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!

In high school, you’re pretty much your own person. Which is a good thing, but this new freedom comes many more responsibilities. One of them happens to be getting help.

When it comes to having troubles in school, there are some instances where your parents can help. But in cases when your parents or peers can’t offer support or guidance, it isn’t the end of the road. You’re not on your own.

Schools always have support systems, such as help groups, and it is very important that you take advantage of them!

But recognizing that you need help and doing something about it is up to you. Nobody is going to do this for you. You have to be the one to ask for help. This is a big responsibility.

In most cases, extra help such as support groups will take place during your personal time i.e. your lunch break, or after school. More than likely, you will have second thoughts about “wasting your time taking to them,” but it is very important that you think about your future in such cases.

After all, this is high school and the decisions are up to you. If you decide to skip these help groups it will reflect on your final grade and (depending on the course) future grades.

So, whenever you come across such a feeling and decide to skip a session, just think that in five years it won’t matter that you went to this ‘stupid’ help group, only that you’re glad that you did, and decided not to waste your time by not asking for help.

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.

Science fairs submissions are usually fairly predictable… there’s hot air balloons, and growing mold on bread, the solar system, waves, generating electricity from a potato, wind energy, magnets, and of course, the ever-popular exploding volcano.

But one high school student has set the bar for all future science fair submissions. For his tenth-grade science fair 16-year old Daniel Burd did more than describe the science behind a common scientific problem—what to do with all the plastic bags—he searched for a real-life solution.

And so began Daniel’s award-winning science fair project. He began with what he already knew—that microorganisms are involved in the breakdown of plastic—and then set about isolating, identifying, and measuring those microorganisms.

He measured, counted and retested for about three months until he was able to prove his theories successfully, and identify a real-world application for his discoveries. And then it was off to the Canada-wide Science Fair in Ottawa to win the top prize.

Burd may seem to be a gifted or exceptionally talented student—and certainly he stands out when compared to other 10th graders and their more predictable science fair submissions.

But the one thing that truly make’s Burd’s Plastic Not Fantastic project so outstanding is not the fact that he could isolate microbes, run control groups, and accurately follow the scientific method. It’s not even that he attempted to find a solution to one of the biggest ecological problems of our time.

What makes Daniel Burd stand out from the crowd is his active mind and the fact that he was able to make connections from what he learned in school to home life to environmental issues. The ability to transfer skills, understand interconnectivity, and look for solutions to everyday problems—these skills represent educational ideals at their best.

It’s these skills that make Daniel Burd a winner in our books.

You just found out that your child has big project… and it’s due tomorrow!

Before you start yelling about procrastination and bad work ethics take a minute to look at the reasons why kids procrastinate in the first place.

Why do students put off a big project until the last minute? It’s not because they don’t want to do the work, or because they aren’t performing in school. Procrastination is nothing more than not understanding the steps involved in a project… it exists simply because kids don’t know where to start and because put more value on what is happening today than what will happen tomorrow.

Kids often procrastinate when it comes to homework because they don’t see how the project is relevant or important to them. When you boil it down, procrastination is a motivation, confidence, and impulsiveness issue.

When it comes to projects and assignments, kids need to understand two things in order to be motivated to get the job done:

1. Kids need to understand how to do the project. To do this they need to use equal parts of project management and time management skills. Big projects can be overwhelming at the outset. Children need to break the project down into manageable parts such as research, writing and editing—so that they can follow step by step until the project is done in a reasonable time frame.
2. Kids need to understand why the project is meaningful to them. Kids look for instant gratification—it’s their nature. Long-term results like getting into a good college are essentially meaningless to kids. Finding ways to make a project meaningful and relevant for them gives them motivation to get the job done today!

Helping students develop motivation for their work and a better understanding of the steps involved are the keys to helping students complete homework on time, finish projects well ahead of the due date, and put an end to procrastination for good.

Encouraging Students To Speak Up in Class

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For students who are too shy, too hesitant, or too unwilling to speak out in class, the results can mean poor grades and poor classroom participation marks. Those poor grades can make self-esteem plummet and make the child even less willing to raise his hand. It’s a vicious cycle.

So how can parents encourage even the most timid children to become active participants in the classroom?

• Reinforce the idea that it’s okay not to know something.
• Involve your child in a group or activity where they routinely have to speak up.
• Talk to the teacher about your child’s reluctance to draw attention to him or herself.
• Help your child understand that it’s okay to be wrong.
• Make sure your child understands that asking questions in class does not mean that she is stupid!
• Encourage your child to speak with the teacher after class

Like so much else in life, the ability to stop and ask for help when it’s needed is a learned skill—one that can help students end frustration and become a better learner.

But, it takes time to be able to confidently state that something is not understood. Putting up a hand in class to say, “can you repeat that?” is a step towards becoming a better, more confident student.

Please read some related articles on Paying Attention and Shyness.

Forget the old battle about jock versus nerd. New studies are showing that the jock stereotype—all brawn, no brain—is completely wrong. In fact, the jock might just have a bigger brain than his more studious, less physical counterpart.

New research shows that exercise can increase blood flow to the brain, which results in a process known as neurogenesis—the re-growth of neurons in the brain.

Researchers at Columbia University, Salk Institute for Biological Studies, and at University of Illinois found, in separate studies, that subjects who increased their exercise quotient over a three-month period caused so many new neurons to grow that the size of their brains actually got bigger!

The area of the brain that saw the most growth was the hippocampus—the part that deals with memory and cognition.

But what does this mean for school aged children? The California Department of Education studied 7th grade students, and found that the most fit of those students did better on their SATs then their less-fit counterparts. Similar studies from the University of Illinois found that the more fit students had better standardized test scores.

But exercise helps thinking in more ways than rebuilding neurons. Exercise increases neurotransmitters such as dopamine and serotonin, which decreases feelings of depression, elevates moods, and helps to improve the ability to focus.

But the best part of these findings is that the link between exercise and improved cognitive functioning isn’t just for the young or physically fit. Regular exercise improves brain function in young and old alike.

Rami, a grade 12 student came to us in June needing help with a college entrance exam (ACT) He really applied himself and came in four times a week for an entire month.

He had to pass the ACT in order to receive a full soccer scholarship. In writing the practice exam, he only scored a 10%! So needless to say, he was very focused, and after our intense work, he passed! He is now enjoying a university and his full scholarship! His future goal? Professional soccer player!

We’ll be keeping our eye on the world cup for Rami — with his ability and dedication, we have no doubt he’ll get there!

Many of us make New Year’s Resolutions to improve ourselves by losing weight or quitting smoking or exercising more. But what about resolutions to improve your mind? Here are a few learning resolutions, some small and easy, some a little more difficult. Whether you’re six years old or 60 years old, doing just one of these resolutions will leave smarter at the end of 2006 and you are at the start. Doing more than one will definitely make your mind stronger and your life richer and more interesting.

• Learn one new word every week.
• Learn one new skill every month (a massage technique, how to can your own produce, how to program your VCR – the opportunities are endless).
• Start a diary and keep it going daily or weekly for one year.
• Learn a new computer program every few months. Or at least make an effort every week to learn something more about a program you already use (either a short cut to use it more effectively, or a new command or option that you’ve never used before).
• If there’s a subject, topic, current event, company, product or country you’d like to know more about, make it your goal to become an expert. Whether it’s the Middle East or composting, in only 12 months, if you put your mind to it, you can become the most knowledgeable person on a specific subject within your peer group.

Remember, the keys to achieving your New Year’s learning resolutions are to start right away, and to make a simple plan for achieving the goals you set. If your goal is to learn a new word each week, figure out interesting ways to do it. Do a crossword puzzle, read a magazine you’ve never read before, pick up a thesaurus or visit one online and search out a new word.

You may even discover that with some resolutions, simply devising a process to achieve the goal you’ve chosen will teach you more than the goal itself.

Good luck with your New Year’s learning resolutions. Have a safe, happy 2006.

Setting goals helps motivate students, give purpose to their work, and better plan their time. Oxford Learning recommends that parents and children set goals for success together because “we decisions” are better than “me decisions”. By collaborating during goal setting, parents and kids can open the lines of communication.

To begin, simply sit down with your child. Based on a review of last year, let him/her tell you about the goals he/she would like to set for the new school year. Listen carefully to what your child would like to strive for and achieve. Be supportive, be respectful and be encouraging.

Achievable, Measurable, Believable Goals

Work with your child to develop and set goals that are relevant, but most importantly the goals must be achievable, measurable and believable. This is critical and the underlying key to setting successful goals. Once the goals are set, the time is right to build a reasonable, realistic plan to achieve them and measure success. Periodic reviews between you and your child about how he/she is doing will keep the positive momentum going.

As a parent, it’s important for you to know that it’s never too early or too late to teach your child the fundamentals to help him/her succeed. It’s also important to remember that Oxford Learning is here to help your child develop the right habits and skills so that he/she can achieve goals with confidence and success.

Every school year begins with students, parents and teachers who are full of optimism and committed to making this the best year ever. Unfortunately, for some, it doesn’t take long for the sizzle to fizzle and for students to fall behind, leading to anxiety, stress and frustration for students, their parents and even for some teachers.

Too often parents expect miracles.

Chances are that if your child had trouble with a subject last year and didn’t work on it over the summer, the challenges could be even more overwhelming and demoralizing in the new school year. If you wait until the first report card, it’s often too late. Parents can help their children avoid the vicious cycle of falling behind, then playing catch-up for the rest of the year, by reviewing last year’s report card before school begins and quickly recognizing the symptoms of academic challenges.

Parents often allow six to eight weeks for a “settling in” period before they begin to monitor their child’s grades and school performance, but doing so can be detrimental to a student’s learning momentum. By the time October rolls around, some students are already becoming frustrated and the learning curve is too steep. All of a sudden, minor problems become major obstacles to success, and very stressful situations develop for everyone involved.

Setting goals is critical to success.

It’s critical to set goals early to ensure your child is happy and has the confidence and know-how to thrive and enjoy school. An objective third party, such as Oxford Learning, can help open the door of communication to set goals and rekindle confidence and a willingness to step outside of the comfort zone when it comes to tackling academics.

Once you’ve identified your child’s goals, strengths, weaknesses and learning style, make sure that you share this information with your child’s teacher(s), who can help guide and monitor progress. The more professional the support you can have on your child’s learning team, the better.