Talk Autism by Debbie
Let's talk about Autism. The ups and downs for guiding an individual that is on the spectrum. Let's not forget about the parents and other children during out talks.
Talk Autism by Debbie
Stress-Free Homework: Transforming Study Time with Engaging Strategies and Brain Insights for Children
Is your child’s homework causing meltdowns and staring spells? Discover strategies that can transform study time into a manageable and even enjoyable experience. In this episode, we discuss how to recognize signs of stress and disengagement in children, ensuring study sessions are short and tailored to their age. From having all necessary supplies ready to varying how information is presented, we cover it all. Emphasizing the importance of being engaged in the learning process, we offer tips on using visual timers, breaks, and diverse activities to keep your child’s mental “gate” open, making learning more effective and less stressful.
Drawing from my experience in a reading lab, we also explore the fascinating world of child brain development, focusing on how different parts of the brain contribute to reading abilities. I share insights from specialized programs and discuss plans for further research to help you support your child's reading journey. Stay tuned for more valuable insights and another exciting podcast soon. Have a fantastic day and an even better week ahead!
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Hi, everyone, hope you're having a good day today. Today we're going to talk a little bit about working with your child on doing homework, or if you're homeschooling. So you're at the table with your child and you're trying to get an assignment done and they're either turning their backs on you or they're looking into space or having a meltdown. Their backs on you or they're looking into space or having a meltdown and you just want to go hide and grab a gallon of ice cream and eat it. So what went wrong? So the answer is that you're working against your child's system and so their brains may be working harder than what you think. So their brains may be working harder than what you think and if it's new information they're trying to, you may be trying to stretch their brain a little bit in ways that they're on maybe overload and you don't realize it. They may be feeling stressed. If they're just newly homeschooled, it kind of takes a few weeks to kind of adjust from going to the routines of school to routines at home. Also, it's another thing that you need to consider. So a child should come to the table for between 10 to 20 minutes, and we're going to talk a little bit about that in just a minute you may be thinking well, that's what we do, but I just wanted to finish the last two problems and they did not want to, or they read the last paragraph or something like that, and they refused. So let's look at your child a little differently. Think of them as that they have a gate or an open door to your child's brain, to your whole child's system actually, and you want that gate to stay open so they can absorb the material, do the work that they need to be done for the day. You've set a goal and you want to reach that goal and you want them to reach a goal. You agreed on the goal for the day and they're just shutting down. So like if you live in a gated community, think of them that that's what they live in. They live in a gated community and sometimes that gate will shut down when you're trying to get that information in. So when they start to shut down, we see some signs before they do and they feel like somebody's going to invade their home. So if your doors are locked and shut and all of a sudden you've got somebody trying to get into your home to break in, what are you thinking about cooking dinner. Are you going to be thinking about you know what next you need to do? No, you're going to be thinking how do I protect myself and what do I need to do? You're going to have that flight or fight kind of emotions, and that's what happens to them. So think of that. You know how would you feel and think how they must feel Once that gate is closed. You're not going to get any more information in 're just not cue the gallon of ice cream. Remember that they don't also control it either. It's not like something they say yes or no to, or I'm not gonna or not. When they have those feelings of that it'd be an invasion into their, their uh, then it's that gate's just going to shut on them. They're not saying I'm going to shut it out, their body is just doing it. So here's a few tips to kind of help Keep it short. So what does that mean? Keep it short? How many minutes do you work? Well, I had read somewhere where it said you take their age and add two, maybe even three, but two, and then that's how many minutes? So if they're seven years old, you add two, that's nine. So if you go, 10 minutes, okay. So, whatever their age is, add two and that's your answer of how many minutes at the table. Now that doesn't mean that you can't like say you do 10 minutes and then you know they get a break for whatever. Do something different. Maybe you can, like you know, if you're working on math, do something in the kitchen, or if you're doing science, do something outside. You can kind of do it that way too and add to it. Also, if you're reading out loud to them, that doesn't include those minutes, because that's kind of something that you're doing relaxing. Those minutes are actually work minutes that you're working on stuff it's not preparing or anything like that, it's just actual minutes. And make sure everything's ready, all your supplies is there at the table before you begin to work. And find out which words work better with them. How do I present the information to them? Some work better than others. It just depends. It's just. Let me give you an example, like when I'm working on math skills. There's some of my students that have. I have to say I have to put that word in, equal to for them. If I can't just say four plus two, you have to say equal. They need to hear that word. So those are just some of the things that may help your child. Help your child to do a problem, do a problem with them. If they're doing a math problem, you do one or something like that. Or if they're coloring, ask if you want them to help you color something. So be involved with what they do, and not just that you're doing it, but just that they're doing it together and um, and that helps in socializing too. Body language. So if you see them, put their hands on their eyes or their ears, they're looking away, they're y, they're getting ready to close down. So your job, your first job, is to keep that gate open, to keep those doors open. So remember, when you're sitting down, what's your first job Keep the door open, because that's the only way you're going to get information in. Also, don't forget that. You know it depends on your child to have those timers. You know a visual so they can see. It can be. I work for this and first, then then this it could be a schedule where they take it off with pictures, or it could be a clock itself. So you have to find out what works best with your child, what makes them feel more comfortable to be relaxed and be open to the assignments. Ask questions you know to them they may not answer, but that's okay. Just keep asking those questions. Maybe do the first problem for them and that may help them too. But, like I said, your first job is not helping them solve a math problem or reading is to keep that gate open or that door open. If they do shut down, it's okay. Find ways to bring them back without discipline. Remember, this is not something that they're doing on their own will, that they're doing on their own will, and so discipline is not going to work. So we need to find ways to open up. So, like I said, if you're working on math, do something in the kitchen, bake some cupcakes or something you know. Plan something that, when they do shut down on you, you can bring them back and calm them back down and they are able to open up again and receive the information. Sometimes it takes a while. It may take a few hours, it may take the rest of the day, it may take, you know, just a few minutes. So just find some techniques that work for you and your child to help calm them down and bring them back to where they need to finish up their assignments, and if it's not that day, then the next day. Okay, don't let it get you down and don't let you be stressed about it either. Encourage them to complete a task. You can also give them rewards, you know. Okay, so when we get this done, maybe an extra minute or five minutes or something on TV or their iPads or something like that, or the only thing I would say is don't you want a reward system, but you don't want to be able to have to go to the store every time they get something, a prize, because that doesn't work either. That's not real life and they need to know that every time you walk in a store, they're not going to get something. Now you can do things to help them with grocery shopping, and that they help pick out some good, healthy snacks and, like I said before, read aloud can help them to relax. It's not part of the time that they're actually working, but it may help them to reopen that gate too and find stories that they like. Right now, I'm working with one of the students I'm working with. He's seven years old, and so he likes those short, you know, with pictures like no David or something, one of those kind of books. He loves those kind of short little stories where there's not a lot of words. Now I am starting to do some of those books with a lot of words and he's getting a little frustrated with it. But I'm just trying to increase his endurance a little bit here and there because he is right now homeschooling. If he ever went back, you know it's going to be a different story. So I'm trying to help him gain a little bit more time on task, try new things like, like I said you know, go for walks, include him in things that you like to do, and maybe he'd take an interest in that. So that's all that I have for this podcast. I am going to do another one that's kind of related to this, but I'm going to talk. I've got to do a little bit more research and I'm going to talk about different parts of the brain and what is happening with our brain. Now, I'm not a doctor and I am in any way know a lot about everything, that's for sure. But I do want to just kind of touch bases. Years ago I worked in, I had a reading lab and they came in and did this program. I worked in, I had a reading lab and they came in and did this program. I learned a lot about different parts of the brain and how they work, especially with reading. So I do want to do a little bit of research and see if I can come up with some things to maybe help you with your child and to understand what's going on a little bit with their in their brain. So I will be doing my research on that. I am going to do another small podcast on some another topic soon. So anyway, I hope you have a really good, good day and a good week. Take care and God bless.
