With the NSW Government extending the lockdown in the Hunter until mid-October, that means more home-schooling for Hunter parents.
So, the Newcastle Weekly, with the assistance of retired educator Louise Clayton-Jones, is providing some handy tips to help mums, dads and carers get through this, often, stressful period.
The degree of effort a child puts into a particular learning task is strongly influenced by both their level of interest and the value they can see in doing it.
However, learning is also strongly influenced by how children view themselves as learners.
Understanding how to promote the child’s positive image of themselves as a learner is deceptively simple.
It hinges on strategies to develop planning, monitoring and regulating learning behaviours for a task or set of tasks.
It is always helpful for a novice to have an experienced guide. Think about how you learned to drive, play golf, knit or play an instrument.
Tip # One Planning
Talk about the goal of the task and how challenging / easy it will be. Also talk about possible ways to tackle the task and identify any specific gaps in knowledge or skill they might need help with. Doing this before a task helps the learner judge how much effort will be needed and helps them to feel in control.
Tip # Two Monitoring
Talk about how well progress is matching what was planned. Are there any areas of confusion? Is the chosen way of doing the task working? Is any help needed? Is the level of effort adequate for the job?
Tip # Three Regulating
This is related to the monitoring phase in that the answers to the above will require one of two reactions. If what is happening is working, then just keep going. However, if it is not, something will have to change to ensure successful completion of the task.
Very young children tend not to be put off by challenge, but as they progress through school, children can become fixed on some idea of their ability. Productive and purposeful learners have a realistic belief in themselves and are OK with bumps along the way to gaining knowledge and skills.
Little conversations like these are super important. In the jargon, it is called “scaffolding” – just like when a building is put up.
As the scaffolding is no longer required, it can be removed. Our goal is to nurture independent learners.
Practice in these three self-management skills will give them the security both mentally and emotionally for this to happen.
Louise Clayton-Jones
Retired educator
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