Education Archives | Page 4 of 4

Academic failure: Possible causes and solutions

Rosie Hegarty / 6th April 2013

Spain is one of the countries in Europe that lies on the forefront when it comes to academic failure. Academic failure can be considered as low performance achieved by a student in relation to the expectations of their academic institution (considering his/her age and academic level). This means that students in a center are expected to meet the established curriculum, adjust to it, and benefit from the opportunities that are offered to them. Poor academic achievement, increases significantly during middle/high school years, and could lead to dropouts (rounding at about 25% in the last few years). Anyone involved in child and adolescent education will want to consider c series of matters in order to find out if this is an issue of concern. It is normal for a student to fail a subject at some point in their academic career, but what if it occurs frequently, in a manner that may put their future at risk? What are the causes? How can we prevent them? How can we help find a solution? Where and to whom can we turn? Academic failure is complicated to treat since there are many factors that influence our children’s academic performance. The most common factors during the elementary school years are: when intellectual capacity is significantly higher or lower than average, learning disorders, emotional disorders, attention deficit hyperactivity disorder, oppositional defiant disorder, or other causes such as bad study habits or ineffective teaching practices both at school and at home. If we add to this the influence of peer pressure or the desire to become independent during the middle/high school phase, this could lead to dropping out of school. As previously stated, the percentage of students who experience academic difficulties during middle/high school (around 30%) is alarming. But before this occurs, we should to ask: what isn’t working? Can we avoid or prevent school failure? We can effectively develop communicative guidelines, routines, and skills that will prevent low academic performance. Having open discussions, collaborating with schools, practicing early detection for possible difficulties in the child´s personal environment (whether it is physical, related to learning, or social) and having a family context where relations are established based on trust and affection (without forgetting to establish limits and norms), would be some basic steps to lay out when it comes to helping our child reach the academic objectives established by their school. Without a doubt, the ideal situation would be the preventative one, but academic failure seems to have become a part of the dynamic of our children’s lives. We can try to resolve this by seeing specialized professionals: starting with the school guidance counselor, who can recommend offering learning support at school, or a referral to another professional. For example: psychologists, speech therapists, support teachers, or other professionals that would know how to identify elements that are influencing performance through the use of diverse instruments (personal interview, task analysis, tests…) And once the cause(s) have been found, it would be easier to accept the problem and devise a personalized plan of action that is appropriate for the student’s specific needs. We can focus on establishing realistic goals where the child can be provided with the necessary tools to later use independently in order to reach their objectives. In this manner, it would be essential to have help that would be provided from home, receiving recommendations and working with professionals in charge of the treatment in order to make sure that the child is making progress. When experiencing poor academic performance in school or when study efforts don’t produce expected results, a good option is to consider getting the help of a support teacher. Sinews MTI offers support teachers both at home and in the classroom. Our specialists help students overcome learning difficulties in the language that they are learning in. More information on Sinews Carolina López Jiménez works as a learning specialist at Sinews Multilingual Therapy Institute, located at C/ Zurbano, 34, 1º Izquierda, Madrid. www.sinews.es Follow our blog to stay up to date with the latest education news.

fun English language camps - English during the holidays

Education

How to keep your children speaking English during the holidays

Rosie Hegarty / 30th July 2012

If your children see English more as a subject at school than a life skill they are learning then there is the chance that, come the holidays, all the language learnt will remain frozen at the back of our children’s minds during the summertime.

host family in UK - British eating habits

Bilingualism, Education

Advice for kids staying with host family in UK – daily habits

Rosie Hegarty / 12th July 2012

Spending a fortnight with a host family in UK will give your children the perfect chance to observe our quirky habits as well as taste our cuisine. Seeing the steering wheel in the passenger’s seat of a car, driving on the wrong side of the road, catching double decker buses or getting up and going to bed much earlier than in Spain are just a handful of things that may surprise your children when they are there. The UK is a country where many cultures and nationalities live together in harmony and yet where hardly any child speaks a second language to the level that most Spanish children understand and express themselves in English. British children find it unusual that their Spanish friends have two surnames; unless your children let their host family know otherwise, they will probably call your child by his/her Christian name and his/her second surname, not realizing that the first surname is the predominant one in Spain. As schools in the UK don’t break up until the middle or end of July, this month is a perfect time to send your children on an exchange as the chances are they will be able to see what a normal British school day is like. One thing they are bound to notice is that all children wear school uniform, whether they go to a State or Private school. “Concertado” schools don’t exist in the UK, although there are RC Primary and Secondary State schools in every town & city that take students that have been baptized Catholic. Primary schools are generally much smaller than those you find in Spain, with the norm being one class per year (not 6 classes per year, as is the case in my son’s mega-school in Madrid!). It is also worth remembering that school age runs in line with the academic year (Sept-Aug) rather than the calendar year (Jan-Dec), meaning that autumn-born children are the oldest in their class, unlike in Spain. Everything happens earlier in the UK than in Spain. It is not unusual to find the whole family having breakfast together at 7:30am on a weekday. Lunch is usually eaten between 12am-1pm and the evening meal can be eaten any time from 5pm onwards. Most working days end by 5:30pm and a lot of British parents work flexi-time so that they can spend time with their children who usually finish school by 3:30pm. After- school activities and birthday parties are often between 3:30pm and 5:00pm, the latter usually being celebrated at the child’s house with a few friends (not the whole class!). Another fun option is going to the cinema, although this may be a bit adventurous for young Spaniards who are just learning English. If they are brave enough to watch a film in “versión original” and without the help of subtitles, then its worthwhile remembering that children’s films are shown earlier in the UK than in Spain, with sessions after 8pm being considered to be too late for children. Finally, if the host parents go out for an evening meal and a drink they are usually home by 11pm at the latest… which is probably why Brits enjoy the Spanish nightlife so much when here on holiday! British children’s telly isn’t limited simply to cartoons and serial dramas. UK children often watch nature documentaries, real life animal or zoo related programs such as Animal Hospital or Animal Park, or quizzes to help learn phonics or numbers. Don’t worry, not every afternoon is spent in front of the TV! British children don’t let the odd shower or cloudy sky interrupt their outdoor play – so don’t forget to pack waterproofs and an umbrella. Almost every UK household has a pet – and we’re not just talking about cats or dogs. Pet guinea pigs, tortoises and rabbits are often found in host families’ gardens, hamsters and gerbils are commonly kept in the children’s bedroom and lots of British families have fish bowls. A word of warning: there are a lot more spiders in the UK than in Madrid and in the summer there are lots of wasps and moths too. If visiting in autumn your children may have the chance of spotting hedgehogs among the fallen leaves. Squirrels, seagulls and foxes are also quite common all over the UK. Onto other matters, it may be surprising to note that British children don’t necessarily take a shower every day. I mention this because lots of parents have told me that this was the one thing that most surprised their children when they stayed with a host family. Second to that was the fact some houses don’t have showers but just a bath. Sometimes the bathroom and toilet are separate – and the room with the toilet may not have a sink or bidet. Sanitary waste can be disposed of via the toilet if bins aren’t provided. Perhaps as compensation for any inconveniences, your children will discover that many British bathrooms are carpeted, along with the rest of the house (apart from the kitchen). Follow our blogs for more tips about staying with a host family in UK.

Education

Starting school: how best to tackle this new phase?

Rosie Hegarty / 21st August 2011

Starting School: Going to school is a key stage in your child’s life. This is usually the first time that a child experiences separation from his family, going from a family environment which has given him security and protection to a new and unknown environment, surrounded by children and adults that he’s never met. This change can cause particular reactions in the first few weeks. As a general rule of thumb, all children need time to adapt Don’t be concerned but do be alert to your child’s reactions, a child that doesn’t cry or demand attention can go unnoticed. You may think that if your child doesn’t cry, and seems happy and content, that he doesn’t need time to adapt. But this stage can involve many other things. You have to offer a lot of support, affection and transmit security. Understanding this process and being aware of your child’s needs can help to ensure this transitional stage is successful. This isn’t only a period of adaptation for the children but also for the parents and educators involved. The transition stage is an important and vital part of the process Throughout children’s lives, although at the start for children the separation may be painful, the child will experience these sorts of situations, and thanks to this scenario their self confidence will grow as well as their ability to adapt and socialise, which will benefit and help form their personalities. Your children will come across situations: hygiene, eating, sleeping, routines, which the school establishes and which will help them organise their time and activity, their relationships with other children, with adults, with space and objects. To understand this process well, you need to be aware of the most common reactions that children may display: Some feel separation anxiety and may feel abandoned, scared,jealousies erupt amongst siblings, or bad behaviour and irritability can surface. Some children can suffer from sleep problems, lack of appetite, vomiting… Most children will cry, the most common form of manifestation. Some children don’t cry and participate at school in a resigned way because the activity is new to them, but then at home they manifest negative behaviour. Other children remain secluded, they don’t participate, they don’t mingle, they remain still. Some children bring with them their security item from home, participating but all the while holding the item in their hand. Parents and educators also go through an adaptation phase. You may feel that you are separating from your children, doubts will arise about the care they’ll receive and the environment. It’s important to transmit security otherwise the process of adaptation will be much harder. The best is for educators and parents to support each other so that the process is a success for the child. On the other hand, the role of the educator is an important one; his ability, knowledge and empathy will help to manage difficult situations that may arise in the classroom. They too need to adapt, as they get to know the peculiarities of the children, their likes and dislikes, and therefore are able to create strategies that lead to an adequate and good learning environment. How best to face this stage and how can you help your children? Accept that this behaviour is normal for this stage, without pressure or concern, it’s a phase that all children experience, the best is to help them, and give them the security that they need. If we accept it as a natural process we will help our children get through it. Each child is unique and some need more or less time to adapt to new situations. It is normal for you, as parents, to have concerns, and experience worry… Don’t transmit this to your children – avoid externalising these emotions. Talk with other adults as much as you can, with the schools, etc. Be reassuring with your children, as your anxiety will only increase theirs. When you drop off your children at school, see them off with a smile, security and affection. Don’t extend the goodbyes regardless of whether your child appears to be having problems separating from you. During the adaptation process, try and drop off and collect your children as much as you can, this will give them security and they will get used to the change that much sooner. Don’t be late, so as to avoid feelings of abandonment. Let your child take his favourite toy to school or something familiar which reminds him of home. The adaptation phase to school is not a good time to bring in other changes (removing nappies, change of bedroom, moving home…) It’s best that they first get over the adaptation period, whatever the child’s age. It’s possible that your children, when you collect them, either cry or show indifference. These are manifestations that shouldn’t concern you. In some situations children experience contradictory emotions, they are experiencing separation from their educator at the same time as the desire to go with their parents. In summary: Objetives for parents Overcome separation anxiety Trust the team See your children off with warmth and confidence Understand and value the transition that your children are experiencing Objectives for the children Embrace the new space and be able to move freely within in Explore new material Adapt to new routines Understand and remember the rules established by the educators Create good relationships with the educators and other children Accept bit by bit separation from parents Welcome to school! Gabinete Psicopedagogico de Eduqa Escuelas Infantiles Check out more tips about the education of your children in our blog