In our last post we talked at length about reading and interpreting the Report on Student Progress (ROSP). In this week’s post we turn our attention to look at tools and strategies that families can use to develop strong work habits in their children. Our goal is to support families in their efforts to teach and support these skills proactively throughout their child’s life.
The ROSP relies on an observation based rating scale when it comes to rating a child’s development of articulated work habits. The rating system focuses on the frequency with which the teacher observes a given behavior. These observations are captured in the ratings: Rarely (R), Sometimes (S), and Usually (U). No matter the rating, it is critical that parents reach out to teachers and educational professionals if they have concerns about the development of these skills.
One of the complexities in supporting and learning effective work habits is that they each represent a series of embedded and related skills. Because of this, it can be hard to know how best to support children in practicing and developing those skills. To support families in this endeavor we are going to take the next few posts and explore the prerequisite skills for each work habit and easy to use strategies that families can employ to support them. This week we are going to focus on following written and oral directions.
Follows directions accurately (written and oral)
- Focused, sustained attention: Child attends to the source of directions until directions have been communicated.
- Language: Child is able to read and/or hear the directions.
- Comprehension: Child fully understands the given directions.
- Self-Monitoring: Child monitors comprehension for understanding.
- Self-advocacy: Child has strategies to ensure that they understand the given direction. This includes, but is not limited to, asking for help when needed.
- Focused, sustained attention: Always be sure that you have your child’s attention before giving directions. Their bodies should be facing you and you should require eye contact before giving directions. If the child breaks eye contact or turns away while the direction is being given, discontinue the direction until they provide you with full attention.
- Language/Comprehension: Have the child restate the direction in their own words. Family members can simply ask, “What did I just ask you to do?” or “What is the homework assignment asking you to do?” Asking this simple question is a sure fire way to tell if the child understands the given directive.
- Self-Monitoring: Presuming that the child misunderstood your direction or the homework assignment, it is most important not to do the clarifying for them. Instead, ask guiding questions. “That’s not what I asked you to do. Think about it for a minute and see if you can remember.” or “When you don’t remember a direction, what could you to make sure you know what to do?” Doing so puts the child in the position of having to do the “heavy lifting” and develop the self-monitoring and self-help skills that they truly need.
- Self-Advocacy: In the off chance that you give a direction and the child does not follow through in the way that you intended (sarcasm), use this as an opportunity for learning and growth. “Hmmm. I see that you put your plate on the counter which is really helpful. What I asked you to do was place it in the dishwasher. It seems like you may not have understood my directions, what could you do in the future to make sure you understand me?” If the child truly can’t come up with an idea you might suggest that they ask what they were supposed to do again or think about what the situation and what action is appropriate to that situation.
by Ian Kelly, Principal Ben-Hem and Heather Smith, Principal Lilja