Kids struggling with school: Help for Kids Struggling With Learning

What to Do When Your Child Is Struggling in School — Step-by-Step Guide

When your child is having a difficult time in school, the stress follows them home. Extra homework, anxiety and bad moods become a struggle for the whole family. 

If you’re looking to help your child succeed with their school work and bring more calm to your family’s evenings, you’re in the right place.

This step-by-step guide will discuss why your child may be struggling in school, what signs to look out for and nine strategies to help them not just survive their school years, but actually enjoy them too!

Why do some students struggle in school? 

There are many reasons why a child may struggle with school. As your child ages out of play-based learning, they may begin to lose interest in what they’re being asked to study. Kids love to learn when they find the topic interesting. But sitting through a lesson on US history when they would rather be exploring a shark’s biology can make even the brightest students lose focus.  

Other students may struggle in school due to a lack of understanding. School lessons, especially in math and reading, build upon themselves. If your child doesn’t grasp a lesson and the class continues to move forward, this may be the start of their struggles. And if this isn’t caught early enough, it can continue to build into a larger problem.

Many students are also facing learning disorders that can make traditional public schooling more difficult. If your child falls on the autism spectrum or shows signs of dyslexia, these extra challenges should be addressed and appropriate services offered. If you suspect an issue, an official diagnosis may help open doors for assistance from your child’s school. 

Of course, many children are not going to openly share with you the details of their day. In that case, here are a few signs your child may be having a hard time with their studies.

1. Difficulty sleeping

If your child is worried about school, this can result in trouble sleeping. They may not understand the material or have distractions affecting their school work. Either way, this worry can lead to a lack of sleep, making their school day even more difficult.

2. Lack of eating

This often goes along with difficulty sleeping. If your child is feeling extra worried or anxious they may have a hard time focusing. Many anxious children report tummy troubles as a regular symptom. And worries or distractions can make it difficult to remember or want to eat.

3. Drastic change in attitude

If your child used to love school but now never wants to go, it’s important to discover why. For a middle school child, it could be an awkward or uncomfortable social situation. Or they may find the work uninteresting and feel unmotivated. It’s also possible they’re struggling in a subject. It’s important to figure out the root cause and address it before it grows.

4. Bad behavior at school

Your child has been getting increasingly negative reports sent home. Disrespecting their teacher, talking during lessons, and acting out can all be signs of frustration with school. This can be a sign of both boredom or school struggles. Take some time to find out what’s going on.

5. Drop in grades

This one may seem obvious, but oftentimes parents and students will disregard early signs of dropping grades. Is your child missing assignments? Did a recent test trip them up? If you can zero in on the subject causing the struggle, this may be an easy issue to fix.

6. Teacher’s concerns

If the teacher has expressed concern over your child’s grade or class participation, don’t brush it off. You know your child best, and you should give them a chance to explain themselves. But if the teacher is concerned, listen and ask for their suggestions on how you may be able to help.

What to do when your child is struggling in school

Once you’ve identified that your child is struggling in school, what can you do next? Here are nine next steps to support them.  

1. Meet with teachers

Your child’s teachers can share a lot of insight into your child’s school day. If you suspect or know that your child is struggling, take the initiative and set up a meeting or write down what you want to discuss at your next parent-teacher conference. 

When you meet, be prepared to discuss your concerns and ask for their suggestions on how you can help. Ask about different programs the school may offer as well. Many schools offer extra reading or math support when students fall behind. If a learning disability is suspected, your child’s teachers may be able to arrange extra services to help them learn. 

2. Organize learning support

On top of extra school support, look for additional educational resources for home. 

Depending what your child needs support in, there are different ways to help them: 

• For bigger issues, such as a learning disability, an educational therapist can be a great help. 
• If your child needs help with organization or a lack of motivation, look into a homework helper.  
• If a certain subject is causing the problem, find a good tutor to guide them through that subject. 
• If they need extra practice, find an engaging and fun app like Prodigy to take the struggle out of homework time.

You don’t have to tackle school troubles alone. And it doesn’t have to add a ton of stress to your home and family time. Look into all the learning resources available for your child and choose the best options to address their particular struggles.

3. Communicate openly

Sometimes difficult situations can be hard to talk about — especially with your kids. But now is a great time to work on open and honest communication. The trick: approach these conversations with zero judgment. Let them know you just want to help. And to do that, you need to know how they’re feeling about school.

If these conversations aren’t the norm in your home, give it some time. Let your child know you’re there for them when they’re ready to talk, and that you’d like to help them make a plan to tackle the issues they’re having. Involve them as much as possible. This is their education and they need to feel a part of it. 

4. Visit a doctor or pediatrician

If you suspect a learning disability, make an appointment with your child’s doctor. When it helps your child get the assistance they need to succeed in school, it’s worth it to seek this kind of support. 

If your child ends up with an official diagnosis, explore your options for treatment and extra support. Your child’s public school should have programs in place for children who have certain learning challenges. Your child may also qualify for extra therapy, such as speech or occupational therapy. These programs are here to support your child — find them and use them.

5. Support them with homework

If you find yourself in a constant homework struggle, get some extra support! A homework helper or tutor can relieve a lot of evening stress for both you and your child. 

If your child is struggling with homework for an hour or more most nights, you may also want to ask their teacher for extra help — or in some cases, request less homework be sent home. Your child’s mental health takes precedence over extra worksheets.

6. Arrange fun outdoor activities

When emotions get high, a stress-relieving brain break is in order. And one of the best kinds of brain breaks is outside time!

Arrange a fun outdoor activity, like a scavenger hunt or a hike. Or just let them outside for some unstructured play. Give your child a chance to reset before tackling that tricky math problem again.

7. Remain a pillar of support

You are your child’s advocate and best source of support. It can be difficult to keep your own emotions in check when your child is struggling in school. But the most important thing is that they know you love them, no matter what.

Keep that line of communication open and let them know you’re there to support them, not judge them. When they choose to share, listen closely to their struggles, respond positively and brainstorm solutions together. Even if things seem trivial, remember that for them, in this moment, the life lessons they’re encountering are very big. Be their guide, not their critic.

8. Encourage your child

Whether it’s a big win or small, celebrate your child’s progress. Encourage them to keep at it and let them know you’re here to help. Not every child is great at every subject. In fact, most aren’t. 

Remind them that their worth stretches far beyond the grades on a test or report card. Help them find joy in learning and give them time to explore their own interests. Encourage and celebrate the little things and help them find their joy.

9. Try different learning methods

Children learn differently. Some need visual and audio instruction. Others do best with project-based learning. And some will excel with more traditional lectures. 

If your child is struggling in school, explore all the different ways to learn and choose strategies that work best for them. There are so many online resources available to help your child see a subject from all sides. Look up YouTube videos and documentaries. Find online printables. Look for real-life applications of problems. Find what makes it click for your child, and keep at it.

How Prodigy can help students with math

Math is such a common struggle for many students. But Prodigy can help take the stress out of this tricky subject!

Game-based learning is a great way to avoid school struggles. With Prodigy’s fantasy-style role-playing math game, your child can earn cool rewards while practicing and mastering math facts. From basic math through algebra, Prodigy is here to make math fun! And if your child needs a little extra support on certain math topics, get extra support through 1:1 online Math Tutoring. 

Learn more about Prodigy now

Psst: is your child struggling with reading and writing? Learn more about our NEW Prodigy English game!

School Struggles and Your Child: Expert Tips

Not finishing homework, having trouble making friends, struggling in class. If these school concerns sound familiar, don’t be alarmed. It’s natural for all students to struggle some in school.

But if your child is consistently facing the same issues, it’s worth looking for ways to help him or her. Ellen Bartolini, Psy.D., a mental health expert with the Johns Hopkins Pediatric Medical Psychology team, answers some frequently asked questions about school struggles.

A good rule of thumb with school struggles, she says, is that although early intervention is always best, it’s never too late to get help.

Q: How can I distinguish whether a behavior is a phase or something to be more concerned about?

A: The short answer is that making this assessment is a process. You know your child best, and are probably the first to notice changes in his or her behavior. Think about the following:

• Consider the degree to which your child’s struggles are getting in the way of his or her social life, academics, sports or other activities.
• Do you foresee the struggles hindering their success in these areas? For example, if your child refuses to go to school, it’s reasonable to assume that grades will drop.

Don’t hesitate to consult with the various professionals who interact with your child. Teachers, counselors, advisors, pediatricians, coaches and tutors can help you problem-solve and may be able to offer insight into your child’s experience and reactions.

Q: How can psychologists help?

A: Mental health providers such as psychologists are another group of professionals who are a resource for you to get to the root of the difficulties and help you and your child navigate difficult situations.

Psychologists can help treat a wide range of school-related concerns that your child may have:

• Learning problems: Academic struggles can be stressful for both children and families. Sometimes children are struggling in school because of an undiagnosed learning disability. Psychologists can conduct neuropsychological testing to assess learning problems and identify strategies to help meet academic demands at school.
• Behavioral, emotional or medical conditions: About one in five children and adolescents may have emotional and behavioral difficulties at any given time. Underlying medical conditions can sometimes result in behavioral, emotional or learning problems. In addition, diagnosable and treatable conditions such as anxiety, depression or attention deficit hyperactivity disorder (ADHD) can hinder learning.

  Working with a psychologist can help you develop approaches to increase positive behaviors at home and school. Psychologists can also help your child perform his or her best at school by addressing the behavioral and emotional concerns that often occur in children who experience psychiatric, medical or learning disorders.

• School refusal: Some children or teenagers have difficulty just going to school. Fears about grades, worries about interacting with peers, low mood or difficulty separating from caregivers can all present barriers to school attendance. Whatever the reasons behind it, school refusal can affect a student’s academic and social life. Psychologists can help sort through and address these issues so your child or teenager can meet his or her academic and social goals.
• Transitioning between hospital and school following a new medical diagnosis or recent treatment: When children or teenagers have a medical condition, it can be hard to transition between school and the hospital. Psychologists can teach you and your child new skills to address emotional and behavioral issues related to your child’s health condition. They can also help coordinate between the school and the hospital to be sure that your child’s educational needs are met.

Q: My child’s teacher has recommended that my child see a psychologist. What does this involve?

A: Your first appointment with a psychologist usually involves an initial evaluation to assess “What’s going on?” and “What’s our plan?” It is a starting point that usually takes 45 to 60 minutes. The psychologist will likely want to get to know you and your child, work together to come up with some goals for therapy and discuss a possible treatment plan to address therapy goals and any other follow-up. Depending on your areas of concern, a psychologist may also recommend a day of testing to assess for underlying learning disabilities or developmental problems. Your school counselor or pediatrician should be able to recommend some psychologists in your area.

Q: What can I say to my child when we are going to see a psychologist?

A: For younger children, explain that they will be doing activities with a psychologist to understand more about their thoughts and feelings. Children tend to respond with enthusiasm when adults do as well, so frame the experience positively. For example, you could say, “You are going to meet someone new and play some games!” To alleviate any worries, you may also want to let your child know that psychologists are not the kind of doctors who give shots.

For older children, including teenagers, you can explain that the psychologist is there to help them find the best way they learn and to understand who they are with the aim of helping them do well in school, in their social lives and in their community.

Q: When should I seek a second opinion or another provider for my child?

A: You know your child best. If you don’t understand or agree with a diagnosis, a second expert opinion can help clarify your child’s situation or find a different way forward. It can confirm a diagnosis, offer a better explanation, fine tune your child’s treatment plan or explore more options for your child. Seeking a second opinion is a common and reasonable way to advocate for your child. Mental health professionals provide these services routinely and a good provider does not mind that a second opinion is sought.

Dr. Bartolini encourages all parents to remember that with proper guidance and treatment, most school concerns are manageable so that children can enjoy happy and productive student years.

What to do for my Child that is Struggling in School

Raising Awareness of the Truth About Dyslexia 

By Laura Cassidy
•
02 Oct, 2019
•

We think you should be aware of the following to help the one in five with dyslexia.

Building a Culture that Supports Dyslexic Students

By Kayla Reggio
•
12 Mar, 2019
•

You can help the dyslexic students in your classroom reach
their fullest potential by understanding both their strengths and weaknesses.
Dyslexia is often characterized by difficulties such as inaccurate decoding,
slow reading, and spelling errors. While understanding these weaknesses is important
in remediation and accommodations, providing opportunities for them to access
their strengths is key to restoring their self-esteem and keeping them
academically engaged.

Solution to Help You Teach Reading More Effectively

By Kayla Reggio
•
28 Feb, 2019
•

Have you taught bright students who struggle to learn to
read? The reason these students struggle is because they have an unexpected
difficulty with reading called dyslexia.
We often come across students in our classrooms and try every strategy we
know to help these students find success.

Have you ever wondered what more you could do to support
these students? You can learn how to spot these difficulties in the classroom
right away so that the child can be identified, and how to provide appropriate
instructional practices to best meet the needs of the dyslexic child.

For the dyslexic student having a teacher with these skills
is life changing.  

The best tutor for your child described in detail.

By Laura Cassidy
•
22 Feb, 2019
•

                                                                                             Tutoring a dyslexic child

First and Foremost-

You want someone who understands dyslexia and understands a
child’s strengths and their weaknesses. Teaching them to read and write can be
hard so a tutor must let them show off their strengths. It might be a sport,
art, music, or loving their pet. Reaffirm constantly. Be patient.

A child must learn they need to pull words apart and connect
the written text with the sounds of spoken language.

The tutor should understand that dyslexic children can have
difficulty with word retrieval, especially if anxious.

Your child needs more than an Orton- Gillingham lesson/tutor.
These lessons are good but these alone will not suffice.

Your child needs to read books that are of interest and that
are grade appropriate out loud with the tutor.
Gentle correction from a trusted tutor is important. The tutor should
encourage the student to talk about the story after a few pages or a chapter,
discuss the vocabulary, and relate it to the child’s interests. Maybe they can write
about the story together. Let the child dream about the story and hopefully
understand the treasure of reading a book.

The tutor needs to understand that dyslexics often have
difficulty in math. Math has language too.
It is not a separate process.

Spelling is difficult for dyslexics but reading out loud
will help. Tutors should not give spelling tests or spend precious time on
spelling.

The tutor needs to see your child several times a week for
an hour or ninety minutes.

Good tutors know dyslexics often have ADD/ADHD and can tutor
a child that wiggles or wonders.

A good tutor loves and laughs and understands the tremendous
potential of your dyslexic child.

Are you looking for a reading tutor?

By Laura Cassidy
•
26 Oct, 2018
•

Do you have a bright child who is struggling to learn to
read and feel like you need a tutor? Learning to read is the foundation for
success in school and if your child is struggling or behind grade level in reading,
time is of the essence. Most bright children who are struggling with reading
are dyslexic whether they are identified or not. So, what should you look for
in a tutor?

There are many gimmicks available so it is important to
understand reading in a general sense. Reading starts with identification of
the letters of the alphabet and linking the sounds of the alphabet with the
written symbols. Children then learn to take simple words apart and break them
into phonemes and then reassemble them to read the word. CAT has three
sounds. C….A….T…. If you are not dyslexic this occurs fairly
automatically. As you are introduced to simple words and build upon this letter
sound system the non-dyslexic acknowledges that words can be pulled apart to
match the sounds of the spoken word. For dyslexic children this is difficult.

If your child is struggling to read it is important to know
if they can pull the word apart as above (C…A…T….) which is called decoding and/or
if they are reading by sight words. Reading involves both decoding and
memorized sight words. The ability to do both results in a better reader. It is
important to know if the child can decode.  Children can read simple material if
they have memorized words but as text becomes more complex they will reach a roadblock.
The approach of the tutor, the skills addressed, and how and what progress is
monitored is important. Reading as a skill set takes off in non-dyslexic
children in first and second grade so if your child is behind, time and money
must be used wisely.

I would recommend a Certified Academic Language Therapist(CALT)
or Practitioner(CALP) as my first choice. Or someone who has almost completed
this training. ALTA (Academic Language Therapy Association) has a web site and
can help you find a CALT in your area. There are plenty of reading tutors with
no formal training and those with a few days of training. Personally, I would
want a tutor who has trained and worked extensively with dyslexic children –
bright children who struggle with reading. If your child is struggling with
reading they are most likely also struggling with spelling and writing. A good tutor understands this and has a
comprehensive knowledge of dyslexia and will love your frustrated child.

The tutor needs to work with your child’s school and your
child’s teacher so that the child is progressing toward reading fluency using
decoding skills and oral text reading. Your child should not be overwhelmed by
two systems of language, one with a tutor and one with a school. If you need a
tutor to help your child learn to read, please contact us at 225 384 5484.

A failing system for children with dyslexia.

By Laura Cassidy
•
20 Sep, 2018
•

Does the ability to read happen automatically? There are
many who believe that if a child is exposed to text at a level above his or her
reading level that the child will automatically pick up the meaning of the
print. This model assumes that a 3rd grader reading on a 1st grade
level, who is exposed to 3rd or 4th grade text will read the
text accurately/fluently and with comprehension.

The basics of reading instruction were outlined by the
National Reading Panel in 2000. This prestigious panel presented their findings
to Congress with the intent of influencing reading instruction in the
classroom. Their findings have basically been ignored. The two camps of phonics
instruction vs. whole language or balanced literacy are still that, 2 camps.

Kindergarten is where children solidify their appreciation
of sound letter identification, knowledge of the alphabet, and early reading.
In the spring of kindergarten, children should be assessed for ID of letters
and numbers, chronological story telling, whether the child can follow verbal
directions, and number order. This screening can then follow with testing for
those who are at risk for dyslexia. We must identify those that don’t have the
foundations of reading.

We know that the dyslexic needs more than is given in the
current system – they have to understand that the word is composed of smaller
parts and to match those small parts with the spoken word. It is a slow
deliberate process for dyslexics so they need a specialized school with a
different curriculum for 90 minutes a day in groups of six or less as outlined by
the National Reading Panel. Also, connected text should be introduced concurrently
with the decoding instruction in a vocabulary rich environment.

Most of the bright children that are years behind in reading
are dyslexic. They were not identified
and continue to fall behind as their non-dyslexic peers reading improves. They
will not be able to read text on grade level or years ahead of their grade if
they cannot decode at a fundamental level. They will use all of their attention
to read accurately so their reading will be slow and an unpleasant experience
with poor comprehension. The goal is to comprehend but accuracy proceeds
comprehension. Often these children are labeled as “unable to comprehend” when
accuracy/fluency is the issue.

Schools are encouraged to take federal or state money that
pushes the current failing paradigm. Ideally, we would recognize that money and
a harder stance does not substitute for the foundational steps necessary to
learn to read. A child without basic sound/letter knowledge cannot read
above or at grade level. RTI instruction which is labeled as intense but more of the
same does not correct the fundamental problem as federal data has shown. The
NAEP data shows us that a significant percentage of our children cannot read in
4th and 8th grades and there is no evidence that more of
the same improves this.

Screening for dyslexia and not struggling readers

By Laura Cassidy
•
11 Sep, 2018
•

Screening in kindergarten and first grade are talked about
in educational circles but there are conflicting ideas about screening. Universal
screening involves screening all children in a certain age group for a common condition.
Screening does not make a diagnosis as the intent is to identify students at
risk and then test that group to confirm those who have the entity. In
dyslexia, the intent is to identify and then provide dyslexic children with the
needed evidence based instruction. It is not to place a child in RTI.

The education community is against universal screening for
dyslexia. In fact, they are against screening specifically for dyslexia and
instead screen for “struggling readers”. Those that are identified by the
screener (which is usually based on a test assessing one component of reading
and not a screener) are then placed in RTI and labeled only as a “struggling
reader”.  

This is similar to cut offs used in assessing children for
dyslexia in schools as opposed to using a preponderance of data. Dyslexia is
more than a score on a reading test. Reflecting on the core sound-based phonological
deficit, a range of downstream effects are observed in the dyslexic child. This
includes writing, speaking, reading, and math. It does not look the same in
every child and is dependent on previous instruction and the severity of
dyslexia. The intent of the screener should be to identify all children with
dyslexia.

 Why identify those dyslexics
that are not struggling? One, how can you assess all children that are
struggling? Dyslexic children may have decent grades or test scores because
their parents or paid professionals have tutored them. Secondly, dyslexics use
a slower, inefficient system to read and therefore benefit from extra time on
tests once identified. Thirdly, these bright kids know they are different from
their peers so knowing that they are bright but dyslexic is a boost to their
self esteem.

The education establishment doesn’t want to screen
specifically for dyslexia because they don’t see a benefit. Most policy experts
in education believe that identification is not necessary for success but that
the problem is the teacher or the curriculum. They believe that despite the study
from Yale Medical School published in the Journal of Pediatrics showing that
the academic gap between dyslexics and non-dyslexics is present in the 1st
grade.

They believe that despite national data (NAEP) showing 50%
of Hispanics and African Americans read below Basic along with 30% of
Caucasians. These are randomly chosen children and the test cannot be read to
the child. The test in reading is assessing a child’s ability to decode.

There is no reason to continue this policy. Universal screening
with a valid screener by the child’s teacher should be carried out in the
spring of kindergarten. This screener should evaluate all the downstream
affects mentioned above in order to identify and give dyslexics the success in
life for them individually and for us as a society.

Does a Standardized Test Predict College Entrance and Graduation for Dyslexic Students?

By Laura Cassidy
•
06 Sep, 2018
•

Standardized testing in 3rd grade and beyond has
become the accepted evaluation of student learning and teacher effectiveness. It
is said that standardized testing is necessary to prepare children to take the ACT as a junior in high
school. Does a standardized test in the 3rd grade and beyond predict college entrance and graduation for dyslexic students?

Dyslexic students struggle on standardized tests. They are multiple choice tests. They are long tests. They have lots of words that the student has to work to decode- read accurately. If you have to work hard to figure out what the word is, you have less energy to then decide what the word(s) mean.

The standardized test measures the dyslexic child’s weakness and not their strength. It does not reveal their intelligence, their persistence, or their knowledge. It can lead to the child and teacher feeling defeated. 

 In a school for dyslexic students, such as Louisiana Key Academy, the teachers understand dyslexia and realize the standardized test does not measure their effectiveness or the children’s potential to get into college. If a dyslexic child is not reading on grade level, which would be most dyslexic children, the teacher should work on teaching the child to read and write on grade level (for all subjects) rather than teach to a test that does not measure their knowledge but measures their disability.

Accountability is a great idea but to be fair to schools like LKA, accountability has to be valid. Most dyslexic students are sitting in schools and are not identified as such. They make up about twenty percent of the students but at LKA they are 100% of the students. The failing scores of dyslexics at other schools are diluted by nondyslexic students. Not so at LKA. 

 A Call to volunteers and workers in schools

By Laura Cassidy
•
31 May, 2018
•

If you volunteer or work at a school and encounter a
struggling reader, you have a unique opportunity. Please ask critical questions
about students that need “extra help” for reading, that fail reading, or that
attend “reading camp”.

If you read to the child, try having the child read to you.
Not just sight words, but have them read text that is new to them-a book that
they have never seen before. Memorization is part of reading but it is not the
entirety.

Does the child know the alphabet? Can the child match sounds
to the alphabet? Can a child read made up words or words other than assigned
sight words?

Personalizing this endeavor could lead to real change. A
child or an adult that cannot read will feel inferior and have poor self
esteem.

If a child or adult has not been identified as dyslexic and
struggles to read, they will think that they or stupid or lazy. How else to
explain it? Policy makers may blame bad teachers or lack of vocabulary at home
but that does not explain dyslexia and does not help a dyslexic student.

The consequences of our refusal to accept current science
about dyslexia are real people that sit in classrooms and feel stupid (they are
called stupid by their young peers), that drop out of school, or that end up in
prison. We know these people. They are real people and they are young and old
and the consequences affect their lives and our society.

Knowing that you are dyslexic does not solve all the
problems but it does help people understand why they are struggling to read and
that it has nothing to do with their intelligence. It enables children and
adults to then ask the next question. And the next. How can I learn to read? Who can teach me?

And it helps them understand their struggles with spelling,
writing, feeling rushed on tests, and failing tests even though they know the
material.

I applaud those that volunteer or work at schools but we
need you to go to the next level. Showing up at schools or prisons to work or
volunteer is important but using your time and talents wisely is more
important. The NAEP 2017 reading scores in the 4th grade show little
improvement or loss from prior years. 50% of African Americans and Hispanics
along with 30% of Caucasians read below basic. Our policies are not working and
real lives are impacted. Blaming teachers may be easy but it is a false
narrative. The teachers don’t get to chose the curriculum or the number of
children in their class. We need teachers, administrators, and volunteers to understand
dyslexia and institute changes for dyslexics.

Evidence and not theory about dyslexia

By Laura Cassidy
•
13 Apr, 2018
•

Louisiana Key Academy finishes its fifth year in May! LKA
serves 330 children with dyslexia in 1st through 6th
grade and will add 7th grade in August. A celebration is in order
but reflection on the past and plans for the future is also necessary.

LKA is set up as a “best practice” model so that it can be
replicated to help children with dyslexia, no matter their location or parental
income. The Dyslexia Resource Center was established in October, 2016 to help
and encourage others to replicate LKA. “Best practice” is a term used in medicine
and implies that LKA has used the most current evidence and represents the
highest standard.

The most current evidence about dyslexia is difficult to
convey as the evidence is scientific and not educational theory. The evidence
may be difficult to understand but it is evidence that has been duplicated and
published in peer review journals. If evidence is found to refute what we
currently profess, we will admit that and change our actions to mirror new
evidence.

As an example- I removed parts of a person’s stomach for
peptic ulcer disease when the current science held that the parietal cells in
the stomach were responsible for stomach ulcers. When new evidence showed that it
was bacteria that caused ulcers, I and others, never again removed stomach
tissue but instead treated the ulcer with Peptol Bismol or an equivalent. Obviously,
removal of stomach with the new evidence would be malpractice.

Does malpractice exist in education?

The NAEP scores were released this week and again show
unacceptable reading levels for many of our children. Many of those children
are dyslexic and are not identified and will never read near grade level. Unfortunately,
misinformation about dyslexia is published in throw away journals as “theory”
not evidence, which leads to confusion. LKA and the DRC will continue to
advocate for the proven yet complicated evidence and we will try to present it
in an understandable way for parents and educators.

“..speaking is natural for the human brain, reading is
artificial. Our brains have only been doing it around 5,000 years. Decoding
visual images into sounds takes time to learn. While 80% of the population does
this automatically, dyslexics do it manually, in part because they rely on a less-efficient
part of the brain” (Dr. Sally Shaywitz, Houston Chronicle, April, 2018). The
dyslexic has to learn that print must be broken down into the smallest parts of
the spoken word, the phoneme. The alphabet and print have sound to it!  

It is not a visual or hearing problem. Reading, writing,
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“You still have to study here!”. What awaits parents who fight for fairness at school

A school is an organization in which children receive a secondary education, everything seems to be simple. In reality, this is often a closed club with a charter and rules, where those who swim against the current are not welcome. Our blogger Sergey Parkhomenko decided to warn those parents who want to rebel against the team (well, for example, not donate money for free study guides).

I periodically write in posts about what rights schoolchildren and their parents have, what the school should provide, how to defend these rights, and I talk about my experience. For example, we talked about workbooks, which in 70-90% of schools (the percentage differs by region) collect money, but which should be provided free of charge.

Therefore, from time to time, acquaintances and strangers write to me with some questions and stories, and often unpleasant surprises for them are completely non-legal moments.

I decided to make a small note-warning for those who would think to “get into the bottle”: demand to observe SanPins at school, give out workbooks for free, remove an inadequate teacher from teaching, or take physical education as an external student. I have already written something similar about family education before, some things seem to work.

I’ll make a reservation right away: what will be discussed below is not about the fact that someone is “good” or “bad”, these are simply the socio-psychological effects of interaction in groups and the properties of organizational systems. And you should prepare for these risks if you decide to become an activist. For clarity, I will add screenshots from correspondence, just on the topic of raising money for workbooks. 1. Other parents will not support you , and it will be warm in a week” or “Yes, it’s all useless.” And in general, “there is no need to create unnecessary problems for the school, and the children will cough and stop.”

One can speculate whether this is Stockholm Syndrome or whether the school system has for ten years developed an unwavering submissiveness towards itself. Or people simply tend to take the path of least resistance.

From a parent chat of one class

The fact remains: even when parents grumble and are unhappy with each other, even when it comes not only to money, but also to the comfort and safety of children, the majority of parents up to the last adhere to the bright ideals of “do not wash dirty linen in public” , “don’t tattle” and “don’t jump over your head”. Moreover, when you do start doing something, other parents will help the administration to get out! I would not count on you to be able to remain anonymous, so you may get a reputation as a litigator and brawler.

From correspondence with an activist parent

2. The school administration will tell you lies and offer to “solve the issue in a good way”

You can be told all sorts of invented arguments so that you fall behind and do not send requests anywhere. Agree, it is much more rational for them to spend ten minutes “processing” a disgruntled parent than to deal with some substantive issue – for example, initiating an unpleasant and troublesome procedure for reviewing the school budget or firing someone and looking for a replacement.

Most often:

• They appeal to invented norms and interpret them incorrectly. For example, “the charter of our school does not provide for this,” despite the fact that the issue is regulated by federal law (that is, it is mandatory for the school to comply, whether it is written in the charter or not).
• They put pressure on pity. “Well, you understand me, well, now there is no money for this! There is no place to get them, for our children we are trying, my niece is studying here myself. This may be partly true, but the wonderful logic of the state machine works here: if there are no complaints, then money will never be requested or allocated. One way or another, after the involvement of regulatory authorities, money is often found, sometimes almost instantly.
• Covert threats. “Let’s treat each other like human beings, no need to quarrel with teachers, your child still has to study here!” In practice, both the administration and teachers are very afraid of trouble, so they are more likely to be more attentive to the well-being of a child who has an “uncomfortable” parent.

3. They will make teachers extreme

Agree, it would be strange if the headmaster, heroically flashing his eyes, stepped forward and said to the commission: “I made all the decisions, punish me, but don’t touch my subordinates!”.

In state organizations, as in chess, it is customary to sacrifice less valuable pieces to cover more valuable pieces – it is teachers who will receive reprimands based on the results of the check. In some cases, they will informally explain to them what it is because they “did not find contact with their parents”, in some cases the school administration compensates for this with time off or some other goodies.

It would be desirable, of course, that the decision-makers, and not the executors of these decisions, bear responsibility, but this is how social systems of this type are arranged: sometimes it is possible to put pressure on them only “through the bottom”. This does not mean that “the operation failed”, because the political balance is changing. It becomes much more difficult for the administration to force teachers to follow any directives without hesitation.

By the way, most likely, in the eyes of the public, it will be you who are “guilty” of punishing teachers, and not the school administration that committed the violations, and not the teachers themselves, who knew about them and worked calmly.

From correspondence with an activist parent

The question arises: does this give any result at all and is it worth getting into it? According to my observations, this gives a result, especially in Moscow and St. Petersburg.

Appeals are being processed, administrative pressure is being put on the school in some form, the “path of least resistance” is changing for the administration of the educational institution, and they are forced to take this into account in their work. But how comfortable you will be in this process depends on your political intuition and negotiation talents.

In the village of Melentievka, parents are fighting with the school because of the foundations of Orthodox culture

Parents of several students of school No. 15 are preparing a petition to the court to recognize the actions of the leadership as illegal and compel them to make changes to the curriculum. In their opinion, the methods of organization and the thematic content of the elective course “Fundamentals of Orthodox Culture” in elementary grades went beyond the limits outlined by law .

Temple of Knowledge

The three-storey school, perhaps, has always been the most significant object of the picturesque village of Melentievka: both in appearance and in content it surpasses rural life and way of life. It stands on the highest hill. As stated on the school website, in ancient times it seemed to be planned to build a church here. But, they built an educational institution, which, according to the director Elena Anatolyevna Cheshuina, is also a temple, only of knowledge. Cheshuina came here in 2002 and started with the restoration of gas, water and heat supply. The purpose of the work of the school staff is to create an educational environment that contributes to the physical, mental and spiritual and moral development of the child’s personality. The school with 150 students is sure that today children need moral precepts and moral norms based on historical, universal spiritual values. The child may not become a manager, but must become a decent person. The task is not simple. But it is great to support the “good” of the Russian Ministry of Education: in the form of official documents, textbooks and electives.

According to a survey of parents of students in grades 2-8, 86. 3 percent chose the Basics of Orthodox Culture, 1.9 percent chose the Basics of Islamic Culture, and 4.9 percent chose the Basics of Secular Ethics. 3.9 percent were against all electives, 2.9 percent of parents said they “don’t care”.

“We are shocked!”

So, OPC: why did the elective arouse sharp rejection and literally blew up the calmness of the school?

Olga Vladimirovna Matveeva, mother of a first grader :

– Ruler for the Day of Knowledge – with a priest and a car with bells, icons in the foyer, a sad and specific song repertoire for the Day of Cyril and Methodius, children’s notebooks according to the OPK – with crosses, an abundance of mournful words “death”, “sinner”, incomprehensible for children “God is triune”. The impression is that a secular public school is turning into a branch of the church.

In fact, the elective is voluntary-compulsory: a child cannot go out into the cold for 40 minutes or sit out in a free class as an outcast. My daughter will be going to second grade soon. I’m afraid that my daughter will be taught not about culture (films about the same Andrei Rublev, the works of great icon painters, sculptors, poets, musicians), but “religious dictionaries” – “discos, kliros”, as I saw in one notebook. This is already a roll, a violation of a fine line. They say that one boy told his mother: “I don’t want to live on earth, I want to go to heaven, they told us it’s good there.” This is the result. The class could not support us. At the parent meeting, in the eyes of the director and the priest, we were wrong.

They began to look for justice against us: you lead an associative lifestyle, the child was offered to go through a medical and psychological commission, you came home to check our conditions. The parents are scared. Teachers under the authority of the director. I am married, working, sane and not afraid to tell the truth. They tell me that I am slandering and will not prove anything. I demand to install a video camera in the classroom or allow my presence at the lessons.

Tatyana Lyskova, mother of a first grader and a third grader :

– Without asking us, they introduced an elective, and earlier it was generally from the first grade. The daughter was forced to attend, and at home she roared: she did not understand. The son began to be baptized in all churches, referring to the fact that the director of the school does this, which also kisses the father’s hand in front of everyone. I looked into the child’s notebook, the hair stood on end! Transferred children to another school. They chose the foundations of secular ethics.

Eye to eye

The school is closed for quarantine. But director Elena Anatolyevna did not refuse the meeting. I called the teachers, and it turned out to be a real council, which lasted four hours. The OPK is taught by Nina Ivanovna Morozova, a teacher of history and social studies who has completed special coursework. – Lesson plans are drawn up according to the textbooks of Kuraev, Shevchenko and Kharitonova, approved by the Russian Ministry of Education, – Nina Morozova specified. – Emphasis is placed on moral precepts and moral norms.

– Mothers of first-graders have nothing to complain about, since there is no elective course there yet, – Elena Anatolyevna emphasized. – There is no need to “intercede” for children from other classes either: each parent has the right to speak only about his child. A student may not go to the OPK, we do not force anyone. We firmly follow state standards and the current state policy, the inspection of the prosecutor’s office did not find any violations with us. Icons in schools are not prohibited by law, and the presence of priests is simply explained: their children study with us. As expected, any elective is conducted after school.

Recommendations and requirements

Representatives of the Department of Education have almost come to the end of the council. Tatyana Anokhina, head of the department of general, special (correctional) and additional education said the following:

– Complaints against School No. 15 began in May. We checked and made comments. The icons from the foyer have been removed. We know that there is a high demand for the OPK in schools, although in other schools preference is given to the Fundamentals of Secular Ethics. Considering the protracted conflict, it was strongly recommended to the director for the next academic year to conduct the OPK only in grades 4-5, as prescribed by the federal and regional ministries. And spend the freed hours on something else. As for parents, they have the right to express their point of view.

Irina Nevraeva, Director of Education Department :

– The director needs to be more flexible and find a common language with all participants in the educational process. – Recommendations are given, it is necessary to listen to them.

From the statement of claim: “Recognize as illegal the actions of the school administration to compel attendance of the elective course “Fundamentals of Orthodox Culture” and issue a prosecutor’s protest on this fact. Oblige the defendant to make changes to the curriculum for 2013 with the introduction of an additional module – “Fundamentals of Secular Ethics” or “Fundamentals of World Religious Cultures” for students in grade 2. Oblige the defendant to organize and plan attendance at the “Fundamentals of Orthodox Culture” elective and other electives of the “Fundamentals of Religious Cultures and Secular Ethics” course at the end of the core subjects. Organize and conduct a survey of parents within a reasonable time regarding the choice of a training module for each child individually.

In Ukhta school, children compete for a place in the class of a foreign teacher

A new foreign language teacher has appeared in school No. 21 in Ukhta. Mr. Maurice came from Cameroon. He has been living in Ukhta for 10 years. Correspondent Pro Gorod Ukhta did not miss the opportunity to communicate with a native speaker and visited one of the lessons at the school.

School No. 21 in Ukhta is well located – almost in the center of the city. So does Mister Maurice, the new teacher. He began his teaching career at this school this year. We managed to get to the lesson by the 11th grade, to see how a native speaker communicates with the guys, teaches a lesson.

Mr. Maurice, where are you from?

The story is long. I came from Africa, from Cameroon. This country has two official languages ​​- English and French. I lived there for over 20 years and studied there. Then I lived in Ukraine, where I studied at the university. Later he moved here, to Ukhta. I have lived here for over 10 years. And I’m not going anywhere anytime soon. Now I am 38 years old.

Why did you decide to move to Ukhta?

This is a bit of a personal question. A family appeared, a child was born. My wife, let’s say, brought here.

Have you encountered a language barrier?

For me now all languages ​​are the same. You communicate in Russian, English, French… I should just switch and that’s it. It was hard at first. The question was often asked: in what language do I think. It was difficult before, when thoughts were in one language, but it was necessary to answer in another. And now this is no longer the case. When needed, I switch.

Mr. Maurice has been teaching English and French in the language studio in addition to school No. 21 for the third year already. Previously, he worked at school number 18 part-time.

About school

Did you decide to go to school 21 or were you invited?

I went here myself. This school is closer to both my second job and my home. I thought why not keep going. And then just needed an English teacher. I called and got an interview. All liked it.

Tell us about the students: are they difficult, how were you received?

Now I have seven classes. In the lessons I use manuals, and I add my little experience there. It is necessary. For example, in grade 11b with in-depth study of English, children can communicate, but they have problems with listening. And it plays a big role in final exams. Therefore, in the lessons I focus on listening with the use of video materials.

Children are different everywhere. They seemed to take it well. Interested. Everyone wanted to know: what, where, what languages ​​are there, where they were born, where they visited. Everyone is interested. Some classes even ask me to teach them. But the main thing is that they understand our goals and objectives – to achieve a good result.

I have about 6 lessons a day. Now one teacher fell ill, the schedule had to be tightened. Many will take the OGE and the Unified State Examination this year, but I still can’t take individual lessons. But, let me remind you, I teach in a language studio. There, both adults and children can enroll in courses.

Tell us about your lesson

The lesson starts when the student arrives. We say hello and check homework. We work according to the textbook, which has blocks with topics – reading and grammar. We conduct listening and video lessons in the classroom, since no one will do this at home. Let’s remember what we did yesterday. Quickly go through and open a new topic. I try to communicate with every student. It is desirable that there are questions from their side, whether everything is clear to them.

The next day we realize that not everything was clear. Take a step back, repeat and move on.

There are, of course, those who are interested in the language, they try to complete the assignments. There are already advances, but it is too early to talk about concrete results.

Is this attention and interest due to the fact that you are a native speaker?

Being a native speaker is good, but not knowing the local language is a problem. I have participated in many seminars. Most of them believe that it is better to learn a foreign language with a native speaker. Yes, but it is necessary that this native speaker also be able to communicate in the local language, for example, in Russian. There are certain points that sometimes have to be explained, and it is difficult for a native speaker to explain them in the target language. If he knows both that and that language, then it is easier. And you don’t need a translator, dictionary or Google.

Do students ask you to teach slang?

Sometimes they are interested in this. But I usually answer: “Learn the language first, slang later.” You can learn slang by yourself through the Internet. In the classroom, sometimes they can release something slang in English, but you just don’t need to pay attention to it.

How did other teachers receive you? What is your relationship with other English teachers?

The team is mostly female. Naturally, I was a little embarrassed. But we are already talking. I ask them, because there are those who are much more experienced. I would also like to achieve a good level in pedagogy.

Sometimes English teachers turn to me for advice. And there are times when we communicate purely in English.

Next year it is planned to introduce one more foreign language. And since I speak French, I might come in handy.

About Ukhta

You have been living here for 10 years. How do you like the city?

To live… used to or still getting used to. Weather, especially in winter, that’s all. For me and visitors, probably heavy. The city is small but developing. Compared to what it was 5 years ago, it is much better. Of course, development is a little behind Syktyvkar, but still. And I have no complaints about people. Seems to be good. Friends and acquaintances appeared.

Have you ever found your favorite dish?

I’m used to food. I love local food. I myself often cook fish soup, less often – hodgepodge. Well, borsch, which I love, but rarely cook. Of all the supernatural, I tried only carpaccio. I liked it.

Are there places in the city where you like to walk?

As I said, because of the workload, it is rarely possible to go out somewhere. Recently, I often walked with the children in the children’s park. We built an embankment, so we are trying to get out there.

Total

What advice can you give to children?

Language is always useful. If you look at the development of technology, in the modern world, everything is mostly done using the English language. Local and in other countries understand the need for knowledge of the language. But you need to go to learn it, not because your parents forced you, but so that the children themselves are interested in this. And this interest will depend on parents and teachers.