Progress reports, report cards. Parent teacher interviews… it’s that time of year for the first formal report of how kids are doing do far this grade.

The first report card can be a stressful time for parents and kids alike.  Maybe there might be a few unpleasant surprises, and maybe a few red flags, which can be stressful enough, but then to add to the stress, it’s also time for parent-teacher interviews.

Here’s the thing: parent–teacher interviews don’t have to be stressful!

Check out these tips for de-stressing the meeting-the-teacher process, and helping your kids get on the path to better grades.

Go to the interview. Even if your kid is pulling in straight A’s, going to the interview is a key part in parental involvement in education.  Studies show that the more parents are involved in their child’s education, the better grades their child gets. So go, meet the teachers that instruct and test your children, even if it’s just to shake hands and say, “nice to meet you.”

Prepare. Read the report card over before going to the interview.  Also, review any returned test or assignments that your child has be given to see if marks on the report card are aligned with marks on homework.  Bring examples of your child’s work with you to the interview if you have specific concerns.

Ask Questions. It’s not enough to just show up; parents should go into the interview informed. Have specific questions in mind in order to gain better insight classroom performance. Not sure what to ask? Asking how your child is performing in relation to the other students in the class is always a good conversation starting point. Try to keep the discussion academic.  It’s nice to hear that your child is the class charmer, but it doesn’t help help him reach his academic goals.

Set Goals.  If your child is getting a C+ and you’d like it to be a B+, then discuss actionable steps that can be taken starting right away to make this goal happen. Take notes, and set the actions in motion immediately—the next report card will be here before you know it! (Need some help setting goals?  Download our Academic Action Plan.)

Keep it Short and Friendly. Teachers and parents are on the same team when it comes to education, so being confrontational benefits no one. Also, keep in mind that the teacher has somewhere between 20 and 30 parents to meet with.  Your time is short, so maximize it!

Call Oxford Learning. Confused by report card jargon? Worried about poor grades? Concerned that your child is not being challenged enough? Call Oxford Learning to schedule a free report card consultation.  We can help you make sense of the report card! And, we’re a valuable part of your child’s academic support team.

Studies show that when parents are engaged in education their children perform better in school. All parents want their kids to be successful in school and sometimes that means rolling up your sleeves and lending a helping hand.

The ultimate aim of education is to have children who are organized, independent thinkers, both responsible and capable of taking academic risks. The majority of children need a little support from Mom and Dad to get to that point.  But how much help is too much?

Somewhere between seeing grades on the report card for the first time and scheduling weekly phone conversations with the teacher is the perfect amount of parental school involvement. Parents should be involved and aware of what is going on at school, but not actively completing work for their kids.

HERE ARE SOME IDEAS TO HELP PARENTS GET INVOLVED IN THEIR CHILD’S EDUCATION

Communicate. Talk to kids about school every day.  Ask specific questions about classes.  Rather than asking, “how was school?” ask, “how was math class?  What did you learn?” Parents should know their kids schedule and teachers’ names, and stay abreast of upcoming projects and assignments.

Don’t Wait for the Report Card. One of the biggest mistakes parents make is waiting too long to correct problems. Rather than waiting for the first report card or progress report to come home, parents should follow up with issues that come up when and if they come up. If there’s a quiz on Friday, ask how it went on Monday. If marks are not what they should be, arrange a talk with the teacher and make a plan. And don’t be afraid to simply call the teacher just to check in and make sure that everything is going smoothly.

Help with Homework. There are a lot of DOs and DON’Ts when it comes to homework help.  It boils down to two basic rules: Help, but don’t do the work for them. Parents should help create a homework-friendly atmosphere where children can focus and get the work done without getting stressed out or losing motivation.

Organization. Morning, after-school, and evening routines all require organization skills to run smoothly. Whether it’s emptying book bags right after school, picking out school clothes the night before, or enforcing bedtimes, an organized routine teaches kids consistency, which pays off in school.  If disorganization is a problem at home, it’s likely a problem at school.  Kids who demonstrate consistent organization skills at home transfer those skills with them to the classroom. Help kids get organized at home, and you’re helping them be organized in school.

Set Goals Together. Part of the communication process involves setting academic goals for the school year.  Help kids learn to think about long-term outcomes by discussing personal and academic ambitions, big or small.  Be sure to keep goals realistic, achievable, and measurable. Use calendars, planners, agendas, or use our Academic Action Plan to keep goals on-track.

Do you have great tips to share on how you get involved in your child’s education?  We’d love to hear them.  Leave us a comment…and don’t forget follow us on Facebook and Twitter!

What’s the secret to helping your teen get better grades?

And, what’s the secret to getting him or her to be less sullen and moody?

The answer might surprise you. It’s the same answer to both questions: more sleep!

According to the Sleep Foundation, teens need between 8 ½ and 9 ¼ hours of sleep per night. They also, however, have biological difficulty falling asleep before 11 pm.

If teens need about 9 hours of sleep, and hit the sheets around 11 pm, that means that they should be waking up bright-eyed and ready to go around 8 am.

By the time that they have breakfast, and get ready for school, then leave for school, they should be right on time for their 10 am class, ready to learn!

Teen Biology + Early School Start Times = Lack Of Sleep And Poor Grades

Here’s the problem: most high school’s first classes begin between 8-9 am (some even earlier.)

This results in sleepy students. (Studies report that up to 20% of teens fall asleep in class on a regular basis.) And, as any parent of a teen can tell you, it also results in a severe case of the grumps.

It can also be linked to increase in teenage car accidents!

And not surprisingly, it results in poor grades.

One researcher says that sleep deprivation in teens is “three strikes against learning,” because 1) students aren’t alert enough to learn properly in class, 2) they aren’t mentally storing the information that they are learning correctly, and 3) they are not getting the sleep that they need in order to process learned information and transfer it to long-term memories.

That’s why some approximate 80 school districts across the USA are implementing later start times for highschoolers. The results of the later school start times are impressive:

• Less grumpiness
• Improvement in general health and nutrition
• Less falling asleep in class—about 20% less
• Less reported feelings of depression
• Less absenteeism
• Improved grades

What time does your teen’s high school start? Do you think it’s too early? We’d love to hear your thoughts!

Read more:
Sleep Habits and Academic Performance
How Biology is Responsible for Teen’s Sleep
Stop Texting and Go To Sleep!

Forget about turning your cellphone off before you enter class.

Forget about having it confiscated for texting during lectures, or for browsing the web while you should be listening.

Your cellphone is now part of your classroom experience, so you better make sure that your battery is fully charged before you head to school.

Many school districts have bans on cellphones in classrooms, citing them as learning distractions or tools for social harassment.

Schools in the Toronto area have lifted the ban on cellphones in the classroom and are looking at the different ways that cellphones and other hand-held technology can be harnessed to make class time interactive.

Across the US, school boards have been have been researching the effectiveness of iPads as learning tools for students of all ages.

Classrooms already using personal electronic devices (PEDs) to teach and learn all report success:

• improved student engagement
• increased literacy
• ongoing student communication outside of the classroom

Cellphones—or other PEDs—are tools to access social media, which can be harnessed as a benefit to the classroom, and might help students who might be too shy to interact in the classroom otherwise.

Universities are already using personal technology and social media to interact with students.  A recent study shows that up the 30% of profs use social media regularly.

And other studies are showing that social media site Facebook can actually help increase grades.

It will take a few years to implement a district-wide cellphone policy in Toronto, but certain teachers are embracing the technology ahead of schedule and engaging students using the technology—and the ability to learn—that they already have in their hands.

Read more:

How iPads will change textbooks forever

Media literacy and your child

Online safety tips for children

Time they are a changing…especially in classrooms

Today’s students don’t send notes, they text. And, they don’t need to cart heavy textbooks around. They can download their class notes off the Internet.

They use iPads and other hand-held technology in class. They don’t need to go to class to “hand-in” an assignment when it can be emailed, or uploaded to a class page. They use social media to confer about homework, and gadgets of all sorts to research.

New technology has ushered in not only new ways to communicate, but also new words to talk about this communication. Lingo formerly used in texting has gone mainstream–they have made their way into the lexicon and are widely accepted. In fact, the OED has added “initialisms” such as lol and imho to the acceptable lexicon.

Language and education are changing rapidly… but it’s where these two intersect that is slower to adapt: grammar.

Educators and grammarians (and purists) still cling to tried-and-true rules of grammar—they way things always have been. And students, who are masters of communication outside the classroom are struggling to conform to a rule set that doesn’t seem relevant.

The rules of grammar are based on rules that were created decades ago. When it comes to grammar, unlike when it comes to words, change does not come so easily or with as much acceptance

However, maybe it’s time to accept that some of the hard-and-fast rules are ready to be bent, or at least ready for a classroom update as well?

If the goal is teaching students how to express themselves clearly—even display some style—using today’s technology and lexicon, then it’s quite possible that the “old” rules might not be appropriate anymore.

Outside of the classroom, in much of the printed material that students encounter, the “rules” are being broken—even encouraged. Some of the most common “broken rules” that students will come across in books, blogs, magazines, and across the Internet in general include:

• Starting sentences with AND or BUT.
• Splitting the infinitive
• Sentence fragments
• Ending a sentence with a preposition
• Turning nouns into verbs.

However, students still need to know the rules in order to communicate clearly and effectively. Grammar sets the rules of our language and provides parameters to guide comprehension.

Don’t fail that English test! Understand the basics first, and then add in style and creativity. Start a sentence with a conjunction (but know what a conjunction is). Use sentence fragments—they add punch. Impress your teacher. Break the rules, but be smart about it.

Just don’t write lol in your essay.  The OED may have accepted it, but it’s doubtful that teachers will.

Need help developing grammar skills?  A program at Oxford Learning can help! Contact your local centre and learn those grammar rules inside and out! Begin today!

High School is typically a four-year commitment. However, an increasing number of teens are choosing to return for a a so-called Victory Lap.

The Victory Lap is a term that refers to returning after graduation for an extra semester or two.

Why would teens want to return to high school? There are many reasons:

• Not feeling emotionally or socially prepared for college or university
• To continue with sports
• To improve grades
• To complete credits
• To increase self-confidence
• To increase post-secondary qualifications
• To save money

Some estimates say that as many as 15-20% of Ontario students return for an extra year. If students don’t feel ready to go to university or college, or don’t have the grades, and high school will allow them to re-take courses, or to take additional courses, then is there anything wrong with staying in high school for an extra year?
But critics say that in terms of the cost of education, it’s an expensive habit that is a waste of taxpayers money.

The official government of Ontario position is that not all students learn at the same rate, and if certain students need an extra year to obtain the necessary grades to graduate, then—as long as the students is under 21—this is perfectly acceptable.

Other critics say that it gives students an unfair advantage over others who don’t have the option of taking a Victory Lap—that students who remain behind to take (or to re-take) courses to bring up their averages may be unfairly stacking university admission odds in their favour.

Those who support the extra year of high school say that it helps students better cope with transition anxiety, as the move from High School to Post-Secondary is recognized as one of the biggest life transitions, right up there with marriage and retirement.

Factor in the high cost of post-secondary tuition and the alarmingly high first-year drop out rate, staying in high school to improve grades, and increasing university readiness will help high schoolers be more successful in college and university.

Read more:
The Gap Year
Are students ready for College and University?

Raise your hand if you’ve ever left studying to the last minute, then stayed up too late, trying to review as much material as possible.

Keep your hand up if you’ve ever been reviewing your study notes right up to the last second as you walk into the classroom.

Cramming is a study technique that we are all familiar with. And despite what teachers and parents say, it’s one that has actually been proven to have a beneficial outcome for students.

Cramming is even a recognized study habit, with universities providing how-to guides for students to maximize their minimized study time.

If you MUST cram, there is a right way and a wrong way to go about it.

But we’re not saying that we condone cramming tips. While we do support the getting of better grades, in the long run, cramming is not the best way to go about it.

In terms of what’s going on in the brain, the neural connections being formed during the cramming process are temporary. All of the information being stored is in the short-term memory. So while cramming can help you rock that test tomorrow morning, when it comes to long-term remembering, it’s utterly useless.

That’s because in school, learning is incremental. Students need to remember—and understand—the material they study, because lessons tend to build upon what was taught previously. Learning only for the test is not helpful when considering what will be taught next year, or the year after that.

After all, you can’t perform quadratic equations if you can’t remember how to multiply.

It just makes sense that students take the time to learn and understand the material.

The best way to study for long-term recall is with a technique that experts call the “spacing effect.” This technique doesn’t require longer or more intensive studying: it simply means that students space out their study time. An hour here, and hour there, makes for a more effective—and long-lasting—approach to studying.

When it comes to education, better grades on the next test are important—and cramming can get you there—but better grades quickly are not as important as developing solid study habits that won’t leave you stressed and scrambling at the last minute.

And, better grades quickly are not as important as putting in the time to develop real and lasting understanding.

To sum up:

Cramming PRO: A quick way to review material and re-familiarize yourself with concepts to get a decent—even awesome—mark on a test.

Cramming Con: Reviewed material leaves your head as quickly as it’s stuffed in there.

Not everybody learns the same way. I learn much better with hands-on work.

My English teacher was one of the best with this technique. During our Shakespeare unit, one of our assignments was to better understand the character of our choice. She didn’t ask us to write a two-page essay, double-sided. She didn’t even ask us to explain a lot.

Our assignment was to create a Facebook profile for this character. It could have whatever information you wanted on it, as long as it had a photo, biography, and the basics: who the character’s lover was, his or her interests and friends, and status
updates suiting the character’s personality.

My geography teacher was also great at making learning hands-on. The reason I did so well in this class was because we rarely had tests and quizzes. Instead, we had all hands-on assignments. One of our units involved studying different cultures. We had to look up living conditions of another city and try and apply them to our own. We also had to cook a meal for the class from whatever city we were studying.

However, my favourite project in geography was called the Mystery Island Assignment. For this project, we had to map out and design our own island. It had to include two towns, transportation to, from, and around the island, and a source
of power. We learned how to draw professional maps, and we learned how everything in a city depends on other things to operate.

Everything I have learned in so far in high school involving hands-on work I have no trouble remembering, because all I have to do is think of something as simple as a shape, and from there I can easily recall the information I have learned by touching,
seeing, or creating.

My mistake: Stopping While I’m Ahead. I started with a great mark in science and decided I could just sit back and relax for a while. Bad idea! Never stop while you’re ahead. It is always best to keep working hard, so that you stay ahead.

About me: I go to South Secondary School in London, ON and I have two younger siblings. I have always been a movie guy. But movies aren’t the only thing I enjoy. In the summer I love to bike with my friends down to the Thames River and ride along the trails. The sights and the entire ride are always beautiful. Anyway, hopefully you’ll enjoy my posts! Remember to leave feedback and comments at the bottom! – Dylan.

Myth 1: Kids need the summer off to recharge.

While the school year can be tiring and mentally demanding, kids actually thrive with the daily routine and framework that the school year provides. A break from the school-year routine can be invigorating for a short period of time, but a too-long break (ie: summer) doesn’t help students feel recharged: it leads to boredom.

Without replacing the school day structure with summer camps or other programs, children can become bored very easily. Video games, texting, movies, and lounging by the pool are fun, but there is only so much relaxation and downtime that kids can deal with before they get tired of that, too. And boredom is rarely a pre-cursor to a willingness to jump back into learning.

Providing mentally stimulating summer activities that are reliable and routine is the best way to avoid summer boredom and keep kids charged up and ready to take on a new school year.

Myth 2: If summer was not intended to be a break, school wouldn’t shut down.

The most common school year as we know it—from September to June—exists because of two main historic reasons: At the turn of the last century, agricultural societies required children to help out with farming chores during busy growing seasons and, in cities, schools were unbearably hot during summer and made teaching and learning in poorly-ventilated buildings a health hazard. The current 180-day school calendar is still in place, even if the reasons for it are no longer valid.

In fact, many school boards have made the move to year-round schooling, offering several shorter break periods throughout the year, rather than one long one in the summer.

School boards don’t intend summer to be a “break” for students—policy makers are simply continuing to follow a system that has been in place for many years, and, coincidentally, one that has come to be beneficial to cash-strapped school boards.

Read more about the history of the school year.

Myth 3: Summer isn’t part of the school year.

Summer is just as important to a student’s overall learning experience as what is learned from September to June. In terms of the brain, learning runs 24-7, all year round.

The time away from school is a very important opportunity for many students to fill in learning gaps, make sense of material learning during the school year, and improve/develop important learning skills such as reading comprehension and organization. It’s the time to get extra help that there may not be chance to get while school is in session. It’s the chance to experience in-class lessons first hand. And, it’s the only chance that students have to adequately prepare for the year ahead.

It’s time to stop thinking about the school year as September to June: there is no final bell on a student’s education.

Myth 4: Summer school is for students who get bad grades.

While summer school may have at one time been reserved for those students needing extra help, that is no longer the case. From Calgary to Chicago, reports are showing that summer school attendance is on the rise, and it’s not because students are performing poorly throughout the school year. Students looking to get ahead, to tackle extra credits, and get a competitive advantage by signing themselves up for summer school.

New Trend Alert! With education becoming increasingly competitive, and increasingly global, summer is the perfect time for students to pull ahead. Without having to balance the workload of the regular school year, students can make impressive academic gains and reduce school- year stress. We foresee a rise in summer school popularity. It’s time to get over summer school misconceptions and get ahead.

Myth 5: Summer will makes students refreshed and ready to learn in the fall.

This is the scariest myth about summer learning. After a summer spent relaxing, students may feel refreshed, but they are far from ready to learn. Research into summer learning has shown that after taking a two-month break, students have lost approximately 20-30 % of their academic learning momentum: they’ve gone backward in terms of learning. These studies also show that teachers typically spend up to six weeks re-teaching last year’s material. Students aren’t ready to learn after a summer off: they’ve lost their learning momentum after two months of video games and relaxing at the beach. The summer slide, the brain drain, or summer learning losses—whatever you call it, it can be easily prevented. A few hours a week of active academic style learning keeps the brain sharp, so that when falls rolls around, students actually are ready to learn.

Between sports, friends, and homework a teen’s life can be pretty chaotic. In most cases, it’s because of disorganization!

Let’s face it, even though we may be afraid to admit it, when it comes organization, WE NEED HELP!

Here are a few ways that I’ve used to deal with my organization issues:

1. Create a planner. I created a planner that told me to do my homework and study as soon as I got home so that I would be able to free up the rest of my evening for friends or so that I could have time to relax.

2. Get help. If you have a test or examination coming up on something that you just don’t understand invite a friend over to help you.

3. Reward system. When your life becomes less hectic and more organized, your grades get better, so this is a good time to talk to your parents about more freedoms.

4. Improve your learning skills. If you master learning skills (how to study, how to do homework, taking notes, etc.) it becomes easier to study. Plus, you become more organized in how you go about schoolwork.

I hope these tips help you as much as they have helped me over the years!

About me: I go to South Secondary School in London, ON and I have two younger siblings. I have always been a movie guy. Whenever my friends call or text me to go for a walk or to meet up at the school my only response is “Nope. Movie or bust!” Needless to say I usually get my way! But movies aren’t the only thing I enjoy. In the summer I love to bike with my friends down to the Thames River and ride along the trails. The sights and the entire ride are always beautiful. I know, right? How often do you come across a teenage guy who uses the word beautiful when not talking about that hottie across the hall? But there’s more weirdness than that! I also like to bake and listen to old music. OMG! You’ve just entered the Twilight Zone! Anyway, hopefully you’ll enjoy my new posts! Remember to leave feedback and comments at the bottom! – Dylan.