After a foundation is laid, you will need to add a strong structure to fortify their growth.
Enjoy the bi-weekly articles below.
These sections  are organized by age level, but the information is not restricted to that age group. Consider looking at other age ranges as well. Also, make sure to check out the Archives.

Still Have Struggling Learners? 
     What seems natural to us may not be to struggling learners. They need step-by-step teaching to be successful in their efforts to learn. If a step or skill is missing in their reading or math, they may be discouraged or “lost” in their understanding of how these work. Struggling learners of any age may feel defeated and frustrated. They may have difficulty processing the necessary skills. They may have experienced a physical injury, sickness, or trauma that has kept them from understanding. There may be problems in their family, or their family does not know how to encourage or motivate them to learn.  
      Children need experience, patience and knowledge given in certain ways to help them learn. Becky Spence (www.thisreadingmama.com) suggests the following procedures: 
     Explicit teaching. Children need to be taught exactly what they need to learn. They need you or their teacher to tell them what you want them to learn.  If it is how many syllables in a word, you must show them by counting or clapping the sound units that make syllables.
     Systematic teaching. Children need to build their knowledge about words or numbers one step at a time. Each new lesson or skill must follow an earlier one.  They must know what numbers stand for before they can add or multiply. 
     Multisensory teaching. Children need to hear the lesson, see it, and even feel it to help them remember.  Struggling learners need to see the information in different ways. They need to process it in the way that works for them. Seeing it as they hear it, writing it as they see models  may help some children.  Even moving or dancing to the multiplication tables may help them memorize these facts for easier computing in their future.
         Tell me I forget. Teach me and I remember.  Involve me and I learn.  Benjamin Franklin
     Consistent teaching. The skill the children are trying to learn happens the same way in most situations. Give children many opportunities to practice until it sinks in.  Say those multiplication facts everywhere you go in the car.
      Do not let your struggling learners give up. Keep trying until they get it. For some children this may take many repetitions. 
  
A HAPPY MEAL for Your Family 
     Sharing a meal together should be an enjoyable time for you and your children, especially now when even school is upsetting. A meal that you can prepare and serve at home with the help of your children gives you satisfaction, valuable time together and time to share and get to know one another. Plan your meals ahead of time even with your children. 
Alisha (yourkid’stable.com) offers some guidelines to make your meals a welcome addition to your family schedule. 
     Create a No Phone Zone. No phones, tablets, TV or other screens are to be allowed at the table. Make or purchase an attractive basket in which to park your tech at mealtime after you have turned off your screens. Neither Dad, Mom, or other family members are to answer phones while your family is eating.
     Set the table. Having your children help you set the table not only teaches them placement of plates, silverware, glasses and napkins, but to pause other activities for time to eat.  
     Turn on the music. You might choose soft music to play in the background while you are eating. Maybe some piano or jazz would be better choices than rap or hip-hop. You could even use the beginning of the music as a signal to your family that their meal is ready. Music that is pleasant to listen to may keep your children calm and ready to sit at the table a little longer. 
     Sing a song or give thanks. This is also a ritual that should be consistent. Your children will associate this with the beginning of their meal and will make the transition from their previous activity easier. My grandson had become accustomed to beginning his meal at home with a little verse -  “God is great. God is good. Now we thank him for our food. Amen.”  Even though we were having a family meal at a restaurant, we all had to say this before we could eat. 
     Pass the potatoes.  Allow your children to serve themselves from pots or serving dishes. This gives them the feeling of control and encourages them to try a “little” of each food served.  
     Start a conversation. Encourage each of your children to share by asking “What would you rather do...?” questions.  Would you rather fly or become invisible?  Talking about school-age children’s “highs and lows” of the day might also be a choice. This also reinforces the community aspect of sharing and eating together. 
     It's important to be consistent in establishing meals as family time so they become a habit that all your family looks forward to, especially now when an anchor is needed. Be patient and keep trying.