Math WAR: WHY kids resist your homework help - By TucsonMathDoc
Transcript
| 00:0-1 | Have you ever driven your rental car into around parking | |
| 00:03 | lot and realize you can't back out ? Yeah , | |
| 00:07 | not a pleasant situation . So when a child come | |
| 00:11 | home and wait as a parent very eager to help | |
| 00:14 | . Sometimes we end up in the wrong parking lot | |
| 00:17 | cause more damages than necessary . I am dr phoenix | |
| 00:21 | Panyu host that wiping away math tears . So back | |
| 00:26 | into the analogy , sometimes we have a tendency to | |
| 00:29 | jump in there , help them whatever they're struggling with | |
| 00:33 | . But I really believe if we take a little | |
| 00:36 | bit of time , create a pleasant and grateful environment | |
| 00:40 | that will actually help them a lot more down the | |
| 00:43 | road for their success with the homework situation , avoiding | |
| 00:48 | those dreaded math force . So specifically there are three | |
| 00:52 | steps where I work , share and coach parents and | |
| 00:55 | let me go through with you today . The three | |
| 00:58 | steps got to be somewhat in order . The first | |
| 01:01 | one is you want to do a self assessment . | |
| 01:03 | My self assessment is what I mean is ask yourself | |
| 01:07 | for questions . The first one is am I hungry | |
| 01:10 | ? Did I have a bad day ? And second | |
| 01:13 | one is what kind of patients level ? But I | |
| 01:15 | have 1-10 1 being pretty dry and gonna lose it | |
| 01:20 | can being asked me any questions . I will get | |
| 01:23 | frustrated . Okay . The third question is um do | |
| 01:27 | I know what the teacher wants because sometimes we learn | |
| 01:30 | differently than what our kids being taught . 4th question | |
| 01:34 | is , how urgent is this homework assignment ? Is | |
| 01:38 | the test looming ? Is that due tomorrow ? How | |
| 01:41 | long has the assignment been going up ? So you | |
| 01:44 | want to do all those self assessment First Next you | |
| 01:48 | want to assess your child again ? It's a child | |
| 01:51 | hungry . Is the child had a bad day or | |
| 01:53 | what kind of state are they in similar to you | |
| 01:56 | ? Right . Second one is is the child anxious | |
| 01:59 | about the homework assignment ? Do they have something else | |
| 02:03 | that's on their mind ? Right . Third thing is | |
| 02:06 | you want to help your child or write down something | |
| 02:08 | ? What I typically the no card expression card note | |
| 02:12 | card expression card yet multiple . So specifically if a | |
| 02:16 | child is totally lost , have a card like this | |
| 02:20 | . Okay . And on the back have it written | |
| 02:22 | out pretty lost . If they're happy , everyone is | |
| 02:26 | happy and having a good time . See I'm doing | |
| 02:29 | great And this is the most important one . I | |
| 02:33 | am pretty frustrated . I need a break now . | |
| 02:37 | It's important that they write those communication card down before | |
| 02:41 | you start that way that when they are under stress | |
| 02:45 | working with you , they can actually have the power | |
| 02:48 | to say when they need to say without according to | |
| 02:51 | feelings . And it's really important . You take the | |
| 02:54 | time to honor whatever they say right now , after | |
| 02:58 | you've done the self assessment and you assess the child | |
| 03:01 | , let's take a look at the homework itself . | |
| 03:03 | Three things here Based on the homework of today . | |
| 03:07 | What you really want to do is have an agreement | |
| 03:09 | with your child before you start specifically . What I | |
| 03:12 | mean is maybe you agree on working on 15 minutes | |
| 03:16 | , take a five minute break . Or your child | |
| 03:18 | might have a different learning rhythm . They might want | |
| 03:21 | to do a little longer , 45 minutes for older | |
| 03:23 | kids , maybe 10 minute break whatever that rhythm is | |
| 03:27 | , Take the time and have agreement and help them | |
| 03:30 | find that it's important . You find that because they | |
| 03:33 | were going to take that rhythm with them when they | |
| 03:35 | go off to college . Right ? So you want | |
| 03:37 | to help them that next thing when you do the | |
| 03:40 | homework , I can't stress this one enough . Have | |
| 03:43 | to writing utensils specifically , you have a pencil . | |
| 03:49 | they have a pencil where you don't want to do | |
| 03:51 | is grab their pencil because the minute you grab their | |
| 03:54 | pencil they're not learning you are , you might be | |
| 03:57 | demonstrating but they're not learning and because they're not learning | |
| 04:01 | themselves by writing , when they take the test , | |
| 04:04 | chances are they won't remember we tell them or worked | |
| 04:07 | out the same point . Last thing sit across from | |
| 04:11 | your child . This might sound a little killer . | |
| 04:14 | What does that mean if you sit on the same | |
| 04:18 | side of your child since you're a bigger person , | |
| 04:20 | you know more than you talk faster , you might | |
| 04:23 | not be able to match your child's rhythm . Remember | |
| 04:27 | when they're learning how to walk ? We match our | |
| 04:30 | little steps are big steps to their little steps , | |
| 04:33 | right ? So when you teach you want to do | |
| 04:35 | the same thing . This is why I always advise | |
| 04:38 | at work have parents to sit across from their kids | |
| 04:41 | so that they read upside down . They might have | |
| 04:43 | to write upset down they use now dominant hand , | |
| 04:47 | whatever it takes to slow your pace step . All | |
| 04:50 | right ? So assess yourself first , assess the child | |
| 04:54 | and then take time to assess the homework assignment itself | |
| 04:58 | . If you do this , I really believe you | |
| 05:00 | can create a more pleasant conducive environment for you and | |
| 05:04 | you chop . So what's the takeaway ? Let me | |
| 05:07 | give you a few words of encouragement , encouragement . | |
| 05:10 | They might not go right the first time , but | |
| 05:12 | don't give it up . It's so worth the time | |
| 05:15 | and effort . Little by little , I'll get better | |
| 05:18 | . Little by little . They will be creating a | |
| 05:21 | conducive environment with the child and they are looking forward | |
| 05:24 | to the homework assignment and secondly , lastly , have | |
| 05:28 | fun at it . Maybe have you child you as | |
| 05:32 | how good you are as a teacher . It will | |
| 05:35 | be fun for them . But more importantly , I'll | |
| 05:37 | teach them to think through what kind of help and | |
| 05:40 | how they like to be helped . Don't be sensitive | |
| 05:43 | taking their feedback because another day what you are looking | |
| 05:47 | for is not only just one homework assignment , but | |
| 05:51 | more importantly you're trying to train and grow them as | |
| 05:54 | a scholar . It takes time . All right , | |
| 05:57 | that's it for today . Come back for more tips | |
| 06:00 | . And this Doctor Panyu host at wiping away math | |
| 06:04 | tears until next time . Happy . Apparently . |
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