Middle School Archives

Developing Autonomy for Your Child with ADHD

August 21, 2012 Brad Hoffman

In the field of parenting children with ADHD, the topic of developing children’s autonomy is too often neglected. Experts as diverse as parenting specialist Jim Fay and New York Times bestselling author and motivation expert Daniel Pink recognize the extreme importance of this trait. Effectively developing autonomy has tremendous benefits ranging from increased compliance with rules, higher self esteem and development of good decision making skills.

But how does one implement this? Given complete autonomy wouldn’t children choose to not go to school, eat cookies for every meal and stay up until 2 A.M.? Simply put, yes they would. Therefore what needs to take place is what I refer to as PICA: Parents Implementing Controlled Autonomy (Copyright, Jeffrey Kranzler, 2012).

The concept behind PICA is simple. A parent gives autonomy to their children within limits that they set. They provide a set range of options, all of which would be acceptable to them, and allow their child to choose within that range of options.

Consider the following situation: A parent demands that their child finish their chores immediately. The child delays, gets distracted, argues with the parent, and a conflict ensues. And when there is conflict, regardless of whether a parent wins, they still lose. They have expended energy and become irritated. Most often they have taken a negative tone, and either explicitly given or implied negative messages to their child.

Let’s try that situation again, this time using PICA. Here, the parent will sit down with their child and provide a range of options regarding the chores. What kind of options? That depends on what you think might be the most effective for you and your child in your particular situation. One could ask the child to choose which chores they would like to do. One could allow them to choose the time in which the chore is to be done (and having a set time when chores are to be done itself greatly increases compliance). A child could choose the reward for completing the task on time and consequences for failing to accomplish it during the appointed time. The more a child’s input is involved, the more ownership of the action they will have.

This method complements another key concept in child rearing. Children crave rules and consistency. While children may not like your rules, or at least express this sentiment, they are much more unhappy when there are no boundaries, or when boundaries and rules are unclear or frequently change. By adding the element of autonomy they not only receive the rules they crave, they internalize the rule and feel a sense of control. This combination is incredibly powerful.

Despite the power that PICA has, there is an important caveat. Unless it is implemented effectively, in concert with other cornerstones of parenting such as clear communication, positive feedback, pre-planning, consistency and organizational help, it will not be effective. PICA is but one key concept in the rubric of effective parenting for children with ADHD.

Please contact us for more information.

Jeffrey Kranzler, LCSW specializing in teaching parenting skills and treating children and adolescents with ADHD, Anxiety, Oppositional Defiant Disorder and Depression.

Physics Is as Fun as Playing in the Sand

August 20, 2012 Brad Hoffman

While students often see the summer as a time to leave the classroom behind and head for the beach, lake, or pool with their friends, I always like to remind them of all the scientific principles they’re unknowingly learning about while cooling off. Whether its simple ideas like the “every action has an equal and opposite reaction” that propels them forward as they push water back, or more complicated concepts like buoyancy that keep us afloat, what they learn in class can inform their understanding of the active world around them.

Now, as the New York Times Science Section recently reported, a group of scientists at the University of Amsterdam have turned this flow of information on its head. Taking inspiration from large sand castles, Physicist Daniel Bonn and his colleagues have discovered the ideal ratio of water to sand in order to make strong structures. Surprisingly, it’s much lower than the usual gloppy stuff we concoct on the beach to fuel our visions of castles, forts, and dream houses, with the best mix found to be about 99 parts sand to 1 part water. In this mixture, the water acts like a weak but sufficient glue holding individual sand grains together from intermolecular forces (an example of these forces is surface tension). Any less water, and there is not enough glue, the sand grains simply slide past each other. Any more, and the mixture gets a soupy consistency which flows easily, the sand effectively drowned.

It’s projects like these that make me love tutoring physics. A simple observation and some lazy summer pondering led a curious scientist to yearn to understand something so present in our everyday lives, yet complex in its workings. And from these investigations we come out with both a new conceptual understanding of the physics at play, and a practical knowledge to do something we actually enjoy and care about. This is the serendipity from which physicists, engineers, biologists, or simply curious and engaged youth are formed. Teachers always hope their students stay engaged over these long summer months, and teaching them how to approach the world in this inquisitive way is the best way to ensure they do.

By Erik Lessac-Chenen, Private Tutor

Splitting up Boys and Girls: Can Single Sex Classes Become Another Public School Option?

August 16, 2012 Brad Hoffman

While attending a human development class this summer, I came across two articles that left me wondering about the significance of same sex schools. Prior to reading these articles, I would have considered myself strongly in favor of coed schools, but now I am not so sure.

The first article was titled “The Gender Divide,” published in American Baby and written by Peg Rosen in 2003. It discusses how the human brain develops in both males and females and why girls and boys display different aptitudes early in life that play out as strengths and preferences as new skills develop. Even though the research is 10 years old, and by most standards considered out of date material, I found validity in Rosen’s findings based on my own experiences as a first grade teacher. On a daily basis, I observe and acknowledge these gender differences in my classroom. It is easy to see that boys and girls respond differently to educational strategies, learning modalities, and instructional methodologies. Young boys and girls often demonstrate differences with sustaining attention.

The second article was titled “Single Sex Classes Popular as More Public Schools Split Up Boys and Girls,” published in the Huffington Post on July 9, 2012. It highlights the controversial issue of how and why these differences in males and females must be considered in our public schools. Supporters of this movement explain that the separation allows for targeted and tailored instruction while helping to remove gender driven distractions and obstacles among boys and girls. In single sex classrooms, you might see boys taking a run before a test, but girls might be involved in calming activities such as yoga.

As an accomplished teacher, I always consider what is best for my students as it relates to higher academic achievement. Accommodating and differentiating instruction is a daily practice for me as I plan for my students. The idea of single sex classrooms seems to be yet another effective technique that would help some students to improve or enhance their learning process, thus leading to greater student success. I clearly understand and see why single sex classrooms are a controversial issue—equity and equality being at the top of the list of concerns—but, since public schools are in the market for reform that leads to higher achievement for all students, this may be another area where public school choice has long lasting benefits.

Written by: Editorial Team, My Learning Springboard, Inc.

Century of the Child and Thinking about Generation Z

August 14, 2012 Brad Hoffman

How many teaching techniques can you think of? There are too many to list. And for those educators who have been in this field for at least five years, we’ve already seen numerous additions and enhancements. When I was in elementary school it was all about rote learning, but that’s not true of Generation Y or Generation Z. Whether it’s Singapore Math, Service-Learning, STEAM, or coding, we’ve become more effective and better practitioners by evolving our practices and approaches.

Stop to think about how these techniques relate to everything else happening in the world. Were teachers more open and creative in the flow of their classes in decades that reflected less structure? Were children always encouraged to think freely and be creative in so many aspects of their studies? A new exhibit at MoMa, called Century of the Child (on display 7/29/12 until 11/5/12), examines the influence of the times on the lives of children. More specifically, it looks at how the idea of the ‘child’ has evolved and continues to evolve, reflecting the times and surrounding society. The notion that children are being prepared to become active and productive members of society is an interesting one. The exhibit illustrates that children are reared based on surrounding society. I would argue that even that has changed.

Today’s society is so forward-thinking that we push the limits with the space we give children. We are preparing Generation Z for the world of tomorrow, and we don’t simply want to rely on the influences of today, which in and of themselves are focused on advancement, and so we attempt to grasp what isn’t yet formed. Think about the freedom we give children in their learning styles. We can’t know exactly what the future will hold, but the arc of technology tells us it will be big and bold, and as such we don’t pretend to know specifically how to prepare our kids to succeed in life. But we work around that by no longer boxing them in as they develop and learn. The openness that we bring to education and life means that children are learning more than just subjects. They are learning skills. We aren’t just teaching them dates in a history textbook, we are teaching them how to adapt their learning to whatever situation arises. They will be able to manipulate those skills to any topic that is reflective of future interests, and as such, no matter where the world is in 20 years, they will not just be on track, but pushing it forward.

Written by: Editorial Team, My Learning Springboard, Inc.

Keeping Fit with Tutoring at Camp

August 7, 2012 Brad Hoffman

Years ago, the necessary gear of summer camp in the Poconos included a few pairs of cut-off shorts, worn-in Jack Purcell sneakers and my Jack Kramer tennis racket (wooden). My trunk fitted neatly into one-half of the back of my parents’ car trunk, alongside my older brother’s belongings.

As the mother of two teenage kids who all have devoted many summers to sleepaway camp, I am no longer amazed by today’s camp paraphernalia. This summer I was surprised by something different. I did go camping this summer, but not as a camper, or even as a parent. As part of a My Learning Springboard team, I tutored four boys, ranging in ages from eleven to fourteen, attending Camp Greylock, a boys’ residential summer sports camp in Becket, Massachusetts. What surprised me was their healthy attitude about summer study.

Campers came to their weekly tutoring sessions, each lasting 45 minutes, ready to work. They interrupted their daily regimen of water-skiing, soccer, baseball, and lacrosse (to name a few) for one-on-one sessions on vocabulary building, test preparation, book discussions and creative writing. I expected foot-dragging, but I witnessed surprising productiveness. I was astounded.

I wish I could say that I had something to do with it, but I didn’t. My kids were four of twenty-one campers working with a group of tutors at Camp Greylock, and all twenty-one were equally affable. How to account for this? Was it a kind of mental momentum that accompanied the physical? A healthy respect for authority? A can-do attitude, both on and off the playing fields? I’m not sure. What I do know is that years ago in the Poconos, I wasn’t thinking much about building skills while shuffling around in my Jack Purcells.

We expect more of kids today than we did decades ago, and that’s a good thing. But tutoring at Camp Greylock this summer taught me that it’s not about working hard during the academic year and playing hard during the summer. It’s more about keeping fit throughout the year and having a good time doing it.

By Rachel Barany, Private Tutor

Developing Autonomy for Your Child with ADHD

Physics Is as Fun as Playing in the Sand

Splitting up Boys and Girls: Can Single Sex Classes Become Another Public School Option?

Century of the Child and Thinking about Generation Z

Keeping Fit with Tutoring at Camp

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School Planning

Private Tutoring

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