Revision Time!!

Its that time of the year when things are winding up and the schools want to test how much their teachers have managed to get into the heads of their little wards. Anoushka being in Junior 1 (Upper KG) has what they call evaluations and they are not exams with marks and question papers, but more an assessment. She did not have it last year, but this year they sent in a 4-sheet notification with the portions outlined for reading, writing, spelling, maths, languages and even drawing and catechism (in our case) / moral science for the others. It basically covered the portions done in the last quarter, so with this in hand, I felt a little more confident in trying to help Anoushka with her revision.

But then came the hitch... Anoushka is in this phase now where she believes that nothing should be taught, it will all miraculously come to her when she is asked a question - so when I tried asking her to read, she would... but mainly because it was the same lesson read in class and she knew the flow. The minute it came to the little box at the end that had the new words in the lesson that they had learnt - that is where she would get stuck... and then frustrated. Add to that, my little one is the epitome of being the drama queen - so getting stuck at one spelling means letting the waterworks loose. It took a day or so till I lost patience and then a few yelling matches later realized I was not getting anywhere.

So the next day I told her strategy one - the next time baby, you do not know the spelling, don't cry... try laughing, the spelling might come back to you. Well what do you know.. it actually worked... for all of 24 hours.. One day we had spellings flowing left, right and center and they were all perfect... with our home sounding like the laughter club was having a special session... the next day we were back to waterworks.

So I tried the usual phonetics way - each word that she did not know, I would approach and tell her phonetically and she would get the answer. It worked a while but then the mistake I did here was try and get her to attempt the phonetics herself. After all she has exposure to it from Montessori... that backfired on me as well. Phonetics is not really pushed in school at present and the teachers use repetition and writing to teach spellings and words... so I took a leaf out of their book... each spelling that she did not know, I would ask her to write down 5 times. This repetition helped.

But if repetition had to work for me, I didn't have much time, because evaluations were already on. It took a night of restlessness and then I hit upon an idea... kiddie question papers. I fashioned question papers that covered bits of all the portion - a little EVS, spelling, math exercises, opposites, plurals etc. Each paper a day is different and the final set of papers covers the entire portion.

I found it worked on several  levels - since they have to look at the board for questions and very smartly (they think), copy half the question in the answer, it helps with the reading and the ability to copy from the board, which is also a task. Anoushka actually started reading each word since it was in no order that she was used to. I used a thick, straight font to make it look like the fonts in her textbook. I never thought she would take to them, but she actually loves doing the papers now. I fashioned similar ones for mathematics.

Now little Miss wakes up in the mornings and without any egging (I swear) from me, picks up the papers and goes through them again. She is fresher in the mornings and so whatever she made a mistake with the previous evening, I repeat and it gets through to her.

Here is a link to the papers I made (I will keep adding to it as this week progresses) ... it covers the portions in her school and some of the English stuff is from her textbook, but the rest of it could possibly help other moms. Its not going to be that easy going further and any advice you guys have on what I can do is most welcome.

Concentrating on concentration

Almost every mom I speak to seems to have the same issue - this total lack of concentration when it comes to anything related to school. Mind you, its not a blanket thing, this lack of concentration. Bring out the color pencils and Anoushka can sit for hours together. Read her stories and she will fight sleep tooth and nail the whole night if she can get us to read that long. But the minute you plonk her down for home work or some reading practice and there you have it... "I need to pee, my back is scratching, I want to sharpen my pencil..." I even have a few classic ones..."my pencil is slow, the homework is taking tooo long..."

Anoushka's lack of attention has scared me at times. I mean, she looks at the word "What", spells it correct and then says its "how". Textbooks read in class by the teacher have a tendency of getting learnt by rote, so I need to watch closely to see where its going wrong. Oh and we have had our share of bawling and screaming and shouting... this is after a truck load of patience, several mix and match situations of play first and then study, study and then play, play-study-play-study and many incentive based sessions as well. And then you have days like today when Anoushka is like a whole new child. All CW and HW is done already. Everything is read and spelt perfectly so much so that if I asked her random words she spelt it and then found it in the book.

But I was scared enough to cry on the shoulder of my best friend Google. I just wanted to see what the rest of the world thought. I got a few thoughts that made a lot of sense and am listing them all here and what I think about it. I would love to hear what anyone who reads this thinks and feels about these points.

The first thing - Gosh, most of the western world thinks that the minute your child can't concentrate he or she has ADHD or some other attention deficit order.. I mean come on.. can you blame the kids of today. It is a possibility, no denying it... but not in majority of the cases. So setting that opinion aside... here it is

Viewpoints on lack of concentration
The work of one psychologist I read online mentioned that concentration varies simply because the noise levels at home and that at school are two different things. For children especially in the 5-8 years category, psychologically adjusting to this change in atmospheres can result in broken concentration. So I was wondering whether playing music in the background would work. I so far have mixed results.

Another interesting opinion I came across was this - as school work progresses, the time it takes to complete each task gets longer. Our kids however can't get it into their systems to stick with the job long enough to complete it. A suggestion was to involve kids in activities that are multiple leveled - where to complete a task, they have to go through stages. This, in a while will translate into them being able to spend more time on their school work to complete it. I got Anoushka a story book that is also a coloring book. I have told her to spend a little time everyday coloring it till she is done and has a complete story book. Seems to be working as she spends considerable amount of time on it. And gradually I have seen her able to hold on longer especially with her EVS books.

This next one actually opened my eyes a bit. Kids tend to follow instructions that are short and sweet. At least for me, when she doesn't seem to be getting things right, I tend to nag and that's when most kids switch off. Short and sweet instructions work. Come to think of it, it happens the same way in school with most teachers too. I have begun the short instructions thing and most of the time manage to get the job done.

This next one too made sense to me... this educationist (I can't remember the study) mentioned that with time this concept of age-appropriate books have come. This is basically an image on a page with few words that describe exactly what is there. We get our kids used to this and the minute they are faced with their textbooks, the excess effort just seems too much and they switch off. Books of our generation had a generic picture and we had to depend on the words to know what was happening. It generated a sense of curiosity in us and encouraged us to read. I have kept away all those age appropriate books now and am trying those that are slightly higher. Honestly Anoushka does display that curiosity now.

What we can do
Now this first one has worked brilliantly for me. I have bought a kiddie clock and placed it on Anoushka's table. Every task I give her is timed, following which she loses one privilege - Story time, TV time, playtime.. something or the other. It has worked in eating and homework too. In eating we have this thing called "beat the clock" - each bite starts at one point and we have to follow the seconds hand for 1 or 2 minutes to complete. If the clock wins, one point for it and vice versa.

One child specialist said that she observed that when a group of young children are given a task, they first stand still and think a while on how they want to go about it. Only then does the chaos begin with each one. Most children like to be given time to figure out how to tackle an assignment. When I see Anoushka hesitating these days I try to give her a few minutes to think. She actually has come up with some really sane ways to go about her work.

One of the tricks recommended is to build patience among kids. And yes! I too held my stomach and laughed till I cried when I first read this. But I did try some of the suggestions one of which is when we are alone at home and the day is kind of done, I switch off all the noise making things in the house and ask Anoushka to concentrate and tell me the different sounds she can hear. It takes a few trial rounds for you get past the obvious and then you will be surprised at the things they hear. It helps build concentration and even listening power.

Another thing that has worked personally for us is indirect talking. We noticed that Anoushka was all ears when we talk to somebody visiting or on the phone. She loves it when she is the center of the conversation even though she does not show it. So I started creating imaginary situations where I speak to my husband or mother on the phone and tell them about how "so and so little kid did not do their homework and did this repeatedly till the parents went to the school to have a chat with the teacher." Anoushka cannot bear the thought of anyone saying something bad about her to her teacher and automatically comes on track... for a while... But not once has she mentioned hearing this conversation.

I also realized that each time I tried to get Anoushka to sit down and read she would get all irritated. It took me a while to figure out that in class, the teacher reads out the words and spells only what is important... the same goes with exercises based on each lesson. I tried it the same way where I read out what she doesn't know rather than get her to figure it out. One or two times and then she gets it herself. She just used to get angry that mommy is making me do what teacher did not. And you can't over-rule teacher's words can you.

Phew! these are just some of my thoughts on this ever-worrying lack of concentration. Tell me what you think.

Basic reading and arithmetic

Its amazing what teachers can do in the time that they have our children each time. Try as I might, I cannot get Anoushka to spell "pin" as part of her homework without having to fight with everything that can distract her. But she comes back from school with 5/5 in dictation with words like "mother", "with", "father" and more. Frustrating is an under-statement. 

Things were pretty easy this year with homework not being too taxing. But now, post the Diwali holidays, things have picked up a notch. What I have come to realize since last year and this, is that teachers put an equal responsibility on the learning process on us parents as well. If they teach them spelling, then its up to us to help take it forward. So if the kids learn 10 3-letter words in school, you need to teach them 10 new ones at home. Its how vocabulary building works I guess. The poems she has in school right now are more to string together minor words to make sentences. And homework is a continuation. 

So far I was dealing with English alone, but we now have Kannada and Hindi alphabets too and not to forget numbers up to 200. The question for me was how to make studying a little more interesting beyond homework. 

There are a couple of things that have worked for me. For English, colorful workbooks have worked wonders. All of the exercises are activities and she finds them more interesting than me duplicating homework and classwork in a separate book for her to work on. So workbooks have been my saviors. A little work on them each day has made a difference and helped her think beyond school work

When we read storybooks these days, I hold my finger over each word to give her an idea of where we are. And at regular intervals ask her to read the three or four letter words in tandem with me. It works out to being a game and helps her brush up on the words she knows.

All kids are gadget-adjusted by now and I have downloaded a couple of apps on our tablet which are number and word games for her to play. And of course, there is nothing like repetition so as and when we can, in any situation, we suddenly ask her for a spelling and she does it.

Hindi and Kannada am not having much of any issue now, since its only alphabets and she findings them pretty interesting to work on.

As far as math goes, I mentioned in a earlier post that the housie game helped me teach her sequences. Well have taken it up a notch and now have housie game sessions when her friends come over sometimes. It helps them read the numbers faster on their ticket. Getting them to call out the numbers has helped with recognition of the numbers quicker.

Anoushka came up with a game of her own when we are in the car - she loves to read out the license plates of the vehicles around us. Never thought that would help with recognition, but it did. Same way she spotted the countdown meter at signals and started counting down with it. Now I wouldn't have thought of it at all.

All this has helped with the basics... but Anoushka is a very independent child and has always put up her boundaries. I have found with time and a couple (am underplaying it here) of tantrums later that early morning at breakfast time is the best for revision. When she no longer wants to spell, she will tell me straight off and I respect that.

When she is back from school, its TV and play time and followed by homework. Every Friday evening, no matter what, I don't let her touch her books and she has come to know that. I would rather spread it out over the weekend, for better retention, than make her finish it all up to be free on the weekend. She looks forward to it now.

My current problem is how to prevent learning by rote, which seems to be happening with some spellings and sequences in reading of poems. It takes a careful eye to notice when she is reading by rote and when she actually knows what she is reading. When I figure that out, there will be another post on it. 

The problem with holidays

When it comes to the little ones and what they have learnt - out of sight is out of mind is an under-statement. The first month of summer vacations post LKG, I just left Anoushka to her own devices. I mean, come on, how boring a mother can I be. But the second month onwards, I decided to weave in a game of "teacher-teacher" just to see where we stood. Didn't really like what I saw. Concentration apart - all that I worked to correct - the sequencing of alphabets, mirror images etc were all back with a vengeance. And funny part is that every time I pointed out a mistake she knew instantly that she had to correct it. Alphabets were a piece of cake because that is so well ingrained. My trouble began with numbers.

One morning for her before-after sequences Anoushka decided to read the numbers I had given her Arabic style - from right to left and not left to write. So 45 was read as 54 and the number after was filled in as 55. I freaked out. But of course did that "look of sheer terror" thing all in the mind.

I explained to her that we needed to read numbers from left to right but somehow the reason why we had to seemed to elude her. "That's just the way it is" is not a reason that cuts it with this generation. So in came an impromptu game. Each time I asked her to read the numbers, she had to raise her according to the number she was reading. So left hand up - 4, right hand up 5. 4 and 5 make 45 and so the number after is 46.

She did that on day one and then I decided to tone it down. She loves this concept of secrets and so I told her this way of reading numbers was a secret of ours. So if she wanted to do it in class, she could just use the two fingers on her hand, the left finger and right finger and read the numbers.

I tested her in different ways over the days to come - wrote the numbers and asked her to read out loud, gave her the numbers and got her to sit somewhere else and come up with a completed board. Gave her a choice of book or board to write on. Slowly but surely the message came across. 

Before and after numbers

Pix for representational purposes only

Its amazing how naturally all these things come to us. But try explaining to a 5 year old what the logic is when you say 39 comes before 40. When you are faced with questions on how four and zero goes back and becomes three and nine, you will know what I mean. She already had 20 to 0 down pat as far as backward numbers was concerned, but when it came to understand what comes before 30, 20, 70 or any of these kinds of numbers it did not help to say -"4 and 0, when you see any number like this and you have to say the backward numbers, in place of 4 put 3 and in place of zero put 9" and then expect the little one to remember this for all these kinds of numbers.

Honestly I did try this at first but it did not work. And then one day long after she passed out of LKG and was on her summer holidays, the grandparents decided to get her a snakes and ladder game to play in the evenings. I realized that this was an ideal way to start small time revisions while playing. So each time we rolled the dice, I told her that she had to tell me the before and the after numbers and only then could she move forward. And she did. Of course she did get some of them wrong initially, but when you couple it with the fun of rolling a die and moving on numbers, she began to remember which number related to her winning and managed to pick up the sequence.Playing this once a day really helped and the little one has no idea that I am actually conning her n remembering her numbers. 

Number sequences

Pix for representational purposes only

My daughter talks a lot and her volley of questions can be really difficult to handle. So naturally when it came to numbers, logic always seem to slip away by her as to how 11 came after 12 and 31 came after 30. Its only when I sat down with her to try and explain things about sequences, that I realized 5-year-olds just can't grasp why 11 comes after 12 and why 31 comes after 30. Think about it.. can you come up with one sane explanation?

So the only thing that I could think of was bringing out the Housie game that we had inside and give her the bag of 90 coins. I just told her to pick a coin and place it on the board. It took a long while, but once she was done, I asked her to find all the ones (1, 11, 21, 31..) and then told her to find all the 10s (10, 20, 30...) AND THEN... whew! showed her how 11 comes after 12 and 31 comes 30..

The board helped her see an order in the way numbers are placed and soon she was able to put 2 and 2 together literally. And with that we had the number sequencing done. What I didn't realize then is that it also helped with the backward numbers and before after numbers that she was going to learn next.

Backward numbers was just about reading the board the other way round... but before/after numbers unbelievably turned out to be a whole new ball game. 

Writing in Mirror Images

One of the first things I noticed when the little one started writing her first alphabets and numbers was her tendency to write mirror images - 3 would be E, C would be turned around, b would d and so on. It worried me for quite a while. I am one of those mothers who is hooked on to Google (being a journalist makes it a career for me) and all those articles I have read of autism, attention deficiency, compulsive this and compulsive that kind of freaked me out.

So what I did is sat down with my daughter's earlier Montessori teacher and tried to understand what exactly is the deal. She explained to me that structured learning, especially for a child who has come out of the Montessori style of learning can take a bit of getting used to. Its the same case with a child who may have come out of those rote-learning places as well. Just because your child writes a few letters the other way round does not mean there is something wrong with her. It just means she is experimenting with all that she is learning and wants to know why 3 can't be E or the other way round.

What worked for me was a kind of sequencing of numbers. So I told her something to the effect of "1 2 3 face one way because they play together - 4 5 6 look the other way till 1 2 and 3 are ready... that's why 7 looks at 6, 8 sits with a big face, 9 makes a bubble which bursts into a 1 and 0 making 10.

Not saying that this worked miracles the first time round, but it helped get her attention and helped her view numbers in a more playful manner. She took a while getting the sequence right, which is natural. It can get very annoying a times when the mirror images come back after a day or two of not practicing, but then we must remember that we have almost several generations worth of practice behind us and they are just starting.

I tried not to make something like a "study time" but included number games at times when she was most pliable. For us it was bath time - so  1- 10 magnets in her bath tub to play around with worked. Teaching her to play UNO and recognizing the difference between 6 and 9 because of the line worked. Air writing worked well for me too.