Search Results for: What is

Over the last few years I have been blessed to witness my son do some amazing things that I admittedly would not have been able to do at the same age.

For example, his school held an evening lecture, and my son was asked to introduce the guest speaker in an auditorium filled with fellow students and parents. He calmly walked up to the podium and clearly read a lengthy introduction. Then he greeted the speaker with a firm handshake and took his seat in the audience.

If he was nervous, it didn’t show! I was wowed by his ability to rise to the challenge placed before him with such ease and grace.

It got me thinking — since I am not always confident — how is that I (and my husband) raised such a strong, confident child?

I reflected back to all the areas where we have specifically focused our attention over the years and concluded that a multi-disciplinary approach has been key to helping our son succeed in building self-confidence, inner strength and self-reliance. Our approach has focused on three primary areas: physical, mental and emotional.

As the saying goes, “A three-legged stool will not wobble!”

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Lawnmower parenting.

Isn’t it a cool term? Wait till you know what it means.

Lawnmower parenting is when parents turn into ninjas for their children and mow down every obstacle or challenge that could possibly occur in their lives so that their precious little ones don’t have to face even a tiny bit of discomfort.

Of course, it is only natural for parents to be protective of their children and to shield them from problems. But this instinct itself turns into a problem that could rob the children of their resilience. You and I have done it, albeit unknowingly, in our earnestness to give our children the best possible upbringing. [Read more…]

As a middle school teacher of 20 years, I have observed a variety of personality differences among my students. In designing my lessons, I take into account how a child’s personality type can influence their learning style, and I’ve found there can be big differences.

For instance, my students play a game before each unit test.

The purpose of this game is two-fold. One, it serves as a review of the major concepts studied in that unit. Two, it involves a way for students to engage in a friendly, competitive game, in which the winning team receives bonus points on their exam.

I created this game several years back, and it became a hit that many students looked forward to playing when they came into class. However, I noticed that some students found it to be incredibly stressful and anxiety provoking.

The game involves speed and accuracy and is a great outlet for those students who dedicate their time to studying and enjoy the thrill of competition. On the other hand, this game doesn’t necessarily spark the same motivation for students whose personalities are more laid back, who haven’t put in much time into reviewing for the test and/or who are less concerned with time constraints and winning.

The same game — with the same rules, asking the same questions, under the same time restrictions — can provoke a vastly different response for young people with different personality types. Let’s take a look at why this might be.

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(This article focuses on helping kids who will be attending school physically. If your child will be in a virtual school, please see this article instead)

Pens. Pencils. Paper. Folders. Typically, in the heat of July and early August, teachers, parents and kids alike are browsing the store shelves, hunting for that perfect piece of classroom decor or locker accessory.

This year is different. 

As a teacher and a mom of two sons, I’ve watched this summer fly by faster than any other. Our days are made of lazy mornings and warm New Jersey weather, but our peaceful retreat has been interrupted by the approach of what has officially become The Most Dreaded School Year Ever. 

Even after nearly 20 years of teaching in New Jersey’s public schools, the beginning of a new school year still makes me nervous. This year, I don’t even know what I should worry about!

Should I worry about having enough hand sanitizer and PPE in my classroom, or should I buy scrubs to wear, like some of my colleagues? Should I focus on the habits of my 12 year-old son, a young man who is bright, but stopped completing assignments near the end of last year’s remote learning?  Or on the needs of my 3 year-old, who has qualified for the district’s handicapped preschool program?  

Pandemic parenting is hard, and it’s getting even harder as we approach the fall. As we hurtle closer to the ceremonial first day of school, major questions about our schools in the COVID-19 era have not yet been settled, including whether students will arrive at buildings on the appointed day, or pull up a chair at the dining room table to continue the virtual learning that took place during the spring.

So, in the midst of so many unknowns, the question arises: How can I prepare my students, my own kids and myself for school in the middle of a pandemic? As a parent and a teacher experiencing both sides of these challenges, here are some things I am doing that might help  your family prepare, too. [Read more…]

I try really hard to be a positive parent.

I’ve stopped yelling (mostly).

We practice special time.

I say something specific about their homework rather than simply “good job.”

Positive parenting has changed the relationship I have with my kids entirely. When it really matters, when I’ve had a stressful day or a task is really important to me, my kids listen. And when it really matters to them, I make them feel heard and valued.

But every so often, I find that regular everyday situations still trip me up. And just like that,  I find myself struggling to stay on the positive parent wagon. [Read more…]