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 sayingBless-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.

New and Improved Computer Program!

Mr. Albrecht has been working hard on our computer updates, and we're ready to start testing them out.

Next week, we will be testing our new computer software in the special education classroom. The programs are much improved from the last version. The kids and I are excited to get started.

One new and very cool component of this software is that it is web based. That means you can use the programs at home! I'll send parents directions for my students to log on from home as soon as we're comfortable using the system at school.

If you have questions or if you'd like to see how the program works, stop by my classroom. I'd be happy to talk with you.

This Isn't the Trip I Signed Up For . . .

Sometimes, parents of children with special needs feel a bit isolated. Our children are different from our friends' children. Our parenting experience is different. Although we love our children and thank God for them, at times we can feel discouraged. We might think, "This isn't the trip I signed up for."

Next weekend, September 18th, the Special Needs Parent Network will be hosting a seminar for parents of children with special needs. Pastor Joel and Lorna Leyrer will be presenting and will lead separate break out sessions for moms and dads. The seminar will take place at St. John's Lutheran Church / School in Wauwatosa.

If you are interested in attending, please contact Wendy Heyn: 414-527-1757.

Check Powerschool

Parents of students in my classes should check Powerschool. I've changed the way I enter grades, and this may affect your child's overall grade for the third and fourth quarters. In the past, I entered letter grades for all assignments. Beginning in the third quarter, I've started entering percentages instead of letter grades for almost all assignments. (I still use letter grades for writing assignments.)

I've discussed these changes with the students in my classes. We've talked about how a really low percentage score can negatively impact their grade for a long time, and the importance of giving their best effort on every assignment.

My prayer is that your sons and daughters always make the most of the abilities that God has given them.

As always, if you have questions or concerns, please stop by.

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.