Archive for category: Tips for parents

Higher literacy rates are associated with healthier populations, less crime, greater economic growth and higher employment rates. Literacy is a foundational skill required to acquire advanced skills. In honour of World Literacy Day tomorrow, 8 September, we thought it would be helpful if we shared some of our best writing tips to share with your teens.

What is literacy?

Literacy is most commonly defined as the ability to read and write.

But it’s not as simple as it sounds. Reading and writing abilities vary across different cultures and contexts, and these too are constantly shifting.

Nowadays, ‘reading’ encompasses complex visual and digital media as well as printed material. An elderly person who can read the newspaper might struggle to get information from Google.

Similarly, different cultures will have different perceptions of literacy. The writing traditions of the English language make reading comprehension an essential part of literacy, but this might not be as important in cultures or groups that rarely read printed material.

Why is literacy important?

Students need literacy in order to engage with the written word in everyday life.

Think of how often you use your own reading skills in everyday life. It’s not just articles like this one that require literacy, but signs, labels and the messages on your phone, too.

The same goes for writing. Nowadays, even phone calls have given way to instant messaging and text-based communication, making the ability to read and write all the more important.

But beyond the functional level, literacy plays a vital role in transforming students into socially engaged citizens. Being able to read and write means being able to keep up with current events, communicate effectively and understand the issues that are shaping our world.

Here are 10 tips for parents from the National Council of Teachers of English on helping your teen write better:

1. As with any skill, writing gets better the more we do it. Let your teenager see you write often and encourage them to write often too. At-home writing might include e-mails, instant messaging, thank-you notes, scrapbook descriptions, diaries and what’s-for-dinner notes.
2. We write differently for each audience. Encourage your teenager to expand their range and abilities by writing for many different audiences. They could try a letter to the editor or to a legislator, a silly story for their younger sibling or family member, or a “list of ten ways” to cheer up a sick friend.
3. Language play and writing can be fun. Have fun with language yourself and share that sense of play with your teenager. Point out new words and phrases you come across in the newspaper, magazine or on the radio; share favourite song lyrics; get creative in naming a new pet or writing humorous gift tags or cards.
4. Support your budding writer. If your teenager chooses to share their writing with you, point out specifically what you like best about the piece. Rejoice in effort, delight in ideas, and resist the temptation to be critical. Maybe you’ll want to ask your teen to read the piece aloud. Feel free to ask questions about parts that aren’t clear, but leave the answering of those questions to your teen. Lastly, make it clear that you are always interested in reading any writings that they want to share with you.
5. While it’s true that we learn to write by writing, we also learn to write by reading. Offer your teenager a wide variety of opportunities to read, both educational and entertaining, and pass on your own favourite authors, novels and magazines to show them that you’re a reader too. Talk about the things that you’ve both read.
6. The funny thing about writing is that it actually helps the writer think. Encourage your teenager to use writing to think more deeply about things in their life—questions, problems, difficult assignments or tasks, hobbies and topics that they want to learn more about.
7. We all have trouble getting started once in a while. If this happens to your teenager, suggest they try brainstorming, jotting down lists of ideas or, talking through their thoughts with you or a friend. Sometimes just spending 15 minutes writing anything and everything (including “I don’t know what to write.”) loosens up the very ideas needed for the piece.
8. Good writers know how to make any topic their own. They do that in the way they organise their ideas, in the examples they choose and in the angle, as well as by drawing from their own experiences. Encourage your teen to find ways to make the assigned topic their own.
9. Writing is a process of developing and drafting ideas, then revising, and finally, editing for correct grammar and spelling. Help your teenager see the value of clarifying their ideas, drafting and revising before they attend to the mechanics.
10. Provide a special writing folder or notebook for your teen and encourage them to save writings in it. Nothing can replace the good feeling of reading something we wrote months ago and rediscovering how good it is.

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What is resilience?

Being resilient encapsulates different qualities. The definition of resilience is the ability to recover quickly from difficulties, adversities and setbacks.

For a long time, resilience has been seen as an outcome of difficult times; you face a challenge, you become more resilient. However, it is really much more of a process. Resilience is about how you actually react to and cope with emotional and mental stress.

To be resilient is to be determined, to have grit and to be able to persevere. These sound like rather grown-up characteristics, but they’re also exactly what you’d expect from children too.

A resilient child won’t get overwhelmed or show signs of emotional distress quickly. Instead, they’ll have coping mechanisms to deal with challenges. Emotional resilience doesn’t mean that a child isn’t allowed to cry or show emotions. Emotional resilience in children means that they can express their emotions constructively without pain, fear, or anger.

Why is emotional resilience important for children?

Childhood isn’t all adventures in the forest or TikTok and Fortnite all evening. There are real challenges and difficulties that children can face.

What you as an adult find stressful, is likely to be just as tough for a young child to experience. Situations such as:

• Moving schools / homes
• Divorce
• Sharing two homes
• New siblings arriving
• Exams
• Death in the family
• Death of a pet
• Friendship rivalry
• Peer pressure
• Medical stresses
• Racism
• World news – example floods, wars, looting, etc.

All these situations can be difficult for a child to process.

There is a lot of evidence that stress can lead to mental health issues for children, such as anxiety or depression. In an NHS survey, it was found that 18 per cent of girls and 12 per cent of boys were showing signs of depression and anxiety.

Teaching your child how to become emotionally resilient, can help to combat these issues. When a child is emotionally resilient, they will be able to work through their challenges rather than focus on the problems they encounter. We all know that schoolwork can be a stressful time. Giving your child tools to be able to seek help or the confidence to say “I don’t understand” will help them not take the stress to heart.

Like with many of our life skills, we can learn them as adults, but it’s easier when we’re young. Teaching emotional resilience means that you’re setting your child up to better cope with difficult finances, rocky relationships or losing their loved ones when they reach adulthood.

Children have different levels of resilience and different ways of responding to and recovering from stressful times. All behaviour is communication and, our children’s behaviour gives us clues as to whether they are regulated and in their learning brain, or if the demands of stress are greater than their capacity to cope.

When children are dysregulated, they may become emotional, withdraw or, become defiant, angry or resentful. When we become curious about behaviour, we are able to meet children where they are, to help them regulate and learn new skills.

All children are capable of extraordinary things, and resilience can be nurtured in all children.

8 ways to build emotionally resilient children

1. Teach kids about their emotions
   During stressful moments and in the face of unpleasant emotions, children may not be able to quiet their amygdala to activate their prefrontal cortex. Because the prefrontal cortex is early in development, they can easily fall into a fight, flight or freeze state. By helping children notice and label their emotions, it brings them into their bodies. As they understand that all emotions are acceptable and useful, they can honour what they are feeling and choose effective calming strategies to help them regulate and move forward.
2. Embrace mistakes
   When children fear failing, they develop a fixed mindset – we either win or lose, pass or fail. This type of thinking can enhance stress and lead to risk avoidance. When we teach children that all mistakes are normal – ours and theirs – it becomes safe for them to step out of their comfort zone to try new things. Embracing a growth mindset encourages that our traits are not fixed, but rather grow with practice, and mistakes then become the building blocks to learn and grow.
3. Ask children for their opinion
   When we ask our children for their opinion or ask for their help, they feel powerful and valuable. In these ways, they can also practice communicating their wants, needs and thoughts. As children discover who they are, they learn what they are made of.
4. Encourage healthy risk-taking
   Healthy risks are situations that encourage children to step outside of their comfort zone but result in little harm if they are unsuccessful. This may include trying a new sport that they show an interest in, participating in a play, or striking up a conversation with someone. When children embrace risk-taking, they learn to challenge themselves, knowing they are powerful and capable just as they are and especially when they mess up.
5. Teach problem-solving
   Rather than telling children what to think, we can teach them how to think. Reflecting on what you hear and asking questions, is a great way to encourage problem-solving. By bouncing problems back to the child, it gives them an opportunity to practice thinking through the problem to come up with solutions. Here are some questions you could try:
   • What did you learn?
   • What did you do today that made you think hard?
   • What are some other ways you can solve this problem?
   • How can we look at this from a new perspective?

   Resilience and grit don’t prevent stress from occurring but they do equip us with tools to cope and transform something challenging into something beautiful or new. At the very least, resilience can help us to know ourselves, set boundaries and practice self-love. When we love ourselves through all emotions and situations – pleasant and unpleasant – then we step into who we are meant to be – and that person is exactly who the world needs.

6. Do not accommodate every need
   Lynn Lyons is a licensed social worker and psychotherapist who co-authored the book “Anxious Kids, Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous and Independent Children”. She states that whenever we try to provide certainty and comfort, we get in the way of children being able to develop their own problem-solving and mastery. (Overprotecting kids only fuels their anxiety.)A dramatic but not uncommon example she provides is, “Suppose a child gets out of school at 3:15. But they worry about their parent picking them up on time. So the parent arrives an hour earlier and parks by their child’s classroom so they can see the parent is there.” In another example, parents let their 7-year-old sleep on a mattress on the floor in their bedroom because they’re too uncomfortable to sleep in their room.
7. Help them manage their emotions
   Emotional Intelligence (EQ) and self-regulation are key to resilience. You can teach your kids that all emotions are OK. It’s OK to feel angry that you lost the game or someone else finished your ice-cream. It’s important to teach children that after feeling their feelings, they need to think through what they’re going to do next. You might tell your child, “I understand that you feel that way. I’d feel the same way if I were in your shoes, but now you have to figure out what the appropriate next step is.” If your child throws a tantrum, be clear about what behaviour is appropriate (and inappropriate).
8. Model adaptability
   Of course, kids also learn from observing their parents’ behaviour. Try to be calm and consistent. You cannot say to a child that you want them to control their emotions while you yourself are falling apart or flipping out. When you do make a mistake, admit it. You could say, “I’m sorry I handled that poorly. Let’s talk about a different way to handle that in the future”. Resiliency helps kids navigate the inevitable trials, triumphs and tribulations of childhood and adolescence. Resilient kids also become resilient adults, able to survive and thrive in the face of life’s unavoidable stressors.

The 7 Cs of resilience

Dr Ken Ginsburg developed a theory which lays out the 7 Cs of resilience. His research has been centred around helping children learn how to solve problems. His work encourages children to think up, explain and set priorities for their own ideas. Dr Ginsburg’s work around resilience has been influential in how we understand what it looks like in children and how to develop the skills needed. They are:

1. Competence
   To be competent is to be able to do something. For a child this might mean they know that they can do their maths work if they focus, or that they will be able to ride their bike without training wheels.To work on competence with your child, be sure that you focus on their strengths so that they know what they’re good at. It’s also important to empower them so that they can make their own decisions wherever possible; this could be choosing their own lunch or picking the book they’ll read before bedtime.When a child is overprotected, they can feel like they should always defer decisions to adults. Take steps to show your child that they can do many things by themselves, successfully.
2. Confidence
   Confidence is very much linked to competence. When your child believes in their own abilities, they cultivate a stronger sense of self confidence. This can be anything from coming first place in a competition, reading aloud to an audience, or taking the lead role in a play or dance.To instil confidence in your child, you need to focus on their best assets and qualities rather than dwell on where they’re struggling. You need to be crystal clear about their qualities rather than too vague, “you managed to stay within the lines of your colouring sheet” is specific praise instead of “that’s a great picture”.Finding ways to offer recognition to your child will also give them confidence. In a home setting, having a “house points” system or weekly awards for chores or tasks they’ve completed well can build up each their confidence too.
3. Connection
   A child needs to feel that they have a place in the world and are cared for by others. As simple as this may sound, this may not be the case for many children; for various reasons such as, frequently moving homes, divorce, difficult family situations, etc. Feeling “connected” allows a child to be able to talk about how they’re feeling.You can build connections for your child by creating a safe space for them. You can also have a “quiet room” (perhaps even their bedroom) where they can have some downtime if needed.By working through conflict, you also show your child that they have a connection with you. Noticing arguments and dealing with them in a fair way will model good behaviour and show them that you can still be friends after having a fall-out.
4. Character
   Having character means to have morals and values and know right from wrong. When a child shares their sandwich with someone less fortunate or, chooses to play a game fairly, even when they’ve been given an advantage, you know that they have good character.You can work on character with your child by showing that actions have consequences. It’s important that you follow through with what you tell your child, such as cutting short their TV time or taking away their iPad when they’ve failed to keep to an agreement of sorts. Correcting negative attitudes is another key element – if you hear any racist language, or any words that stereotype people, you need to explain clearly, why it is wrong and how it can be hurtful to the people around them.Building character in a child will help them in their relationships with their friends in the present and in the future. It’s important to ensure that they know that they are naturally good and that they always have the opportunity to make the right choices.
5. Contribution
   Show your child how they can make their world better. Knowing where they fit into the world and that they’re valued and important, will help keep anxiety from creeping in. When a child understands that they are capable of good, you might see them share their snacks at a party or playdate, or volunteer to help a struggling friend.Ensure that your child understands where they fit in in the world and that there are people both better and worse off than them. You can also model what generosity looks like by creating chances for them to offer help.Showing them how they can contribute to others around them in their immediate environment, should lead to them being able to contribute to wider society. Generosity as a child should translate into becoming a kind and considerate adult.
6. Coping
   To cope is to be able to deal with stress. Not letting stressful situations get the better of them will help your child to be calm in whatever crisis may befall them. A child who can cope with stress will show perseverance before approaching you for help.Just telling a child “no” rarely works. It is necessary to explain to them why their actions are risky and what they can do differently – this will teach them to evaluate a situation. Don’t ever shame a child for their behaviour, otherwise they will try to hide it next time, which will not be helpful.When a child is not stressed about making a mistake or being scolded, they are more willing to try, even if they struggle. With less stress, the chances of depression and anxiety forming later will diminish.
7. Control
   Children need to understand that they have a direct effect on the world around them. Understanding that they can control events, is an empowering feeling and allows them understand that they can make changes. An example of a child showing control could be them choosing a healthy snack at lunch after learning about nutrition.You can model the choices a child has and the actions that they can take to help them take control, by setting challenges around achieving more in their schoolwork based on the work they put in. For example, you can challenge your child to complete 20 addition problems followed by a quiz to demonstrate that they’ve improved.A child who understands how they control their world, will know that their actions and choices will affect their life. They should be less reckless and take fewer risks when they grasp that they are making decisions that will affect them and their future.

What are the characteristics of an emotionally resilient child?

Emotional resilience or even just resilience in children, is not an absolute. It’s a continuous process of building and developing. You need to provide children with all the tools to cope with challenges in their young lives, so that they will be more resilient as adults.

You’ll be able to recognise a resilient child when they are:

• Interested in school, showing enthusiasm and engagement with their work.
• Able to solve problems that they get presented with, whether it’s a challenging task or needing to help a friend deal with a problem.
• Assertive in being able to ask for what they need, whether it be asking for more time to do something or additional assistance with their work.
• Empathetic with their friends and with you as their parent, offering to help friends who struggle or talking to someone who’s alone can show empathy.
• Responsible or seek responsibility, such as asking to assist you with certain tasks around the house.
• Able to set and achieve goals, meaning they understand that their action will bring about results such as reading a book within a week.
• Positive in their outlook and can see the good in a situation rather than fixate on the difficulties; seeing a test as a chance to improve their results would be an example.

What are the characteristics of a non-resilient child?

Not being emotionally resilient will lead a child to feel stressed. Understanding when a child is stressed will be a signal that you need to focus on acquiring some skills to build resilience. Use the 7 Cs as a framework to see where they might need help.

A stressed child will:

• wet the bed.
• suffer headaches.
• have an upset stomach.
• have sleeping problems.
• refuse to do any schoolwork.

Emotionally resilient children will become resilient adults. We all know the challenges that being a grown-up presents and how they can affect our mental health. Developing tools to cope during childhood will make your children less likely to struggle with their mental health as they grow.

Mind Power courses

At Think Digital we’ve developed two short courses, Mind Power for Kids (ages 6 – 12) and Mind Power for Teens (ages 13 – 18), that is fun to take and teaches them how to navigate through life and remain positive and focused.

According to research, school bullying has increased drastically over the past decade. Millions of students are being targeted across the globe, especially in South Africa. While anti-bullying measures help to some extent, they don’t eliminate the risk of bullying. Perpetrators still find ways to harass, abuse and torment their victims, making students more vulnerable to falling behind in school, developing anxiety, developing low self-esteem and isolating themselves.⁣ ⁣

School bullying is often linked to the conventional (in-person) schooling system. Conventional schools have a high student-teacher ratio, which makes regulation nearly impossible. Teachers are unable to monitor students and identify instances of school bullying. Poor monitoring results in poor detection. Most cases of school bullying go unnoticed and escalate over time.⁣ ⁣

In this article, we’ll help you take the right measures if your child is being bullied. These measures will help you protect your child’s mental health and get their personal, academic and social growth back on track.⁣

Speak with other parents ⁣

When parents first realise that their child is being bullied, they mostly reach out to their teachers / the institution. We recommend avoiding this approach. The school may come up with a cover-up to protect its reputation. They may not take your concerns seriously and downplay the incident. You’ll walk away with false reassurance.⁣ ⁣

As a rule of thumb, reach out to other parents. Call your child’s friends’ parents and inquire into whether they’ve noticed that their children are being bullied as well. Chances are that they’ve noticed a shift as well. If this is the case, collectively schedule a meeting with the school. Going in a group is better than going alone. There’s little to no risk of your concerns being dismissed.⁣

Make sure you emphasise the lack of in-school regulation. We’ve observed that most conventional schools have a particularly high student-teacher ratio. In some cases, as many as 30 or even 40 students are taught in one classroom. This makes it nearly impossible for teachers to track each student’s performance and activity in class. If students are bullying their peers, the teacher may never pick up on this.⁣

While it’s important to voice your concerns, it’s also important to understand that most institutions cannot change overnight. If you request greater regulation, it may take months or even years to train their faculty and employ more teachers.⁣

Switch schools⁣

As stated earlier, demanding institutional change can be very tricky. If your child is being bullied at school, we recommend switching schools. Compared to conventional schooling, online learning is deemed better for student mental health.⁣

At Think Digital Academy (TDA), students can watch and re-watch lessons as many times as they need to in order to master the concepts before moving on. The risk of in-class bullying isn’t just reduced, it’s entirely eliminated. Students are encouraged to virtually interact with their peers on their online Forum which is well-moderated. If there’s even a subtle hint of bullying, racism, harassment or abuse, our Student Success Coaches step in immediately and remove the student from the virtual space. We believe that student mental health isn’t just important; it’s imperative. We go to great lengths to preserve it.⁣

TDA students making use of the Forum are reminded and encouraged to work on their soft skills such as respect, teamwork, patience, acceptance and empathy. These skills help students develop respect, compassion and care for their peers, which brings about a change in their mindset.⁣

At Think Digital Academy, we help students become well-rounded individuals who cheer each other on, not bring each other down.⁣

Create and maintain an open line of communication with your child⁣

Most instances of school bullying go unnoticed because parents fail to identify them. Students feel embarrassed opening up about these instances. They may fear that their parents will scold them. They may also feel weak for being unable to defend themselves.⁣

As a parent, it is your responsibility to create and maintain an open line of communication. Your child should feel comfortable approaching you at all times. If you’ve suspected that your child is being bullied, but they’re not confirming it, start by working on your communication. Spend more time with your child and develop a friendly connection with them.⁣

You can still parent your child without micromanaging them to the point that they feel suffocated. Your child will not open up to you if they feel that you’re judging or berating them every time they converse with you. Develop a different approach. An open, friendly, supportive and empathetic approach will make it easier for your child to trust and open up to you. They’ll begin to share more with you.⁣

This approach works exceptionally well, as it makes parents aware of what’s going on in their child’s life. If they’re being bullied, you’ll know exactly who is bullying them and how it’s affecting your child. This information will go a long way in helping you reach out to the right people and protect your child. However, many parents never receive this information because their children don’t trust them. If you fear that this is the case, start undoing the damage right away. It will help significantly.⁣

Schedule a counselling meeting for your child⁣

We understand that many students who join our institution have dealt with cases of school bullying in the past. While these instances stop once students start their online schooling journey, the pain caused by bullying often persists for much, much longer. It’s also possible that the bullying is ongoing. Your child’s previous school bullies may still be in touch with them, virtually or during friend hangouts.⁣

Schedule a counselling meeting for your child. In this way, you can ensure that your child is receiving consistent support, which goes a long way in helping them acclimatise to online learning.⁣

We believe that maintaining this balance is extremely important. To perform well in school, students must feel content, motivated, and rested. We offer greater flexibility than conventional schooling, helping students focus on other aspects of their lives: sports, skill development, hobbies, excursions, socialisation, traveling, volunteering, etc. Students are not bullied at Think Digital Academy. In fact, they’re allowed to heal from past bullying.⁣

Support your child⁣

Parental support is extremely important. If your child is being bullied at school, they need to be cared for. They need support, guidance, reassurance and encouragement. As a parent, make sure you’re there for your child. Care for their needs and make sure they understand that they have endless support from their parents, siblings and friends. Plan a small get-together for your child. If your child is older, make sure you ask them beforehand. If they agree, start preparing.⁣

Asking your child is extremely important, as older students aren’t always fond of surprises. It’s also possible that you accidentally invited someone your child wasn’t planning to see. Parents don’t always know what’s going on in their child’s life, no matter how close they may be. Ask your child beforehand. If they’re younger, you can proceed with a surprise. However, you should still take special care when choosing who to invite. The last thing you want to do is invite your child’s bully.⁣

In addition to planning a fun get-together for your child, speak openly and candidly with them. Tell them that you’re there for them and willing to listen. Instead of being intrusive and pushing, simply extend the invitation to talk and let them use it if they need to, when they need to. As a parent, you must respect your child’s boundaries. Do not, under any circumstances, share the information they disclosed to you with other parents. You may feel like this is the right thing to do. However, you must protect your child’s privacy and avoid going against their wishes.⁣

Remember, children can easily lose trust in their parents. You do not want this to happen. Your child may stop sharing anything with you. Avoid this by helping when they need help and giving them the space to heal. Extending the token of support will go a long way in helping your child understand that you’re there for them when they need you!⁣

Ask your child how you can help⁣

This is one of the best measures you can take as a parent. Unfortunately, many parents impose their own understanding of care and support on their children. This isn’t always the correct approach. You may think setting up a fun family activity will help your child take their mind off the bullying. While this sounds like an excellent approach, it’s not always what children need. It’s possible that your child doesn’t want to interact with family members. They may prefer something more private with just the two of you. Every child has a different understanding of care and support.⁣

The best thing you can do is ask them how you can help. They may want to vent. In that case, you can listen and show your support as a parent. It’s also possible that your child prefers distraction as a way of coping with the bullying. In this case, you can ask them what sort of activity they’d like you to plan. This is a great way to provide the care and support your child needs at any given moment.⁣

At Think Digital Academy, we’re committed to helping students enjoy good mental health, secure good grades and become well-rounded students. If your child is struggling in school, consider making the switch to online learning.⁣

We provide a quality South African and British online education to students all around the globe. Let’s start securing a brighter future for your child.

Free trial

Why not try our online learning environment by enroling for our free 14 day trial.

In days passed, many people assumed that children with ADD/ADHD were simply naughty or lazy to concentrate. It is true that many students only excel in the subjects which they are interested in or perhaps even aspects of the subject which interest them. Children with ADD/ADHD do try to reach academic expectations, but and if they don’t achieve these expectations, depression, anxiety and even low self-esteem often follow. This could be attributed to being properly diagnosed or a lack of understanding and support. The amount of diagnosed cases of children with ADD/ADHD has increased over the last decade and is usually treated with medication to increase concentration or the parent can choose the Alternative Therapy route which can also prove to assist the student in concentration, too.

What is ADD/ADHD?

ADHD was first discovered in the year 1902 by British paediatrician Sir George Frederic Still who described it as “an abnormal defect of moral control in children”. He went on to note that children with ADD/ADHD had difficulty controlling their behaviour the way a typical child could, but that they were just as intelligent. Often, extremely intelligent students find it difficult to focus or concentrate because of this and start to believe they aren’t as intelligent as other students because they may perhaps do poorly on exams or assignments when the exact opposite is true. It is extremely important that a diagnosis is made before the child reaches the point where they become hopeless. ADD/ADHD can be noticed most prevalently between the ages of 3 and 6 and is a chronic condition that can be diagnosed before the age of 7. It includes attention difficulty, hyper-activity and impulsiveness. This condition, as mentioned above, often begins in childhood and can last through to adulthood. ADD/ADHD contributes to low self-esteem, troubled relationships and difficulty at school and/or work.

How do i know my child has this condition?

Like any condition, there are certain signs that you have ADD/ADHD. These signs are split up into 3 main categories: Inattentiveness; Hyper-Activity and Impulsiveness and Combination Type.

Inattentiveness is most commonly associated with girls and can lead to difficulty concentrating and focusing. This may make it difficult to complete tasks that require a lot of attention or focus as they often make careless mistakes and have difficulty organizing tasks. They have a short attention span and are easily distracted. They sometimes appear forgetful and may have a tendency to lose things. They also tend to have difficulty completing tedious or time-consuming tasks and may find it difficult to listen or carry out instructions.

Hyperactivity andImpulsiveness is the category that is more prominent in boys than girls. This category includes constant fidgeting, the inability to sit still (especially in silence), lack of concentration on tasks, excessive physical movement or talking, inability to wait their turn, acting impulsively, interrupting conversations and little or no sense of danger. All of these make it very difficult for the child to function in a school environment. Home-schooling may be a very viable option for a child within this category.

Combination Type is common in both genders with girls tending towards the more inattentive side and boys the more hyper-active and impulsive side. This category is the more common category with most children matching up with both symptoms of hyper-activity and inattentiveness. A child may sometimes only have a few of these traits and not all of them.

There is no simple test that you can do to determine if you or child has ADD/ADHD. You can only watch and observe for traits they may have that fall into these categories. Since disorders such as depression, anxiety and specific sleep issues can often get mixed with ADD/ADHD it is always important for your healthcare professional to rule these out before a diagnosis can be made.

For someone to be diagnosed with ADD/ADHD effectively, they will need to display 6 of the inattention and hyperactive-impulsive behaviour traits. These traits must also manifest before the age of 12 and needs to be noticeable in more than one setting (e.g., home and school). They need to be a hindrance in your everyday life.

An initial diagnosis may reveal one type of ADD/ADHD, but this may change over time making it necessary for people to go for re-evaluations once they get older. As children get older and come to reach their mid-20s, these traits no longer manifest themselves. The condition will always be there, but the traits won’t necessarily manifest themselves. If you think your child has ADD/ADHD, consult with your child’s school counsellor, teacher or physician in order to treat it.

How do I treat it?

ADD/ADHD may be treated, but it can never be cured. Should you have this condition, you may find it will last for years or even your whole life. In order to formulate a strategy to treat the condition, you will need a medical diagnosis. There are various ways to treat ADD/ADHD.

There are medications that can treat the ADD/ADHD. These can include psychostimulants such as Ritalin or Concerta, antidepressants such as Wellburtin and Effexor and non-stimulants such as Strattera and Intuniv.

There is also behavioural management therapy, parent training in behaviour management, behavioural intervention in school and behavioural peer interventions.

A lot of people prefer the more holistic approach when treating ADD/ADHD. Exercises such as yoga are known to improve mood and focus in both children and adults. Diet is another factor in managing ADD/ADHD. According to research avoiding fried foods, added sugars, salt and artificial ingredients can drastically reduce the effects of the ADD/ADHD. Adequate nutrition, regular meals and high intake of vegetables are all known to improve moods in children with ADD/ADHD.

However, at the end of the day, choosing the right treatment depends on the child and their family. Parents need to work in conjunction with healthcare providers, therapists, teachers, coaches and other family members. If you as a parent create a routine, manage distractions, limit choices, be clear and specific when you talk with your child, use goals and praise as well as effective discipline you will find it much easier to manage this condition.

If you look at the world today, you will find that every one of us have a touch of ADD/ADHD. Some blame could be attributed to diet and when we think of all the preservatives and chemicals that are included in the manufacture of food, we can understand this position. Our children need specific assistance with not only their education, but also with everyday life. Assessing and responding early is the key to success.

Guest writer: Kristal Williams

References

Mayo Clinic
National Health Service (NHS) – United Kingdom
NHS Symptoms – Attention deficit hyperactivity disorder (ADHD)
Verywell Mind – ADD and ADHD: Differences, Diagnosis, & Treatments
Centers for Disease Control and Prevention – Attention-Deficit / Hyperactivity Disorder (ADHD)
Healthline – www.heathline.com/health/adhd/three-types-adhd#causes – article no longer available online

Written by Kristal Williams

Each of us has a differing learning style. Einstein once said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.” This has never been truer than it is today. We face a world where varying learning challenges cause many students to seek alternatives to conventional learning and as a result, feel inadequate.

Many parents, teachers and learning coaches wonder if there are other holistic teaching methods which can assist their students to obtain good results and still thrive. Perhaps the question we should all be asking is; “ Why not start exploring methods that meet our children where they are?” There are three methods which were specifically founded to address the four learning styles. Those methods are known as Kolb’s learning method; Dunn & Dunn; and Fleming & Mill’s VARK method. Our topic for investigation today will be on the VARK method.

The VARK Method

There are four different methods used by VARK to address the different learning types. These learning styles are collectively called “VARK” and represent the four different learning styles: visual (or spatial), auditory (or verbal), reading & writing and kinaesthetic (or tactile). This method was established by Neil Fleming in 1987.

Visual or Spatial

Visual learners have a tendency to follow instructions. These students have natural balance and alignment. They are very good organisers and are able to note even the slightest difference in people and objects. These students also have the ability to envision imagery very easily and thus are able to envision passages in a book very easily.

In order to help these learners with their learning, try looking at highlighting important words in colour or perhaps examining headings and pictures before going through the text. These learners need to be in a position where they are able to see their teacher at all times when in a brick and mortar classroom. These learners should also take their own notes.

Auditory or Aural

Auditory learners recall information that is spoken to them, such as instructions or passages in a book that are read aloud. They have good articulating skills, which are also accompanied by strong listening skills. They excel at oral exams and do best while reading aloud.

They benefit from group discussions and, if you play background music, you will help them to concentrate better. However, background noises tend to distract them, so try to limit that kind of noise. These learners will often ask for verbal instructions and work best when given these kinds of instructions.

Kinaesthetic or Tactile

Learners who are kinaesthetic have to be kept busy in order to facilitate their learning. This is achieved by engaging them in physical activities as opposed to a simple lecture or demonstration. They require a hands-on experience such as experimenting or testing, trial and error. This kind of learning could be excursions or simply leaving the classroom. They enjoy building things and working with their hands and thus would love to create things.

Allow a kinaesthetic learner to participate in physical activities, and allow them to express themselves in order to engage in their lessons. Activities such as class games or even treasure hunts are other means by which you can engage these learners in their lessons. Give them tactile stimulation with objects such as pipe cleaners, slime and playdough. They are also better at sign language than most learners because of their extremely expressive nature.

Reading & Writing

This specific branch of VARK is thought to be a sub-type of Visual learning. This learner understands concepts better when they write their lessons down or read them. This is because they absorb more information through words. They do very well with text-based assignments as well as written quizzes or otherwise written assignments. When this learner is working with charts or diagrams, let them write them out as words as they absorb text better than they do images. These learners find that writing, reading articles and taking notes are very helpful when learning.

In order to aid these learners in the learning process, convert their notes into a learnable package by reducing the notes to a manageable size. Writing words over and over again can help these learners absorb more information. These learners should go through their notes quietly over and over again as well as do any extra suggested reading. They should make use of digital devices to organise their ideas as well as help them learn new words. They will need to use multiple lists to help them distinguish each concept from the other.

With these particular learners, study methods such as taking lots of notes, rewriting them and going through them again and again as well as keeping study notes/summaries and making bullet-point lists will help them remember more.

Conclusion

When all is said and done, we are a combination of many of these learning types, with some more dominant than others. VARK is simply a method by which we can identify all these dominant learning methods as well as how to address them as parents, teachers and learners.

According to Fleming and Baume, “VARK above all is designed to be a starting place for a conversation among teachers, tutors, parents and learners about learning. It can also be a catalyst for staff development – thinking about strategies for teaching different groups can lead to more, and appropriate, variety of learning and teaching.”