Dr. Judee Axelsen - Vision into Reality

Strategies That Work From
Dr. Judee Axelsen

Each month visit our website at http://www.drjudeeaxelsen.com for timely strategies and processes to help you with the challenges you face on issues of school reform, impending change, curriculum alignment, student management, teacher evaluation and more.

Why Do People Resist Change?
By Dr. Judee Axelsen, CEO
Vision Into Reality K-12 Educational Consultants

How many times have you proposed a new idea, presented research, explored your assessment results, or suggested different teaching strategies only to be met with resistance and/or outright disregard? Know that this is a natural phenomenon: typically 17 percent of people are in the resistor category in any change effort.

It is usually not the idea, data, or research that is met with resistance but the concept of change. Browse our website for further information that may help you put this perplexing problem in perspective: strategies and ideas for overcoming resistance will be posted on our website next month. Once we understand the "why," then we will know the "how" to bring people into the process of change.

Why People Resist Change?

1. Change is a new experience: people are comfortable with what they have done in the past. The past and present is familiar to them. Change is scary because it can be difficult and is nonlinear.

2. People lack the knowledge of what to do so they fall back on comfortable patterns. Often they perceive that because we are asking them to change, "we" believe that what they did in the past was wrong or not good enough!

3. People lack the skills and don't know how to do the anticipated change. Rather than step out and take a risk, they resist and sometimes even sabotage.

4. People who don't know or understand the purpose of the change; they believe or perceive that it is only change for change sake.

5. Because change has not been aligned with the school vision, people believe "we've been there, done that, and it didn't work then either."

6. People not involved in the decision making feel no ownership or accountability.

7. People are satisfied with the way things are and so there is no compelling reason to change.

8. People can't see the benefits of change and cite issues of stress, workload, and work pressure to excuse their noninvolvement

9. Change has been mandated: people don't see the change agent or facilitator as credible.

10. People do not perceive broad-based support for the change: the change effort is not directly tied to the vision of increasing student achievement.

11. The change conflicts with the existing school culture.

12. People are concerned about potential failure; they are uncomfortable about not having a clear roadmap or being told what to do. There is safety in "being told" because then you have someone to blame.

13. People have had a negative experience with change.

Whose Homework Is this Anyway?
By Dr. Judee Axelsen, CEO
Vision Into Reality K-12 Educational Consultants

At the beginning of the school year, parents around the world are asking some key questions:

Should my child have homework?
If so, how much?
Should I help my child with his/her homework?
What types of homework should my child bring home?
What if my child does not have homework?
What if my child makes an irresponsible choice and doesn't do his/her homework?

These and other questions are timely as we start another school year.

The Purpose of Homework

Teachers, students and parents working as a team can accomplish a great deal. As the school year begins, we need to work together to teach what we expect so all children can learn. When expectations are clear, children of all ages know that homework is part of their academic "job description." Teachers should use homework as an extended learning opportunity. Students need to know and understand the purpose of homework. To provide further clarity, the role of the parent is to provide the time, materials and an appropriate setting for homework plus the expectation that homework is the student's responsibility as a learner. Supervision, guidance, feedback, reinforcement and monitoring progress are important tasks for parents. But it is not the job of the parent to do the homework.

When the question of "why do I have homework" is clearly identified for students and parents, there is a clear purpose for homework. Homework needs to be meaningful, targeted, purposeful and relevant and used in the next day's lesson.

Why is Homework Important?

Homework plays a key role in quality teaching and learning.

Homework:

brings forth prior knowledge so teachers can teach what the student doesn't know
helps the student practice new learning, leaving more class time for quality instruction
assists in checking for student understanding so the teacher can re-teach as necessary
sets the stage for the next day's learning
gives more time for drill and practice to "cement" the new learning
gives the teacher valuable feedback to monitor student progress
can teach students organizational skills and time management
demonstrates student and teacher accountability for learning.

How Much Homework?

Homework does not always have to be a paper and pencil task. What we want is evidence of student learning. That evidence can take many forms such as interviews, reading and journaling, graphic organizers, projects, sequence charts, and more.

A guideline to answer the question of "how much" homework is approximately 10 minutes for every grade in school. For example, 40 minutes for a 4th grader is reasonable if the purpose of the homework has been clearly identified. Daily/nightly practice is more effective than week-long assignments turned in on Fridays! I recommend to K-12 teachers that homework be used in some way in the next day's entry task, not only for reasons of accountability, but to help the student and teacher know if there is a significant piece of learning that has been missed or if there is a small segment that needs to be re-taught in a different way, with more specificity.

Stumped by Homework?

Most teachers will check for student understanding of the homework assignment or the special skill that should be practiced prior to assigning homework. However, there are times when your student may need your guidance. Homework should take priority over t.v. watching, video games, etc., and should not be left to the last minute when the child is tired and distracted. Try these ideas; they will work as they have worked for hundreds of families:

Does your student understand the assignment? Ask your student to talk through as much as they understand.
Have your student list the steps necessary to do the homework.
Does your student have the necessary books and materials he/she needs?
Are there words or terms your student doesn't understand? Have your student draw a picture of diagram of their understanding. This is an effective practice for middle and high school students as well; they may want to use a graphic organizer to help them sequence their understanding.
Are there similar examples that can be applied?
Is the answer reasonable?
Does your student need to review a previous lesson?
Take a break; come back to the problem after other problems have been solved.
Call a classmate to ask clarifying questions.

What if My Child Won't Do Homework?

Homework, as a tool to extend learning, should be the expectation at school and at home. Some schools have homework four nights a week eliminating Wednesday nights if that is church night or other all inclusive community activity. Many schools use Sunday, Monday, Tuesday and Thursday nights for homework, leaving weekends for long-term projects. Students involved in athletics and activities should be expected to do homework between events, in the locker room, on the bus, between practices. It should not be an issue of "my child is too involved" to do homework. Research as well as past practices reveal that students who are involved in athletics and activities are usually stronger students. My own daughters grew up doing homework at swim meets, ballet recitals, gymnastics events and horse shows. As a result, they have excellent organizational and time management skills so homework can serve multiple purposes and result in life-long practices.

For students who make the irresponsible choice not to do homework, logical consequences at home and at school should be the result. First, we need to look at why the student is not doing homework.

Is the homework at the correct level of difficulty?
Is the student overloaded?
Is the student making an irresponsible choice
Is it an issue of "power" and "control?" Let the answer guide you.

Ideas that will work at school and at home…

loss of privileges, i.e.: t.v., bike, scooter, telephone, car, activities, etc.
daily travel card
a specific time at home with the parent sitting with the student reading, paying bills, etc., while the student does homework
modified assignments
weekly homework assignment sheet with daily check off of completion tied to active participation points which is part of the grading system
alternate assignments if the reading level, for example, is too difficult
parents at school following the student schedule for a day (be a kid for a day)
loss of athletic or activity involvement until homework is completed
short term privileges and rewards

I hope these ideas will be helpful to both educators and parents. They have worked for me; I gladly share them with you. I firmly believe that learning is the job description for students. Homework is a tool to extend learning experiences. As adults, I believe we can help structure homework experiences for students that will enhance learning for every student in our educational system. Have a wonderful school year.

Improving Student Achievement in Math.
By Dr. Judee Axelsen, CEO
Vision Into Reality K-12 Educational Consultants

One of the most effective ways of improving student achievement in math is through the use of children’s literature. Although books are listed by grade level, the content appeals to multiple grade levels. The teacher may do a “group read,” students may read in pairs, individually or share with parents. For struggling students, merging children’s literature with context and process skills can often be the spark that makes a difference!

Linking writing to math literature can be an extremely effective way of enhancing student learning. Writing and reading can be a part of problem solving, developing communication skills and enhancing student thinking.