run out to time or "forget" to go through his stack of notes. Simon has many talents; unfortunately, note reading is not one of them. Frustration has set in. Tears have been shed. Threats have been made. Until quite recently, piano practicing time has been rather unpleasant at the Lippert house.

"Until recently?" you ask. What changed?

A few weeks ago, we found a music flash card web site. (musicards.net) It's nothing fancy. Instead of flipping a paper card--OK, another confession; we lost most of our cards--, Simon runs the cursor arrow over a card on the computer screen, and the note name appears. That's really all flash cards are. The child looks at a musical note, (or a math fact, or a social studies vocabulary word) states the note name, (or the math answer, or the word's definition) and is instantly informed that their answer was correct (hooray) or incorrect (don't worry--here's the right answer.) This process is repeated until the child can correctly identify each note (or math answer, or word definition.)

For years I've been preaching about flash cards. Flash cards help kids remember facts. They really do. When Simon was in first grade, we faithfully practiced the math cards that Mrs. Tellier sent home. We practiced them in the car. We quizzed over dinner. I suspect that our dog could pass a test on the doubles and the doubles plus one. When Charlie was in grade school, I was the Flash Card Queen! We had cards for every subject in every room of the house. As a high school student, Charlie makes his own flash cards to learn different chess openings. Nerdy? Yes, but also effective.

Why on earth did we not practice Simon's music cards? To be honest, I have no idea. The good news is that he now practices regularly, his playing has improved, (just ask Mrs. Spaude)and practice time is much more peaceful. ("Hey Mom. I sorta liked practicing my songs this week."--No kidding. he really said that!)

Why on earth am I sharing all of this with you? I'm testifying about the power of the flash card! Are your kids struggling to read music notes? Do your kids use their fingers to count up and down for math facts? Do your kids have any tests coming up? Flash cards will help. You can make your own, (really, your kids should make them) buy them, or find them free online. Whichever you choose, don't delay. Get those cards and start practicing!

Want to help your kids do better at math?

One simple way for parents to help their children be more successful at math is to practice math facts with them each day for a few minutes. Fairly easy, right? When kids know --really know their math facts--no counting up or down, kids are free to focus on the concept they're learning--not each individual fact.

Think about it. If your child has to solve a 3-digit plus a 3-digit number problem and he doesn't have automatic command of basic math facts, he has to count up for the one's place, for the ten's place, and again for the hundred's place. That's 3 opportunities for him to make a mistake, and when children don't know their facts, mistakes are harder for kids to find. They have to re-count the whole problem.

As math gets more complicated, not knowing math facts creates more trouble. Think about all the steps involved in long multiplication. If your child doesn't know the multiplication and addition facts, she'll have to count up for each step.

Don't even get me started on fractions. When kids don't know multiplication and division facts, reducing fractions and finding common denominators can be truly frustrating.

How much time is your child spending on math each evening? When you look at corrected papers, do you notice lots of mistakes? Often, this can be attributed to kids not knowing math facts.

I've found that the best way for kids to learn facts is to practice for a short time each day. Five minutes is enough, as long as you make a habit of practicing each day. You can't wait for the weekend and practice for an hour. Our brains learn best when they learn and practice skills in little bits.

The key for practicing facts is that kids have to know the answer fast. If your child has to count up, he doesn't really know the fact. When this happens, tell your child the answer, have your child repeat the answer, and then put the card in the "try again" pile.

What about games and computer practices? Many of these are great, but keep in mind, these games are basically flash cards. My advice, check for free games online. One that I like is on softschools.com. That site has several fact practice games, and you don't have to enter any information about your child in order to play. Just go to the site and play--no passwords or anything. I've tested the site with several of the kids in my math classes. They're a hit!

Another alternative to flash cards is a Math Shark. I have several in my room and would be happy to loan one to you. Stop by if you'd like to borrow one. Keep it in the car and practice on the way to school in the morning. Your five minutes will be done before you get to the parking lot (unless you're a Spaude!)

Enough. I'm down from my soap box. I've gotta go run through a short stack of addition cards with my kid.

Memory work strategies

Now that we are a few weeks into the new school year, your children have probably recited some memory work. How is your child doing with this? Some kids seem to memorize their hymns, passages, and catechism parts with little or no help from Mom and Dad. Praise God if memory work tasks come easily for your child.

For other children memorization is a frustrating and difficult task. Below, I've listed some strategies that may help your child with memory work.

• Break it down. Instead of trying to learn memory work all at once, break it down into mini memory work sessions. Begin homework time by reading through the assigned memory work 2 or 3 times. This will help you gauge how well your child already knows the memory work. Between homework tasks, read through the memory work again. Try reciting all or part of it. When homework is finished, read through the passage and try reciting again.
• Try to find rhythms in the memory work. (This works better with some passages than with others.) I still remember saying Bless-ed are they that hear the word of God and keep it. (Although I think it's "obey" it, now.) Exaggerating the rhythm may help you child remember.
• Try adding hand motions. They don't have to be anything fancy; point up for "God," fold hands for "pray," etc. Mrs. Tellier teaches some passages with rhythmic speaking and clapping to help kids remember. When kids say memory work to their teachers, they can use the hand gestures to help them remember. Their teachers won't mind one bit.
• Use music. Hymns were written for singing. Lots of kids sing their hymns to their teachers. Some passages fit well with familiar melodies; (Mary Had a Little Lamb, Old MacDonald, etc) give it a try.
• Use color. Sometimes different colors aid memory. Try high-lighting each phrase in a different color.
• Go big. Try writing the memory work with dry erase markers on a bay window or glass patio door at home. Use different colors. After reading the passage through a couple of times, erase all the blue words, and see if you can fill in the blanks.
• Step it up. Have your child stand on the bottom step of the stairs in your home. Read the memory work with him, then have your child go up one step. Repeat until your child is on the top step. Have your child recite the memory work. If he does it without a mistake, have him step down one step and repeat until he's at the bottom. If your child makes a mistake. Stay on that step, re-read the passage, and try to recite again. You can change the rules depending on various factors (like how many stairs you have at your house.)
• Using the same idea of movement from the stair strategy, have your child sit in a chair at the kitchen or dining room table. Read the memory work, move to the next chair, and read it again. Once your child has sat in every chair around the table, have her go around again but this time, recite the memory work instead of reading it. If your child makes a mistake, have her stay in the same chair, read the passage, then try reciting it again.
• Get some rest. Just before bedtime, have a no pressure memory work review. As you tuck your child in, re-read the passage 2-3 times. Our brains continue to process information long after we're asleep. Can you think of better material for your child's brain to process in dream land than God's Word?!
• Practice in the car on the way to school. Even though kids are supposed to look their memory work over when they get to their classrooms, many kids don't.
  
• Communicate with your child's teacher. If your child really struggles with memory work, schedule an appointment to talk to his or her teacher. Let the teacher know what strategies you've tried. Ask for suggestions.
  
• If you and your child have honestly tried, and for some reason, the memory work just isn't sticking, send a note for your child's teacher. (I'd say to talk to the teacher, but before school is pretty hectic with memory work, sharpening pencils, lunch count, etc. Sending a note is probably best.) The teacher will still want to hear your child give it a try, but don't worry. The same passages, hymns, and catechism sections are repeated. If your child can't recite the memory work this time, he'll have another opportunity later in the year or next year.
• Pray. Keep trying. Pray some more. God wants us to be students of His Word. He made each of us. He knows our strengths and our weaknesses. He knows your child is trying and will bless your child's efforts. Memory work may still be difficult, but God promises to work all things for your child's good.
  

God's blessings on our new school year!

Welcome back everyone! I'm excited to see all of you and hear about your summer break.

Some parents have asked me about school supplies this year. Because we still have lots of supplies left from last year, I'm not asking that you send any this year. I may ask for Kleenex contributions as the year progresses, but for now, we're in good shape.

As far as binders . . .I'm leaving those up to parents. Some students need them to stay organized while some don't. If your child is in the first group, send one. I have the label stickers in my classroom, and I'll make sure your child's binder is set up and ready to go. We periodically do "binder checks" in class to make sure students are filing their papers correctly and to replace labels as needed. We'll continue to check at school; you should continue to check at home.

Enjoy your last few days of summer.
Pam Lippert