| When the Student… | Then the Parent… |
| Needs a place to study | Assists the student in discovering an optimal space stocked with everything needed to complete homework independently. |
| Needs to learn how to manage time | Asks the student to predict the amount of time the task will take, and then keeps a record with the goal of increasing the accuracy of the prediction. |
| Sets an end time (a half hour before bedtime, for example). The student decides when to begin homework, but the parent calls “time” if needed, and allows the student to experience any consequences. | |
| Checks the test calendar with the student to budget time for major tests and projects. | |
| Asks a question about the assignment | Answers the question with a leading question or clue. |
| Asks the parent to demonstrate a process | Models a similar process NOT from the assignment, then guides the student through another example, and finally watches him/her independently and successfully complete a problem from the assignment. (The goal is for it to be more efficient to work independently than it is to get help.) |
| Is still stumped after parent consultation | Facilitates the student seeking help from a respected classmate. |
| Encourages the student to complete homework the first day it’s assigned so there is a day to get help from the teacher at school during a study hall, during recess or after school. | |
| Guides the student to resources. (The MPA library web site is amazing.) | |
| Is disorganized | • Helps student
formulate a filing system for each class: to do/done, • Writes checklist with the student, • Uses an egg timer when getting materials ready to begin, and/or • Facilitates a plan to review assignment criteria. |
| Feels overwhelmed | Works with the student to divide assignments into shorter, more manageable segments. |
| Helps the student discern between urgent and important. | |
| Seems to be spending too much time on homework | Logs the amount of time spent by subject for two weeks and if still concerned, contacts the teacher or advisor. |
| Forgets assignment(s) | Allows the student to contact a reliable classmate who dictates the assignment. |
| Works with the student to check the teachers' web sites and/or PowerSchool. | |
| Is not completing or turning in assignments | Creates an incentive plan with the student that motivates, monitors school performance and makes the STUDENT accountable. Teachers are more than willing to sign assignment notebooks, for example, when the student takes the initiative and the parent provides the consequence/reward. |
| Asks for feedback | Offers specific positive
responses: “What I found most effective…” “The part I liked best…because…” |
| Emphasizes the positive, but gives constructive feedback based on the requirements of the assignment. | |
| Feels competent, supported and responsible | Has acted as a consultant (not a participant) by being available and believing in the student’s capability and resourcefulness. We all choose success when it’s more feasible than failure. |
© Mounds Park Academy Middle School 2007