Newsletter June 2011

June 14, 2011
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We strive to bring you the most helpful and up to date information every month, and this month's newsletter is no exception.
You can scroll down through the articles below, or you can click on a headline you like to go directly to that article.

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This Month's Headlines:

Making Sense of Report Card Comments
Understanding the Difference Between “Active” and “ADHD”
Should Your Kids Go to Summer Camp?

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Making Sense of Report Card Comments

As the year winds down, parents, teachers and students get ready for one last report card to come. Aside from the letter grades your child receives, many report cards are supplemented with teacher comments.

Comments can be a little scary for everyone involved. From the somewhat vague remarks “does not work well with others” to “is disruptive in class,” parents are often left wanting to know more. What do these comments really mean, how important are they and what can you do about them?

Remember that comments may also be trying for teachers too, who are supposed to sum up an entire semester or year with a child in just a few words. It pays to understand how teachers evaluate and apply these comments, so you can take action in a positive, effective way.

Many veteran teachers urge parents not to be put off by report card comments—whether good or bad. Instead, they are supposed to serve as a second level of evaluation beyond the more formulaically arrived at letter grade. These comments are particularly helpful for parents who don’t have much direct contact with their child’s teachers, or who are unable to make parent-teacher conferences. Comments can also help a teacher explain why a student was given a certain grade, how much the child has improved or not since the last report card, emotional issues that may not be easily reflected in number or letter grades, or other concerns and praises.

Dina Karlip, a third and fourth grade teacher for more than 30 years, says end of the year report card comments are particularly important. Even the very best of students may have areas of weakness that can benefit from some attention and reflection. And, given just before summer break, they are often things parents and students can work on over the summer before children return to another year of school. In other words, don’t let your child tell you the comments don’t matter because school is over, or because they’re headed to a new teacher next year.

Unfortunately, not all teachers view report card comments in such high regard—some teachers rely on scripted responses or “cheat sheets” when choosing their comments. Hopefully your child’s teacher gave more a personal, thoughtful response.

So what do you do with discouraging or problematic comments? Here are a few tips.

Consider the Context

Look at the whole picture. The student may be an A students, but has a hard time speaking up in class. Or your student may have gotten lower grades than you hoped, but shows a lot of promise and dedication to improvement. Grades alone don’t always take into account the many facets behind learning.

Talk it Over

This can be tricky when it comes to negative comments, but do your best to talk with your student about the teacher’s insights. Try to refrain from being confrontational and allow your child to explain him or herself. You may hear something that helps you better understand where both parties are coming from.

You may also uncover difficulties your child is having but hadn’t been vocal about. It could be something as simple as not being able to see the board clearly, being shy to speak up in class, or needing some additional help in the form of tutoring. Whatever you find out, it will help both you and your child have a better year next year.

Ask the Teacher

If you still are left unsure or concerned, you can try to set up a meeting with the teacher. Don’t feel like you are putting the teacher out—it’s encouraging to them to see a parent taking an interest and trying to make positive steps toward a change. Your child’s teacher may have insight you don’t, given their firsthand observation of your child in class, and can help if you’re at a loss as to how to address a potential problem.

Make a Move

Once you’ve talked to your child and possibly the teacher or other school administrator, make a plan. Think about the things you might do at home or over the summer to help your child, whether it’s pure academics or more emotional or social kinds of development. A summer tutor can be helpful for those who finished school feeling unsure about lesson plans. Other disruptive behaviors can be looked at, with some ideas for how to work on them over the summer. Some may be serious and require the help of a professional, but don’t get carried away unless there’s real reason for concern.

Lastly, remain positive and encouraging with your child. If he or she feels you are disappointed or overly upset, your plans to help your them improve can backfire or leave them feeling like a failure. Let your child know you are involved in their school life, and are always supportive of their growth and improvement.

sourcePerles, Keren.“Understanding Your Child’s Report Card Comments.”education.com
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Understanding the Difference Between “Active” and “ADHD”

Most children, by nature, are inherently active. Children revel in playtime, and particularly physical playtime, so just about any parent will tell you their child is hyperactive. Of course, some children are more prone to physicality and movement than others, but generally speaking, it’s normal for kids to have a lot of energy, and to come up with creative ways to expel that energy.

That said, some parents may feel that their child’s energy levels are beyond what’s considered “normal” for children of that age. Parents may start to see signs that their child is struggling, or find that their child’s rambunctious behavior is starting to become unusually disruptive, even to others. Is your child active, or could he or she have Attention Deficit Hyperactivity Disorder, commonly known as ADHD?

Psychiatrists define three types of behavior that point to ADHD.

Predominantly inattentive children will be prone to daydreaming, inability to follow or remember instructions, being forgetful or unorganized, and a general difficulty with paying attention.

Predominantly hyperactive-impulsive children can experience different symptoms. They may have a hard time sitting still and feel a constant need for movement. This can lead to fidgeting, not being able to stay on task or wait for their turn. Children with these types of traits may also find themselves interrupting others.

The last type is a combination of the two above.

So how can you tell the difference between an active child and one who may have traits of ADHD? The distinguishing factor is usually the length and severity of the factors mentioned above, provided that there are no other likely causes for these kinds of behaviors.

It’s wise to consult a doctor if you have concerns about ADHD and your child. When physicians evaluate for ADHD they look at the number of symptoms, how long they’ve been going on, and how they affect life in different settings. Experts say ADHD signs appear in children around age seven, but many are diagnosed at a later date. Physicians will also look at other possible factors that can detract from focus, as ADHD treatment will not address other kinds of behavior or attention problems.

If you child is diagnosed, treatments can vary from medication to behavior therapy or counseling. Again, this is something you and your child should decide with the advice of a professional. Many children with ADHD respond well to medication and other treatments. Furthermore, the comfort of knowing what is going on is always a relief and a good step toward making things better for all involved.

sourceYelin, Susan.“Just Active of ADHD?” education.com
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Should Your Kids Go to Summer Camp?

With summer on the horizon, many children are preparing for a long-standing summer tradition—summer camp. Summer camp gives kids the opportunity to learn in a different setting, and to develop skills they don’t necessarily get in school, from social skills to crafts, sports and other areas. Camp is also a great place to learn about working and interacting with others and developing leadership skills.

Deciding whether or not to send your child to camp isn’t always easy. Your child may not initially like the idea, even if you think it’s a positive experience for him or her. On the flip side, your child may be ready for camp, but you may be worried that he or she is too young or unprepared. Rest assured, there are many options for summer camp that fit both you and your child’s needs and desires.

Overnight camp can be polarizing. Some kids may revel in the experience, especially if siblings are there too, while others may be put off by the idea. Either way, experts like Bob Schultz, of the American Camping Association suggest that kids should have some overnight camping experience before being shipped off to summer camp. You can tell by your child’s reactions to camping trips how they might respond to summer camp.

Camp directors and counselors understand that summer camp can be scary for some, and they are trained to make children feel more comfortable and supported, and help them make new friends in a new environment. Family therapist Michael Popkin suggests that parents don’t immediately cave if their child is having a hard time adjusting. The homesick comments may stop after the first few days or so, when children start to find friends and begin to enjoy the change and freedom of summer camp. Sticking with it also teaches valuable lessons about persevering, even in the face of discomfort or fear.

Some children who really don’t like the idea of sleepover camp may be better suited to day camps. These still give many of the benefits of overnight camp—meeting new friends, outdoor activities, sports like swimming and archery, making new friends—without the intimidation of the nighttime. Day camps may also be more affordable, and leave your child time to pursue other interests and activities.

So how do you pick a good camp? Here are some things to consider when choosing a camp for your child.

• How many counselors are there per child? Does this seem appropriate for your child’s age (younger children need a higher ratio of counselors to kids)?
• Are the counselors return employees? This gives you some insight into how the camp is run, and the counselor’s familiarity with the program and campgrounds.
• If it’s a sleepover camp, what are the dorms and bathrooms like? What are the security measures for nighttime?
• How does the camp deal with behavioral issues, including homesickness?
• What type of meals are provided? Do they fit with your child’s diet or nutrition needs?
• What kind of background does the camp director have? This can be particularly important for specialty or academic camps.
• Visiting the camp helps both you and your child decide if it’s an appropriate match for them.
• Finally, make sure the camp’s philosophy reflects that of your family and child. This goes a long way toward ensuring a good fit and a great time for your child.

Camp can be a wonderful, eye-opening opportunity. But it’s up to you and your child to decide if it’s right for them, and if so, what camp will give them the best summer experience.

source“To Camp or Not to Camp” and “Picking the Right Camp.” familyeducation.com