Media watchdogs, educators, and parents alike are concerned about the amount of time that children are spending online, their abundant usage of instant messaging (IM), and how the new technologies can and will affect their educational and social development.

What appears to be the consensus is that children of all ages are very receptive to new technologies—they are the biggest users of IM, either through messaging services or text messaging on cell phones.

These new communication technologies are being touted as the newest evolution in communication: language continually evolves and so does the way we communicate. IM, text messaging, and computer communication are the newest incarnations and deserve recognition as the latest ways that humans communicate.

However, there is some concern that IM use among young children may hamper proper language development—that children should not learn abbreviated forms before they learn essential skills like spelling, grammar usage, and punctuation. The new technologies may present new communication methods, but they can also present new hazards to children while online—spending too much time online may make children (and adults) susceptible to online predation.

Here are 10 tips to help ensure Internet safety for every age.

1. Keep online profiles simple, and don’t reveal too much: first name but last initial, city but not address, grade but not what school attended, etc.
2. Use a screen name instead of a real name—develop a name to use when online, like cat_girl06 or likesfido21.
3. Use kid-friendly search engines or browsers. They have built-in parental controls and cool designs that children like.
4. Install your Internet provider’s parental-control features—this can restrict the sites that can be accessed, and prevents salacious pop-ups.
5. When using an IM, change the preferences to contacts-only or invite-only—this way only get messages from people in the contact list will appear, and no outsiders can make contact.
6. If necessary purchase parental add-ons that can log all online activities.
7. Make your default page a kid-friendly one, such as Yahooligans.
8. When surfing around for fun, only follow links from trusted sites.
9. Limit online time. Agree with all computer users in your house to a set computer schedule.
10. Always act online as though someone might be watching!

Early years—Kindergarten Through Grade Two

From the ages of five onwards, children are learning to adjust to an academic setting. Report cards tend to report on student’s behavioral and social progress, such as how they are getting along with their peers, and whether they can stay focused on a task.

Academically, young children are being introduced to the basic skills that they will use to build all future learning upon. Reading progression is critical during the early years. Students should be continually meeting, if not exceeding, the reading progression standards.

While young students may have their entire academic future ahead of them, poor report cards could mean potential problems in the long run. If issues are cropping up time and again, parents should consider getting extra help for their child so that the issue doesn’t become a major learning roadblock.

Children are changing greatly during the early years, and what was a problem today, may not be a problem tomorrow. Even if a particular area might be of concern, parents should watch for incremental improvement from one report card to the next. Always discuss report cards with the teacher, who can give a better picture of a child’s progress.

Each report card marks a milestone of achievement. Just because a child is underperforming on one report card, does not mean that there won’t be significant improvement by the next report card.

Middle years—Grades Three to Eight

The middle years of school are all about progress markers. While the early years focus on behavior and development, the middle years are very important academically. Children are introduced to increasingly difficult academic skills and their ability to learn these foundational skills is very much the focus of report cards.

Low grades on report card, while problematic, are not as much of a cause for concern as grades that are dropping. Consistency is key on report cards during the middle years; children should not be going down in grade points.

At this stage, the emotional impact of report cards becomes an issue. Worry about grades can cause stress among children and parents alike. Parents can offer incentives to students to help increase their study time, or learn to ask for help in order to maintain grades.

When poor grades are present on multiple report cards, parents should consider it a red flag and seek help before the problem becomes a major issue.

Teen Years—High School

In high school, report cards are the biggest indicator of academic performance and progression. The first report of the school year is a warning flag—if there are issues, students should get help as soon as possible. There is plenty of time for students to improve grades before the second and final report cards.

In high school, students’ grades should reflect their short and long-term goals in life. Students need to consider the long-term outcomes of what their grades will mean to them based on what their future goals are.

The pressure is on; students are moving quickly on the fast track towards higher education, and every grade counts. Students should seek extra help as soon as they realize that they need extra support, whether in a particular subject, or in study or homework skills. The sooner that students get the support that they need, the less stressful that report cards become.

Whether you are pleasantly surprised or very disappointed with the first report card, you’ll want to have a discussion about the results, both with your child and with the teacher. The report card postmortem is part of a larger support strategy that makes you an active participant in your child’s education.

Make the most out of your report card chat. Here are some guidelines to ensure that it goes as smoothly as possible, especially if you are in the very disappointed category.

1. Sit down together. Don’t talk about the report card in the garage while your child is lacing up his rollerblades.
2. Remove distractions and focus on each other—TV off, no Game Boy or iPod!
3. Make a statement of intent. Tell your child up front that you need to have a talk about the report card.
4. Start by saying something positive. You can get off on the right foot by highlighting something positive about the report card, no matter how trivial.
5. Review learning strengths. Say something like, “You are still doing great in math, which is awesome.”
6. Recognize the struggle (1). Listen to your child, and include his or her thoughts, comments, and worries in the discussion.
7. Recognize the struggle (2). Say something like, “I see that you’re still having trouble with spelling.”
8. Listen to the complaints. Children who have the most issues are usually the most vocal.
9. End with optimism. Make a comment like this: “There’s still plenty of time for improvement, and we’ll work together to make the necessary changes.”
10. End with a plan. Identify the following before you leave the table: your role in helping with school, your child’s role, and what the next steps are.

Your child’s first report card will be arriving soon. Whatever the results, and whatever your reactions, remember that the first report card of the year is not the final word on school achievement.

Chances are, your child will have some marks to cheer about and others that will cause concern or frustration. That’s fine, because this report card is like a check-up—it will tell you how your child is progressing, how new material is being handled, and whether there are advances or declines from last year.

Even if there are some not-so-nice surprises, there’s plenty of time to make adjustments.

Poor grades? Five Tips to Keep in mind:

1. There’s still lot’s of time to make a difference. Don’t become disheartened.
2. A low grade today is a red flag, highlighting an area that needs attention. With time and support, your child can improve.
3. Read the teacher’s comments, because they reveal much more than the actual mark. They can often provide insight into any obstacles to your child’s academic success.
4. All children have potential to change, adapt, unlearn, or re-lean. Through cognitive development, children have the potential to change the way they think about a subject…and grow smarter. In fact, this process of cognitive development is Oxford Learning’s founding philosophy.
5. Take note and then take action! With the right plan, great improvements can occur—no matter how fast the year flies by. It’s your child’s potential (what he or she is capable of achieving) that really matters, not what has been achieved so far.

How much homework is too much?

For one Calgary family, the answer is any homework is too much homework. With two children—one in grade five, one in grade seven—the family was spending an “inordinate” amount of time doing what the father, Tom Milley, called busy work.

So they signed an what’s known as a differentiated homework plan with their school so that their children won’t have to do any more homework.

The reason? The assigned homework was preventing the children from focusing on their weak areas.

The children are graded only on their in-class work and still have after-school work such as studying, but the majority of their homework will focus on improving in their weak areas.

The homework issue isn’t new—the debate has been going on for years about the purpose and effectiveness of assigned homework.

The Milley family’s homework ban may even create new homework regulations in their area.

Read more about it here.

How much homework do your children have? What are YOUR thoughts on the issue? Let us know! We’d love to hear from you.

By Amanda Dervaitis, B.Ed.

Your child has just received a disappointing report card. You may have known that your child was having difficulty, but did not realize the extent of their troubles. Or maybe you were hoping that this time it would be different, and he or she would do better. The report card is part of a larger support strategy that makes you an active participant in your child’s education. Get the most out of your child’s report card and learn exactly what to look for so you can help them get on track for success at school now, and for years to come.

Read all comments carefully. The comments written for a given subject may give a good explanation for the grade received. If your child seems to have an unexpected grade, a missed assignment or a high number of absences, rather than a difficulty with the subject itself, could be the reason. The comments can sometimes be technical and difficult to understand since they speak to specific curriculum objectives so be sure to write down any questions you have and ask your child’s teacher to clarify.

Look for clues in language skills to get to the root of a reoccurring problem. Language skills need to be strong in order to think about all other areas of curriculum. If reading and writing grades are low, all other class marks will likely follow suit. If reading comprehension is weak, for example, your child will most certainly have trouble understanding what is being taught in Science or History. If this is the case, building language skills should be a goal for your child. Discuss with the teacher how you can work together to help your child develop these skills. Once language skills are at an appropriate level, your child will experience more success in all other classes.

Carefully consider your child’s learning skills. Like language skills, learning skills are crucial for school success. Look to the ‘Learning Skills’ section at the end of the report card for indications of deeper problems. Skills such as independent work, use of information, problem solving or goal setting will be necessary for success regardless of the subject. A ‘needs improvement’ or ‘satisfactory’ score in any of these areas implies a bigger problem that will need to be addressed.

Once you have identified why your child is struggling to get higher grades, you can move forward to get them the help they need. Speak with the teacher to see if support can be offered through the school. If reoccurring difficulties have been holding your child back year after year, it may be time to consider help from supplemental programs or tutors outside of school.

Thanks to contributing author Amanda Dervaitis. Amanda has been an educator for 9 years and is the director at Oxford Learning in High Park. For information about exam preparation programs call the Oxford Learning Centre at 416-762-4447.

After the important report card discussion comes the parent-teacher conference. It’s a key step in the partnership between you, your child, and your child’s education.

Often, it can give you insights into your child’s behaviors and weaknesses—things that become evident when he or she is away from home and family members. Here are some tips on how to make the most of the parent-teacher interview:

1. Be prepared. Bring your child’s report card with you, and know all the details. If relevant, bring last year’s report cards as well. If your child has a grade that doesn’t seem in sync with test marks or project scores, then bring an assignment along as well.
2. Ask your child for insights. “What do you think your teacher will say about you?” is a question that might eliminate any potential surprises. After all, your child spends several hours a day with his teacher.
3. Write a list of questions to ask. There is only one teacher and many parents, so your time with the teacher is limited. If you run out of time, you can leave the list with the teacher, or save it to refer to next time.
4. Take notes. Write down any actions that the teacher has suggested.
5. Don’t be confrontational. A harmonious atmosphere in the spirit of partnership in your child’s education isn’t aided by tension.
6. Leave on a high note. Say, “Thanks for taking the time to talk with me!”

Sample Questions

• What key areas is Tom strong in?
• Where does Sarah need to improve?
• What can we do to help Andrew achieve improvement?
• As Mary’s teacher, what can you do to initiate improvement?

The Marshmallow Test is designed to test preschoolers’ ability to prolong gratification.

The gist is this: A researcher places a marshmallow in front of a child and leaves the room. The child is told that if he can wait for the researcher to return to eat the marshmallow, he can have two.

As you can imagine, this is quite the challenge for preschoolers. And it makes for some very amusing video footage.

The study is not new, having been initially given at Stanford University in the 60s and 70s, but it is certainly very relevant, perhaps more so in today’s society where instant gratification is only a mouse click or play button away.

According to the researchers, the ability to delay gratification can predict how a child will succeed in life better than reading or math scores.

The study re-tested the same children a decade or so later, and found that the children who waited for the second marshmallow were performing better in school, and according to the New Yorker, even getting significantly higher college entrance exam scores.

And you thought that marshmallows were only good for rice krispie treats!

Children who can delay gratification are more than patient; they have self-regulation skills such as planning, prioritizing, strategizing, and inhibiting impulses. These are learned skills, which means that every child can develop these skills.

The problem is, that too often, these important skills are rarely taught in school.

So what happens when children are not taught self-regulation skills? They eat the first marshmallow. They also have difficulty staying focused, and demonstrate typical classroom behaviors such as hyperactivity, which impedes learning.

Luckily, self-regulation and other higher-level skills can be taught. For over 25 years, Oxford Learning has been using teaching techniques that help students of all ages become aware of their learning processes, so that they can recognize when they are losing focus, and self-check when they are getting off track.

Young children can learn to plan and prioritize, so that when it comes school and homework, they can put aside that things that give instant pleasure, be it video games, Facebook, or marshmallows, and focus on the task at hand.

When kids get sick, they miss school. And when kids miss school, they miss out on important learning opportunities, which can put them behind academically.

To ensure that our kids get the most of their learning, every single day, they need to stay healthy.

While we may not be able to prevent the flu, we can ensure that we are doing everything that we can to prevent the spread of illness and to be as healthy as possible.

Too often, we think of treating illness only after symptoms are present. But there are plenty of actions that you can take to PREVENT symptoms from even appearing.

These tips can help your family stay well—and well educated—throughout the flu season.

1. Disinfect frequently touched surfaces often.
2. Wash hands several times a day with warm water and soap for a minimum of 20 seconds. That’s the time that it takes to sing “Happy Birthday” twice.
3. Add supplements into your family’s diet. Vitamins C and D are great.
4. Maintain or augment the amount of sleep that your family gets. The better rested we are, the less run down we get.
5. Keep hands away from the face—the eyes, nose, mouth and ears can easily breed germs passed along by the hands.
6. Gargle with warm salt water to prevent sore throats and keep germs at bay.
7. Eat healthy foods that are natural infection fighters, such as garlic and onions.
8. Drink plenty of warm liquids.
9. Exercise moderately so that if you do get ill, symptoms will not be as bad.
10. If you are feeling unwell, stay home and stay away from public places.

Oxford Learning has implemented company-wide policies during flu season to ensure that students remain healthy and safe while attending classes at Oxford Learning.

“Our topmost priority is the health and well-being of our students,” said Nick Whitehead, CEO of Oxford Learning Centres, Inc. “At all times, we are committed to providing an environment that is both comfortable and safe. Our commitment is even more relevant during the flu season.”

All Oxford Learning locations will be following the government-mandated policies to provide a germ-free learning environment for students.

Posters in lobby areas, classroom areas, and restrooms will help on-site students to adopt the proper techniques to help prevent the spread of germs.

This includes, but is not limited to, proper disinfection of learning surfaces and materials, following correct hand-washing practices, providing hand sanitizer the classroom areas, washrooms, and in the lobby, as well as ensuring that any staff who is unwell remain at home.

Additionally, Oxford Learning is providing an open make-up schedule to students who have to miss class due to illness during flu season. Parents should not feel pressured to bring a child to a scheduled class if that child is feeling unwell.

“Everybody is concerned about the spread of flu this year,” said Whitehead. “Our corporate policies are in place to alleviate any stress that our families feel about the health of their children while in our learning environment.”

For more information about Oxford Learning programs or flu-prevention policies, please contact Oxford Learning’s Head Office at 1-866-650-4447.