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online learning - children learning skills

How can parents help kids with online learning?

How can the parents help kids focus and make the most of what their teachers offer online remotely? Understanding that a handful of feelings have to be shown to enhance motivation and children learning skills: a sense of safety, meaningfulness, mindfulness, competence, belonging, autonomy and connection. Different children’s needs will differ, of course, but a few evidence-based guidelines can help caregivers improve online learning.

Create the best workspace for online learning

Many postdoctoral research associates at the University say now that our homes have literally become classrooms, we can learn from many researchers on “the complexities of these spaces. Many parents report that to feel safe, children need a designated workspace that is comfortable. To create a feeling of warmth and affection, they suggest asking children learning skills to pin up artwork or otherwise personalize their learning space. You must help children feel more autonomous by keeping the materials they’ll need and not just pencils but also pencil sharpeners, such as close at hand.

Ideally, the kids will have multiple distraction-free workspaces, such as one for class Zooms lectures and another for quiet time. This is very simple for some families and a downright laughable proposition for others. But knowing what the ideal is can just help us get as close as possible with whatever we have. If a comfortable and straight-backed chair and desk setup isn’t available, for example, try making a work desk out of pillows on your child’s bed each morning.

Establish rules and discipline

Research shows that children will work hard when expectations are clear. This is when children are learning skills. And teachers are also trained that kids are more likely to follow the rules when they have a voice in co-creating them. That is why experts recommend having an explicit discussion about home expectations. Use kind words is one of her suggested house rules. You can earmark time at the beginning of each day to set goals.

Some reputed professors of psychology at Florida International University provide an example of how to communicate one to an elementary-age child learning skills: “Stay in the assigned area with no more than two reminders. That means stay in this chair until the online class is done. You may stand, you may kneel, but you really have to stay in here to finish your work, and if you get more than two reminders, then that means you didn’t really meet that goal for the day.”

For elder children, rules might revolve around eliminating technoscience or media multitasking. It is very essential for children learning skills. Teenagers often think they can scroll through Instagram on their phone while attending online class on Zoom; doing so has been shown to make them take longer to finish assigned tasks, make more mistakes and remember minor study material.

So for the children learning skills, ask your child: “What could work here? Maybe your phone stays with the parent during class time?” Once you have clearly and jointly defined expectations, it’s essential to model the compliance by following the rules yourself, no matter how difficult it is to muster those kind words after the ninth interruption within just 20 minutes. Be consistent in reacting to broken regulations and unmet goals. Teachers strive to use logical consequences and repair whatever harm has been done, all the while remaining supportive and empathetic towards children learning skills.

children learning skills & online learning

Set routines to stay organized

Lack of predictability is often what is causing the emotions that derail the learning, so increasing the predictability can help. And rules and regulations for goals alone are not enough. Teachers cannot control whether kids show up to class tired and hungry, but parents can make sure kids get to sleep, waking up with enough time to eat a hearty breakfast, and are ready to attend lectures online. In spring, kids and parents did Circle Time each morning, going around the room and sharing what they planned to work on that specific day, as well as answering an icebreaker-style question.

At first, this attempt to boost the connection, belonging, and autonomy feels like a net loss of 10 minutes for my workday, but when they started looping the kids in on their big deadlines and calls, they demanded more minors from the parents later. Instead of just making checklists and whiteboards or setting timers on your smartphone, problem-solve solutions like these alongside kids to increase their buy-in. (Miriam Romero, a fifth-grade teacher at a school in San Francisco, says parents can propose programming Alexa or another intelligent speaker to tell their child when a new Zoom session is starting.) Then revisit your systems regularly. 

Bolster the autonomy in a second way by setting up systems that children learning skills can navigate around independently as much as possible. This is essential for promoting children learning skills efficiently. Try keeping a bucket of healthy snacks on the dining table so a child can leave their workspace after a lesson ends, help themselves to a snack and return afterward. It’s essential to plan for transitions like these, Professor Wahman says. Professor Fabiano suggests assisting kids in getting organized each day, walking through the time schedule and which passwords are stored where, before expecting them to be self-sufficient.

Make the work meaningful

One of the biggest challenges with distance learning / online learning is that the person designing the work is removed from children learning skills, and a parent can be left without answering the question, Why do we even have to know this? As much as possible, steer clear of the knee jerk response “because your teacher told me so” and take a second to engage the question such as (I know, yet another 10 mins, gone forever). Experts recommend encouraging students to look for ways that academic content aligns with their values. If that fails, parents try telling a story about their experience that makes the assignment more relatable.