It will be easy for a child to learn if a puzzle of three elements is formed: the ability to learn, the desire to learn and independence in learning. If some element is missing or less developed than the others, problems arise.

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Willingness to learn

When a child has no desire to learn, this manifests itself in relationships with parents, teachers, classmates, and friends. All this accumulates like a snowball and can lead to stress, affect physical health (sleep problems, concentration, memory concentration) and greatly affect the learning process.

What can be done?

First, we pronounce and play school scenarios. When a child is worried about something, it is important to understand the cause and eliminate it.

Secondly, we take into account the individual characteristics of the child, his temperament, the leading type of learning. It is also important to use techniques and life hacks that will help make learning fun.

Techniques that motivate a child to study and do homework:

Technique “Ladder”. It is difficult for children who are in school here and now to think about the results that will be visible only after eleven years. An exam in the distant future does not motivate a child! But if the child understands that here and now he needs to “do this for this and that”, he will be more interested.

The “Ladder” technique consists in the fact that together with the child we show this end point, the highest rung of the ladder. For example, an exam in the 11th grade. But there are goals on every step, and not just on the top one. To climb the stairs, you need to do something here and now.

Technique “Garland”. This is, in fact, the visualization of the “Stairs”. We visualize the results for each step. It can be a garland with rings or stickers on a cork board. Every day, in the evening, we reflect, analyze what the child did.

For example, if a child is learning the multiplication table, put it in front of you and highlight with needles: “Today I learned or worked on such a question.”

Every day the child has an increase in the number of these stickers, and for him this is very important. Children love medals, diplomas – and this will also be a confirmation of his success and achievements.

Model “The world is good – you are good.” We want our child to be sure that he will succeed, and support is important for this. We say: “You are my good and smart child.” But we must not shift the responsibility to others. “The world is also good, but your result will depend on how much effort you put in.”

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Ability to learn

When a child has motivation, there is a desire to learn, it is very important that the learning process itself proceed easily. This requires the ability to learn.

You probably often hear from teachers: “Learn this, remember this, and do this.” But they don’t tell you how to learn it, how to do it faster, how to spend less time. Here are a few techniques that can help:

Technique “Look at the pictures.” Our brain is so arranged that before we study in detail any paragraph or topic, we look at the pictures. This applies to adults too. We look at everything in bold, look at the questions that will be at the end of the paragraph, and immediately tune our brains to what we are going to study now. This is very important, especially for elementary grades, because children are very fond of looking at pictures.

Technique “Robot”. This technique lies in the fact that if you need to learn some algorithm or remember it (and with algorithms it is even more difficult for children), then you can use some memorable silhouettes. For example, a robot, but not only him. Even just the silhouettes of a girl and a boy will do.

Personal experience: my son and I learned phonetic analysis. First, the sound was determined – a consonant or a vowel. The girl is a vowel sound, she was with a conductor’s baton. If the sound is percussive, then she just picked up this wand. If there was a consonant further, then it was a boy. We put on headphones or a hat with a bell on it, depending on whether it was a ringing sound or a deaf one. The whole point of the technique is to take the algorithm apart and then put it back together in the order it should go.

Active Recall Technique. This technique is the best method for remembering what has already been done. For example, if you are driving with a child in a car, then you can not just ask him: “How are you, what happened?”, But do it in such a way that he remembers what he has gone through, talking about the most memorable moments and facts in the lesson.

Advice: the workplace should be free, there should not be any foreign objects. It is in order that children are not distracted that teachers often ask them not to buy pens with various beautiful, distracting things. The main thing is that everything is useful and that it is used for its intended purpose.

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Autonomy in learning

How to develop independence? It will be easy for the child if he knows what to do and how to do it. Then he will do it on time and on his own. How to achieve all this is the main problem.

Parents begin to form the independence (and lack of independence) of the child from childhood, literally from the first steps. Have you ever noticed that a child starts asking a question, and you immediately lay out a ready-made answer for him? What is happening at this moment? The child puts the responsibility on you – you are now responsible for all the information that he receives.

“Where is my notebook?”, “Where is my diary?” – and mom immediately runs and starts looking instead of him. But that is the child’s responsibility. Same thing when teachers complain:

“The child does not know how to pack a backpack, teach him!”, as if you have to pack a backpack for him.

Never pack a backpack for your child, because this way he shifts responsibility to you, and you take it with pleasure.

Our task is to teach the child independence at the very beginning. It is necessary to come to the fact that the child himself takes responsibility and does not shift it to the parents. There is a very important and interesting technique for this. By the way, it can also be used on adults who are trying to shift responsibility onto you.

Technique “Counter question”. The child asks how to do something. We can issue a ready-made solution, or we can ask a counter question: “What would you do in this place?” or “Let’s think about what options we have?”, “Which option suits you best?” or “What do you like?”, “Let’s find a solution together.”

If the child is small, then we can help him. If the child is older and knows how to manage some source, such as the Internet, then he can find this solution – and you can think together whether it will be more interesting, useful, profitable for him.

I am against parents making various presentations and projects instead of children. This should take place at school together with the teacher, and when the child has already learned to do this, he can act independently.

The following technique will help to seat the child for the lessons. This is especially true at the very beginning of the journey, in grades 1-2. A child can come up with some kind of ritual that will set him up for homework.

It is possible, for example, before doing homework, together with the child, choose from which lesson he will start doing it. Or turn on some music that means it’s time to do your homework. And also, the time at which the child starts homework should be clearly specified. And it shouldn’t change all the time.

Birka technique. I used it myself. If we want to teach a child to be independent, so that he himself is responsible for his mistakes and successes, then we can (and should) help him. For example, when we pack a backpack. What did I do? I attached a “tag” to the backpack – a reminder of everything that the child should check and put inside. For example, open the schedule in the diary and see right on all points whether he has a notebook, pencils, a pencil case, whether everything you need is in the pencil case.

That is, the child learns to be responsible for himself and to control whether he checked everything, whether he put everything in, whether he completed all the tasks, that is, whether everything was completed according to this sheet. If yes, the child himself is calm, he does not have porridge in his head: “What is there, where did I forget that?” He checked everything himself.

Mogilevskaya Anna Anatolyevna, Moscow, GBOU School No. 2070