Ideas for 'Doing' School at Home During the Covid-19 Virus

Around the world there are many families trying to manage life at home during the Covid-19 Pandemic. While every family's situation and each nation is dealing with this problem in different ways, all families face similar challenges. As a trained teacher, author of varied learning activities for parents,  and devoted father and grandfather I've tested these ideas and many more. But due to the Corona Virus many parents across the world have found themselves acting as teachers at home. This is a nightmare for some, but it can be rewarding and even fun!

Many are asking:

• How can I as a parent, who isn't a trained teacher, make this work?
• What if my child gets through all of the school work in a couple of hours?
• How can I make some of the work fun and engaging?
• How do I juggle my paid work if I'm working at home as a parent at the same time?

In this post, I want to lay out some basic principles for teaching your children at home (I'll come back to some of the above questions later) and offer some practical ideas. In future posts, I will outline further practical ideas to make home learning not only effective but exciting and fun, even if you aren't a trained teacher. The ideas have all been tested by me and my wife who was also a teacher with children aged 5-12 years. Some of them will work for older children too, or if you have a wide age range in your family, one of the older children might become the 'teacher' for one or two of the activities. But first some DO's and some implied DON'Ts.

#1 Do establish some basic rules - these must be complied with if your children hope to do some of the other things that they might enjoy more than school work (e.g. computer games, TV, online activities, social media, outdoor games and exercise if still possible and allowed in your country). You need some basic rules for your children and you need to stick to them (stick them up on the wall). And as the 'teacher' one of the most important rules for you is to be consistent in applying the rules.

#2 Do complete the work that your children's teachers are setting - but don't assume that it has to be done first (especially if it's all hard and demanding). Some private schools will have sent your child home with very prescriptive guidelines for what is to be done and when. This might require online activities, class participation using varied platforms for online, prescribed content, media, group work and so on. But, you do have some freedom even in such prescription. If there's a meltdown, all school prescriptions might be set aside for an hour or two. This is about emotional 'survival', for you and your children.

#3 Do program in physical activities outside (weather permitting). There are many things that can be done with varied age groups. Board games (I've written about this on my blog), online games, sport, watching special programs via available content streams like Netflix, Disney, STAN etc.

#4 If you are able, DO establish a place within your home or apartment where school activities take place. Rather than private spaces in bedrooms I'd recommend 'public' places like the dining room, or a family room (if you are lucky enough to have such a place). In this space, you might have a shared computer (if you aren't able to have more than one device), a tablet (or two perhaps), hopefully internet access etc. When they enter this space for the activities of school, it is school! Insist on this.

# 5 Do provide time for marking work (if that is the task of the parent not teachers) and give good feedback and praise. Much of this will take place as you supervise, but do read written work and give some feedback to your children. Try to be constructive, not just critical. And do find something to commend.

# 6 Do be consistent! Discipline for the teacher always breaks down when they are inconsistent towards children in the class (or group at home). This will happen even faster for the parent if you let one child away with bad behaviour or attitude, but not the others.

# 7 Do build into the day planned 'Tension Breakers'. 'Tension breakers' (i.e. things to stop chaos when the wheels are falling off the family, or a child is having a meltdown!) are used when everyone seems to have had enough. Try to use activities that involve all children and hopefully at least one parent in the activities. Here are some examples:

a) Sure Fire Mimes - You can make up your own but make sure that they are suitable for varied ages. For example:

* You are trying to teach someone to knit
* You are a cat washing yourself
* You are a pirate being forced to walk the plank
* You are a tightrope walker at a circus
* You are a famous pianist walking onto the stage
* You are paddling a kayak when you lose your only paddle
* You are making a snowman
* You are decorating a birthday cake

b) Rearranging clothes - One child leaves the room and makes a minor alteration to his or her clothing (must be visible). They might leave a button undone, loosen a belt, undo, slightly rearrange their clothes or hair, and so on.

c) Five minute fillers - there are lots of options here. They are challenges of one kind or another. Try to make them such that children of varied ages can do well at most of them.

• Making paper snakes

Give each child a small piece of identical paper (perhaps 10cm x 5cm, but the photo is using a Post-it note) and ask each child to see how they can tear the paper into a single 'snake' by working along the paper from out edge to the middle. The longest unbroken 'snake' wins.

• Never ending story

As the 'teacher' you start a simple story that the children add to (maximum of 6 words), until you run out of inspiration. At first be generous if some find it hard to stick to 6 words. For example:

Oscar went for a ride...
He ran into ...
Who could have guessed that ...?
How would he possibly ...?
Fortunately, ....
But ...
How could he ever ...?
I guess that he ...

• Who's that talking behind my back?

One child stands about 4 metres away from everyone and once they are blindfolded and looking away someone chosen by the parent is asked to whisper 'very' softly just two words. The blindfolded person has to guess who it was.

• Ventriloquists

Give each child a turn to repeat a 3-5 word sentence without moving their lips. The group votes to decide who was best at it (the parent has 2 votes!). For example, "my front tooth is aching".

You can trot out tension breakers like the above when everyone seems to be getting tired, or as a reward after a more demanding task.

In my next few posts I will share some other ideas that might help to make learning at home more interesting. These will include:

• Helpful educational apps to use on tablets or phones
• Outdoor activities that can work
• Books that are great for reading aloud
• Poems for sharing
• Art activities that are easy and fun
• Cooking lessons
• Fun activities outside  

5 Ways to Make Homework Exciting

Far too often homework is assigned by teachers to satisfy parents who somehow believe that if their child doesn't do extra work at home that they will fall behind. As well, homework set by schools can often be the same as work set at school. There is little point in either of these practices. I've written previously about what's wrong with the way many schools do homework (HERE).

Instead, of making homework such a ritual and repetitive waste of time why not assign homework as a way for children to learn new things, develop unique knowledge and experience and to grow in confidence as learners.

Here are 5 Words that can shape exciting homework: 

Above: Sam goes fishing!

IMAGINE

EXPLORE

DESCRIBE

DRAW

MAKE

Each of the above key words can offer gateways to learning. These simple words open up possibilities to expand learning, while words like copy, memorize, drill, and practice tend to reflect practices that often limit options. Of course, the latter are still ways that we can learn, memorization, some drill etc., have a place in school learning. But at the end of a full day at school, they should not be the key focus of homework. Instead, as a parent I'd suggest that you offer options for your children that will open their world to discovery, new things and different ways to reflect on their learning. In my view, learning at home should expand upon what happens at school, not simply mimic or copy it.

Some simple ideas to illustrate

1. Imagine

Above: A cubby made from a box

Ideas to encourage imagination will vary depending on age and your child's interests. Here's a simple idea for a 6-year-old. Ask your children (alone or with other siblings) to make a cave using blankets (call it a cubby or a cabin if you like), a dining room table and some cushions. Allow them to 'furnish' the cave with some special things. Perhaps some books, a torch, paper, a game and so on. Ask them to imagine that they are in this cave deep in a forest overnight and cannot get home till the next day. Ask them to sit in their cave and write down:

• Where it is located and how they might have got there?
• How they will get food for night?
• How could they find a water source?
• What will they eat?
• Will they need any protection?
• How might they get back home?

Get them to draw the site where their cave is located to illustrate their answers to the above questions. There are of course numerous variations on this idea.

2. Explore

Ask your child or children to choose a piece of ground that is roughly 6 square metres in area (3 x 2 metres) in their back yard or a nearby park.

Have them observe this area. Ask them to:

• Draw the space.
• Identify and label living and inanimate objects that are located on the ground. If possible give them some small hand tools to dig a few test holes (give them some simple specifications, e.g. no hole bigger than a breakfast bowl).
• With permission allow them to select 3 plant samples. Draw them. Smell them. Touch them and describe them using single words.
• Ask them to record any living things.
• Draw what they find and label them.

3. Describe

In keeping with the above backyard theme, why not ask your child or children to take part in the Aussie Backyard Bird Count (if you are from another country you may be able to do something like this in your own country). This is occurring from 23-29 October in Australia, and is part of National Bird week. In essence it asks people to observe for 20 minutes per day in their own back yard, or somewhere in the wider community. There is an app that you can download that makes it very simple. The hope is to we will learn about the bird life using this community based sampling method. It will also raise awareness of our wildlife and encourage a love of birds.

This is designed to be a 20-minute task each day for 7 days, that you would perhaps need to help them with to start. This would work well for children aged 4-6 with some assistance and perhaps independently for children aged 7+. Of course, you could do your own version of this.

4. Draw

Drawing is a wonderful way for children to express their imaginations, or to simply try to represent the world in a different way. While in much of our life we use words to describe what we see, to reflect on our experiences, share some aspect of learning, record the events of our life and so on, drawing can easily substitute for words or be used in association with words. The drawing below is one of my favourite drawings from one of my grandchildren. I was visiting the Aquarium in Sydney with him aged 4 years. When we got home he drew this picture. When I asked him to describe what he had drawn he pointed out how this was a drawing that showed how the fish might have seen us as they looked out through the glass. To draw this, he needed to imagine what it would look like from the vantage point of the fish! The drawing shows how the fish saw me as we wandered around the aquarium. What I love about this drawing is that it offers an insight into how his young mind was working. It also shows something of how he was reflecting on his experience, that he was thinking 3 dimensionally, and may well have been empathizing with the fish in the aquarium.

Above: A Drawing by a 4 year old who is taking the perspective of an aquarium fish

5. Make

Above: Using modelling clay to make real & imaginary animals

The possibilities for letting children make things are endless. I'd suggest allowing them to use craft, paper cutting, 3 dimensional objects like lego etc, to express a response to a story, a topic of interest etc. Whatever this might be, the child has the chance to represent something in 2 or 3 dimensions. This offer a different way for children to reflect on their learning, whether it is a creative  response to literature, or a way to represent some aspect of a topic they are studying at school. As with drawing, making things, like drawing, allows child to explore varied aspects of the topic and perhaps to see it in different ways when words are not the only option (whether spoken or written).

Above: Using a different way to show the sea creatures observed

Above: A game that Sam made that follows a story sequence

Other related posts

Other posts that address creativity, imagination and play (HERE)

A post on 29 children's books that feature birds (HERE)

Is School Homework Useful? Or is it a Waste of Time?

I hear two types of complaints about school homework?  

Type 1 - parents complain that their kids don't get enough homework.  
Type 2 - others suggest that the homework that children do get is often a repetition of work at school and that it teaches little.

The question 'Is homework useful?' is never far from conversations between parents about school, or between teachers when discussing parents. Like every teacher I have felt the pressure of parents wanting their children to do more homework. In spite of this I have never been a fan of homework in the primary years of schooling (age 5 to 12 years). Yes, homework does have a place, but not the exalted place that many parents want to give it.

Why you might ask? 


1. Because the vast majority of homework is banal and features drill of things that contribute little to the areas in which we want children to learn. Memorising spelling lists is a case in point (see my previous post HERE) with little contribution being made to the ability to write well.

2. Because school homework is often a substitute for things that are more critical to children's development. For example, play (posts HERE), discovery learning and problem solving (posts HERE), creative expression in varied forms and (dare I say it, rest at day's end).

3. Because it allows society at large to fill the school day with other things that parents have failed to teach their children and simply shift curriculum work to the category of homework, which has to be packaged in bundles that children can complete largely undirected (see #1).

4. Because it reinforces narrow definitions of learning, curriculum and assessment. Homework ends up being simply a test of work done at school, often in the name of practice.

In short, school becomes squeezed by the imperative to test children's learning for public assessment (see related posts HERE), and the hours after school end up being used for largely non-directed and repetitive tasks that help children to pass tests delivered at school.

Is there an alternative? Yes!

Step 1 - Ensure that any after school time whether at home with a parent or carer or in after school care is spent well. Set high standards.

Step 2 - Control access to the things that distract children from rich learning and exploration. I'm thinking of course about 'screen' time (limit daily screen time), computers, gaming and television.

Above: Screen time needs to be controlled, but it can also be a key tool for learning

Step 3 - Apply some simple tests for any after school 'homework'. Does it develop new knowledge and skills? Does it expand repertoires for learning - discovery, imaginative recreation, dialogue, observation etc? Is it enjoyable and challenging?

Step 4 - Make sure that you know what your children are doing, that you monitor it, and that you show genuine interest in what they are doing. 

What might post school time look like?

Hopefully time after school will have a level of planning (kids you need to do X, Y, & Z). Make sure that set agendas like sporting practice, music etc don't shut out everything else.

Start with down time - let them rest, talk to other people about their day, feed them, let them have some time to choose what they do (within predetermined limits).

Incorporate varied activities - some time outside to run around in an unstructured self-directed way; a time for exploration and discovery (this can include reading, viewing, hands on activities like craft drawing, construction etc); a time for school directed homework (I'd limit this in the primary years to no more than five times their age, i.e. thirty minutes aged 6, fifty minutes aged 10 etc); self-directed reading (e.g. HERE, HERE, HERE & HERE); family down time to chat and hang out.

Above: A different type of 'homework'

I understand that the complexity and varied nature of family life will always make after school time 'messy'. But we need to ask ourselves, how messy is it? What negative impact is the messiness having on family life and learning? What can I do to change things?

One thing I am certain of, the solution to the messiness isn't simply to ask schools to set more banal tasks, disconnected from 'real' learning which we police with minimal supervision.

I would love to hear your comments and suggestions.

Other posts

Other posts that address creativity, imagination and play (HERE)

Other posts that address homework alternatives (HERE)

Tips for Parents (& Teachers) in Week 1 of School

In Australia children are returning to school soon and some will be turning up for the first time. There will be many tears, and that's not just the parents and teachers! Yes, there will be anxious children as well. As always, it's a challenging time for everyone. Having received children on their first day at school as a teacher, having sent my own children to school in Kindergarten, and having worried over grandchildren heading off on day one, I have some experience as a worrier! So I thought I'd offer some quick Do's and Don'ts for parents and teachers.

PARENTS

DOs

#1 Assume the best of your child's teachers, not the worst. Give them a chance to get to know your child and encourage your child to show them respect.

#2 Try to help teachers understand your child by telling them things that will help (when you have a chance). This might include health issues, fears about school, special interests (help them with points of connection).

#3 Try to get to know some other parents from day one. This will help to give you a small support group, maybe someone to call to see if their child has the school note your child has lost, or to discuss the project work that is due, how the swimming carnival works, are parents expected to attend the school fete or fundraising day etc.

#4 When they get home (especially in the early weeks) let them rest, feed them, & allow them some down time before asking the 20 questions you've stored up.

#5 Pace yourself, there will be MANY years of school. Let your child grow into school, and as a parent try to learn afresh what school is like now compared with when you were at school or when you sent your first two children. 

DON'Ts

#1 Don't assume that your child is the only bright kid at school and tell the teacher as much on day 1. EVERY parent thinks their child is gifted. Let your child show their teacher some of the great things they can do.

#2 Don't criticize your child's teacher in front of your child. This will make it harder for your child to respect their teacher.

#3 Don't make comparisons between your child and other children, especially to your child.

#4 Don't hassle teachers from day 1 about homework, allow the year to get rolling before firing such questions at them.

#5 Don't expect the teacher to know your child as well as you do from day 1

TEACHERS

DOs

My eldest daughter on her first day of school

#1 Be patient with parents, especially those sending their first child to school, especially in the early weeks. This is a tough time for many.

#2 Inform them as soon as you can about your expectations on things like homework, special activities, and your approach to discipline.

#3 Let them know how they can contact you if they have questions. An email address will reduce many fears and DO try to answer them as quickly as possible.

#4 Look for good things in each child. While not all will be brilliant (even though their parents might think they are), there will be things that are worthy of praise and encouragement.

#5 Make yourself available at pick-up time to chat, answer the odd question and simply show that you're interested in connecting children with their parents.

DON'Ts

#1 Don't overwhelm parents with information early, keep guidelines to a minimum at first.

#2 Don't assume that parents have little to offer, while some may have unrealistic expectations, they will know their children well. Tap into their insights when possible.

#3 Don't ever talk about a child to the parents of a classmate.

#4 Don't expect too much of parents too early in relation to homework. Like you, they will be busy at the start of the year. A few might pester you for it, but try to maintain a balanced approach.

Other Related Posts

1. 'Starting School: Is there a best perfect age?'

2. 'Making Homework More Relevant and Useful for Learning'

Making Homework More Relevant and Useful for Learning

The vexed question 'Is homework useful?' is never far from conversations between parents about school, or between teachers when discussing parents. Like every teacher I have felt the pressure of parents wanting their children to do more homework. In spite of this I have never been a fan of most of the homework I see in the primary years of schooling (age 5 to 12 years). Yes, homework does have a place, but not the exalted place that many parents want to give it.

Why you might ask? 


1. Because the vast majority of homework is banal and features drill of things that contribute little to the areas in which we want children to learn. Memorising spelling lists is a case in point (see my previous post HERE) with little contribution being made to the ability to write well.

2. Because school homework is often a substitute for things that are more critical to children's development. For example, play (posts HERE), discovery learning and problem solving (posts HERE), creative expression in varied forms and (dare I say it, rest at day's end), conversation with adults and other children.

3. Because it allows society at large to fill the school day with other things that parents have failed to teach their children and simply shift curriculum work to the category of homework, which has to be packaged in bundles that children can complete largely undirected (see #1).

4. Because it reinforces narrow definitions of learning, curriculum and assessment. Homework ends up being a type of test of that which should be learned at school, and this in the name of practice.

In short, school becomes squeezed by the imperative to test children's learning for public assessment (see related posts HERE), and the hours after school end up being used for largely non-directed and repetitive tasks that help children to pass tests delivered at school.

Is there an alternative? Yes!

Step 1 - Ensure that any after school time whether at home with a parent or carer or in after school care is spent well. Set high standards.

Step 2 - Control access to the things that distract children from rich learning and exploration. I'm thinking of course about 'screen' time (limit daily screen time), computers, gaming and television. But you may need to limit other things (that have merit and are useful) and become obsessive and shut out other options for learning.

Above: Screen time needs to be controlled, but it can also be a key tool for learning

Step 3 - Apply some simple tests for any after school 'homework'. Does it develop new knowledge and skills? Does it expand repertoires for learning - discovery, imaginative recreation, dialogue, observation etc? Is it enjoyable and challenging?

Step 4 - Make sure that you know what your children are doing, that you monitor it, and that you show genuine interest in what they are doing. 

What might post school time look like?

Hopefully time after school will have a level of planning (kids you need to do X, Y, & Z). Make sure that set agendas like sporting practice, music etc don't shut out everything else.

Start with down time - let them rest, talk to other people about their day, feed them, let them have some time to choose what they do (within predetermined limits).

Incorporate varied activities - some time outside to run around in an unstructured self-directed way; a time for exploration and discovery (this can include reading, viewing, hands on activities like craft drawing, construction etc); a time for school directed homework (I'd limit this in the primary years to no more than five times their age, i.e. thirty minutes aged 6, fifty minutes aged 10 etc); self-directed reading (e.g. HERE, HERE, HERE & HERE); family down time to chat and hang out.

Above: A different type of 'homework'

I understand that the complexity and varied nature of family life will always make after school time 'messy'. But we need to ask ourselves, how messy is it? What negative impact is the messiness having on family life and learning? What can I do to change things?

One thing I am certain of, the solution to the messiness isn't simply to ask schools to set more banal tasks, disconnected from 'real' learning which we police with minimal supervision.

I would love to hear your comments and suggestions.

Other posts

Other posts that address creativity, imagination and play (HERE)

Other posts that address homework alternatives (HERE)

Is Homework Beneficial? Four Steps to Improvement

The vexed question 'Is homework useful?' is never far from conversations between parents about school, or between teachers when discussing parents. Like every teacher I have felt the pressure of parents wanting their children to do more homework. In spite of this I have never been a fan of homework in the primary years of schooling (age 5 to 12 years). Yes, homework does have a place, but not the exalted place that many parents want to give it.

Why you might ask? 


1. Because the vast majority of homework is banal and features drill of things that contribute little to the areas in which we want children to learn. Memorising spelling lists is a case in point (see my previous post HERE) with little contribution being made to the ability to write well.

2. Because school homework is often a substitute for things that are more critical to children's development. For example, play (posts HERE), discovery learning and problem solving (posts HERE), creative expression in varied forms and (dare I say it, rest at day's end).

3. Because it allows society at large to fill the school day with other things that parents have failed to teach their children and simply shift curriculum work to the category of homework, which has to be packaged in bundles that children can complete largely undirected (see #1).

4. Because it reinforces narrow definitions of learning, curriculum and assessment. Homework ends up being a type of test of that which should be learned at school, and this in the name of practice.

In short, school becomes squeezed by the imperative to test children's learning for public assessment (see related posts HERE), and the hours after school end up being used for largely non-directed and repetitive tasks that help children to pass tests delivered at school.

Is there an alternative? Yes!

Step 1 - Ensure that any after school time whether at home with a parent or carer or in after school care is spent well. Set high standards.

Step 2 - Control access to the things that distract children from rich learning and exploration. I'm thinking of course about 'screen' time (limit daily screen time), computers, gaming and television. But you may need to limit other things (that have merit and are useful) and become obsessive and shut out other options for learning.

Above: Screen time needs to be controlled, but it can also be a key tool for learning

Step 3 - Apply some simple tests for any after school 'homework'. Does it develop new knowledge and skills? Does it expand repertoires for learning - discovery, imaginative recreation, dialogue, observation etc? Is it enjoyable and challenging?

Step 4 - Make sure that you know what your children are doing, that you monitor it, and that you show genuine interest in what they are doing. 

What might post school time look like?

Hopefully time after school will have a level of planning (kids you need to do X, Y, & Z). Make sure that set agendas like sporting practice, music etc don't shut out everything else.

Start with down time - let them rest, talk to other people about their day, feed them, let them have some time to choose what they do (within predetermined limits).

Incorporate varied activities - some time outside to run around in an unstructured self-directed way; a time for exploration and discovery (this can include reading, viewing, hands on activities like craft drawing, construction etc); a time for school directed homework (I'd limit this in the primary years to no more than five times their age, i.e. thirty minutes aged 6, fifty minutes aged 10 etc); self-directed reading (e.g. HERE, HERE, HERE & HERE); family down time to chat and hang out.

Above: A different type of 'homework'

I understand that the complexity and varied nature of family life will always make after school time 'messy'. But we need to ask ourselves, how messy is it? What negative impact is the messiness having on family life and learning? What can I do to change things?

One thing I am certain of, the solution to the messiness isn't simply to ask schools to set more banal tasks, disconnected from 'real' learning which we police with minimal supervision.

I would love to hear your comments and suggestions.

Other posts

Other posts that address creativity, imagination and play (HERE)

Other posts that address homework alternatives (HERE)