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By Linda Bress Silbert, Ph.D. And Alvin J. Silbert, Ed.D.

Is homework wreaking havoc in your home? If the answer is YES, then finding the real causes behind the homework problems, and taking steps to resolve them, will improve both school success and family harmony.

How do we know? Homework is the single biggest issue affecting home life, according to many of the parents who bring their children to us at STRONG Learning Centers®.

Here are the ten most common causes of homework problems, along with suggestions to help you resolve them.

1. THE HOMEWORK IS TOO DIFFICULT.

If the homework is continuously too difficult, with everything that entails, then a child will try to avoid it. Look into the cause. Begin by having a conversation with the teacher. If the problem is class-wide, hopefully the teacher will evaluate and adjust the nature of his or her homework assignments. If the problem is limited to your child, she may require additional help from the teacher after school, from you, from a sibling, from a teenager you hire, or from a tutor. If this fails to resolve the issue, then a reevaluation of the type of class, or course level, or teaching vs. learning style, or school may be in order.

On the other hand, the cause of the problem may be a disability: physical, learning and/or attentional. Your child may have difficulty in such areas as: hearing, seeing, reading, processing language, or writing, or she may have ADD or ADHD. If the problem is one of these, sometimes it is easy to resolve. For example, corrective glasses can easily resolve some seeing issues and behavioral therapy and/or possibly medication might help AD/HD, the newer term for the disorder. In many cases, consulting teachers, counselors, or specialists in the appropriate field, might be in order.

Note: If you suspect AD/HD, a valuable resource is CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder organization). For information on the learning disability (LD) issue in general, contact the Learning Disabilities Association of America (LDA).

2. THE HOMEWORK IS TOO CONFUSING.

When children chronically complain that assignments or directions are confusing, they are likely to become frustrated and/or anxious, eventually avoiding such assignments. Parents usually respond to these children by asking, “Weren’t you listening?” Or “Just read the directions!” The children were listening or reading, but they may not have been able to process the information.

In this case, the cause may be reading comprehension and/or language processing problems. You may need to seek the help of teachers or a learning specialist to help your child learn strategies she can use to overcome or compensate for her disability. For example, she may need to put the words into pictures or graphic organizers. Children who become confused due to problems with language processing, do better when they can see things visually.

And, regardless of who is working with them, be sure they remain actively involved. Children (and adults too) are notorious for shaking their heads “yes” when asked “Do you understand?” even when they don’t understand. Sometimes they are just yessing you and sometimes they think they understand. However, when you ask them to explain or discuss what you were just talking about, they realize that they really don’t understand.

If neither of these areas are the cause of the problem, then you may need to investigate why your child continues to complain. If it turns out it is simply a ploy to get you to do the work with him, then you need to address the reason for that behavior. But wait – before you get annoyed, remember what it was like for you when you were a child. Homework isn’t always fun, and sometimes it’s nice to have a little company. Your child may simply want your company during homework time. Wow! How’s that for the ultimate compliment?

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3. THE HOMEWORK IS TOO LOW-QUALITY OR TOO BORING.

Sometimes homework assignments are low-quality boring busywork and children will avoid them simply because they don’t want to do them. Unfortunately, one of life’s little lessons that children need to learn is that sometimes we simply have to do boring things. If, however, every assignment appears to be dull, too easy, or too low-quality, you may need to talk to your child’s teacher to determine the purpose of the assignments. Many teachers do not realize how some of the assignments are coming across to the children; chances are they will appreciate the feedback and adjust the work as appropriate.

4. THE CHILD IS DISORGANIZED.

He brings home the book and forgets the assignment. He brings home the assignment and forgets the book. Or he forgets the assignment and the book. Does this sound familiar? If so, it sounds like you’ve got yourself a disorganized child. The same is true for children who can’t judge time or can’t manage their time. They may have the best intentions to get the homework done, but somehow it gets lost in their time-maze.

It is so difficult for disorganized children to get their homework done that some of them would rather lie, insisting that there is no homework, than be criticized and punished. If poor organizational skills seems to be the issue, there are many books and articles that offer great strategies to help the disorganized child. See, for example, pp 123-127 in Why Bad Grades Happen to Good Kids.

5. THE HOMEWORK IS TOO INTRUSIVE.

It’s a fact; homework cuts into playtime. So what’s the problem? The problem is that in some cases homework time creeps up to the point of consuming the home lives of the children and sometimes that of the family as well. Besides the obvious down side, this may be harmful to children’s intellectual development. Their brains are developing and they need to use all parts, and good quality play provides opportunities to use the “far corners” of the brain that might otherwise remain fallow. So, it turns out that children need to play. Surprisingly, brain research indicates that occasional boredom is good, too, as it forces children to think of things to do — that is, to use their brains to create.

So if homework time seems to have taken over your home, work out a schedule with your child so that he doesn’t have to lie in order to play.

6. TOO MUCH PARENT INVOLVEMENT.

Some parents are overly involved in their child’s homework. Here are the three most common types, all of whom tend to drive their children toward lying and deception. If any of these describe you, then work to change your behavior.

A. The “perfectionist parents.” Perfectionists demand picture-perfect-homework. Their children hate to let them see their homework papers out of fear that they will judge the work unworthy, tear it up, and make them do it again. Besides being tedious and time demanding, in these extreme cases it is downright disrespectful of the child.

B. The “helicopter parents.” These parents hover over their children, making sure that every “t” is crossed and every “i” is dotted. They think they’re being helpful, but here’s the problem: By not giving their children any breathing room, they are delivering the tacit message that their children are not capable of doing the work themselves. Not only does this harm their self-esteem, but it also denies them the opportunity of taking responsibility for their own work.

C. The “Pandora parents.” The children of Pandora parents tend to deny the existence of any homework they don’t understand because asking Mom or Dad even the simplest question is tantamount to opening Pandora’s box. Their well-meaning parents can’t contain their enthusiasm and turn what would ordinary require a short answer into a long-winded treatise on some esoteric detail.

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7. THE CHILD IS UNMOTIVATED.

Most children don’t want to do homework. But while they may put up quite a fuss, somehow they manage to get the work done. If they don’t, motivation may not be the problem; they may appear unmotivated, but this may be a convincing protective screen they’ve set up to mask a larger issue.

For example, many children appear unmotivated when in fact they avoid homework to protect their egos. How’s that? Because these children erroneously equate failure with stupidity. Their logic is as follows: If they try and fail, it is a reflection of their intelligence. If they don’t try and fail, it is not a reflection of their intelligence; it is due to lack of motivation or irresponsibility. These labels they can live with; the label “stupid,” they can’t!

8. TOO MUCH HOMEWORK.

Many kids simply cannot keep up with the projects, tests, quizzes, reading and other assignments they are given.

Here is a general guide for the typical amount of time children should be expected to spend on homework each school day. Grades K-2, about 10-20 minutes. Grades 3-6, about 30-60 minutes. Grades 7-12 will vary considerably, depending on subjects, projects due, tests, etc., but a reasonable average is about two hours, with more on weekends, as needed, for major projects and exams.

If your child spends considerably more than this on homework, look into the cause. Begin by having a conversation with the teacher. If the problem is class-wide, hopefully the teacher will make adjustments. If the problem is limited to your child because your child works slowly, or has other issues discussed in this section, talk to his teacher and see what can be done to modify his assignments.

9. IT’S TOO NOISY.

Many kids complain that they can’t concentrate at home. Their siblings are running around, TVs and music systems are blaring, someone’s on the phone, people are fighting, the dog is barking, the baby is crying. I don’t know about you, but I need quiet to do work that requires thinking. Closed bedroom doors don’t help much, as the muffled sounds of chaos always manage to get through.

Here is an idealistic solution. Even if it can’t be carried out fully, at least it is something to aim for. As a family, consider designating a block of time as quiet time. Normal living continues, but more quietly than usual. Kids can use the time to do homework; parents can read, balance the checkbook, and write e-mails; those who have time to watch television can do so with headphones or the sound turned low. Sometimes quiet sounds pretty good, doesn’t it?

10. THE CHILD IS TOO ALONE.

Some children are lonely when required to do homework in their rooms, and don’t work efficiently in that setting. Some need continuous support and direction. That is, they need someone to help them stay on task or to provide a little assistance when they get stuck. If required to work alone in their rooms, these are the kids who emerge three hours later with little or nothing accomplished. Both groups of children tend to prefer doing homework on the kitchen table. This way they have people around them, either for support or company.

So, if homework causes chaos in your home, look into the reasons. Once you find them, and do what you need to resolve the problems, you’ll be back on the road to school success and family harmony.

(Originally published at the Strong Learning website and reprinted with permission of the authors, Linda Bress Silbert, Ph.D. and Alvin J. Silbert, Ed.D.)

About The Author

Linda Bress Silbert, Ph.D. and Alvin J. Silbert, Ed.D. are the founders/directors of STRONG Learning Centers in New York. They’ve written over 40 books and developed 20 phonics games for children of all ages. To learn more about the Silberts and the STRONG Method, visit their website http://www.oureducationalbooks.com. To subscribe to their free e-zine, send a blank email to: [email protected].

By Frank Gerace

Is it worth the extra money to purchase an elecgtronic dictionary with sound?

The following comments have specific reference to learning Spanish but I believe they are relevant to the learning of other languages as well.

Some people (curiously and unfortunately, not all) who learn a new language are interested in achieving a good accent in their new language. Nevertheless, it is not well known that there are three components of the accent of a given language: the rhythm or intonation (the music) of the language, the links between the sounds, syllables, and words in an utterance, and lastly, the proper pronunciation of the sounds of the language. The lesson here is that the formation of the vowels and consonants of a language is only part of the task of learning that language. However, it is where most learners begin. Let’s look at the place of the pronunciation of the vowels and consonants of Spanish.

Many language experts believe that the intonation and linkage contribute more to speaking like a native than does the proper pronunciation of all the sounds. This can be seen in the manner in which the people of San José, Cost Rica pronounce the Spanish letter “ere”. For some strange reason, which I have not been able, to track down historically or linguistically, they pronounce the word “arroz” just like a Gringo would. Their double “r” is not trilled as in most Spanish speaking countries; it is not velar as it is in much of Puerto Rico. It is pronounced just as an untrained American would pronounce it. Yet, the person hearing this “error” has no doubt that the persons speaking are native speakers of Spanish. The flow of their speech is perfect and the listener just thinks, “I wonder why they pronounce that word that way…” In other words, often the pronunciation of the sounds is the least important element of speaking well.

Yet pronunciation is the place where the learner should begin. Habits of bad pronunciation once ingrained become automatic and are hard to eliminate, while errors of intonation and linkage can more easily be consciously detected and corrected in later stages of the learning process.

The person learning Spanish has one advantage over the person learning another language. The advantage is that most the vowels and consonants of Spanish are close to those of English, and their pronunciation is perfectly regular.

First of all, the vowels sounds represented by the 5 letters, a, e, i, and u, have five sounds. That’s right, five! It is not like the case of the many English vowel sounds represented by the same letters, such as rough, cough, though, and through, or the case of the same sound represented by different letters in the words, ache, weigh, pay, hey, jail, and tape.

The major difference is that the vowel sounds in Spanish are pure; they do not have the little “tail’ that English vowels have.

The consonant sounds in Spanish are largely similar to those of English. This does not mean that they are all the same! There are differences with the “l”, “b” and “d” sounds. The main difference with some consonants in Spanish is that they are not “aspirated”, that is they are not made with a puff of air, as are those of English. If you put the back of your hand in front of your mouth when you say “Papa” or “tonto” in Spanish you should not feel the same movement of air that you feel when you say “Pope” or “tent” in English.

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These differences are real but fairly manageable by the learner who wants to start off right in Spanish. Once the differences are known they can be worked on. For example, it is relatively easy to leave off the English glide at the end of the Spanish vowels.

Progress can be made with written descriptions of the Spanish sounds. The sounds can be described by comparing them with close English words. And the ear can be trained by listening to native speakers. There are many speech samples on the Internet and most large cities in the United States have at least one Television channel transmitting in Spanish.

All of the above has the purpose of leading into the issue of the value of a “talking” dictionary. Many people who want to learn Spanish think that they need a talking dictionary. Often the learner thinks that this will provide an advantage in learning the language. However, it is a mistake to invest in a talking dictionary. The very best are very expensive and most of them, even the most expensive, have such small speakers that it is impossible to hear the fine points of the pronunciation of Spanish.

The learner very soon knows how to pronounce Spanish since the rules are 100% regular. What is need is the effort to actually pronounce the sounds. Many learners are ashamed of imitating the sounds of the language they are learning and they speak the new language with the same intonation, linkage, and pronunciation of their own native language.

The end result of the learner’s pronunciation (as of his or her overall accent) will be the result of his or her own ability and of the effort expended. The talking dictionary does not contribute anything to the equation. A good electronic Dictionary such as the Oxford Spanish English Dictionary, found at www.LeerEsPoder.com/dicOxford.htm, will be all the learner needs.

About The Author

Frank Gerace has taught in Latinamerica and now teaches English in New York City. He provides resources on accent reduction and the proper American English accent at http://www.GoodAccent.com. He also maintains resources for Spanish Speaking learners of English at http://www.InglesParaLatinos.com.

By Ajay Shringi

Lots of prestigious academic institutions organize accredited TEFL courses as part of their extensive English teaching programs. These programs are geared towards coping with the international demand for people equipped to teach the most widely spoken language in the world.

For an English speaker with an academic degree, going into teaching would be a good career opportunity particularly if we consider the large number of people who need to relocate every year in distant corners of the world and the rate of globalization that is taking place in the world.

Thus, accredited TEFL courses give you the chance to start a new life and a new career somewhere away from home, or even just a new adventure. You can experience different lifestyles and cultures as you travel. One of the greatest benefits is that your value and remuneration goes up with experience. So, you can earn while you travel around the world!

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What are accredited TEFL courses?

The abbreviation as such comes from the longer name of “Teaching English as a Foreign Language�, and it mainly refers to a group of teaching programs that are recognized or accredited in the international community.

Thus, anyone who has a recognized TEFL certificate can teach English anywhere in the world. However, only teachers with a TEFL diploma can get involved in senior teaching programs since the level of knowledge and experience is a lot higher and definitely more demanding under the circumstances.

Interested in Accredited TEFL Courses?

Well, it is good to have a look online and see what institutions organize them, what costs they involve and whether they allow both distance and onsite learning.

While the online variant is more comfortable and less costly, the onsite opportunity is superior in terms of direct teaching experience. The problem with onsite courses is that there are a maximum number of candidates or trainees that can be taken per session, whereas the online program has no such limitations.

In some institutions, there are combined courses too, where you can use their online program for learning theoretical part of the course, but can go to the training center to learn classroom practice.

Overall, accredited online TEFL courses have a six-month maximum completion period. Onsite courses last four weeks. Most online English courses take applications from those who have a basic educational qualification, are fluent in the English language or have life experience. In some institutions, importance is also given to work experience.

Before joining such a program, it is good to keep in mind the fact that such classes are highly intensive and that you will have to commit one hundred percent to the learning process to become an effective language teacher.

At the end of the course, you’ll have to pass an exam in order to receive your certification or diploma. Try to stick to a high learning rhythm in order to be effective and to make the best of the experience.

About the Author

The author represents TEFLCorp.com, which offers internationally accredited TEFL courses.

By Kelly Blackwell

Where is the best place to teach overseas? It is hard to decide where to go when you look at the scope of unique and exciting experiences that are available in the different regions around the world. This article is designed to give you information regarding the way your decision about where to teach overseas can affect your lifestyle while you are teaching abroad.

Leisure Activities Choosing the best place to teach overseas may be tied up in the kinds of things you like to do outside of work. You can continue many of your favorite leisure activities while you teach overseas, or take up new ones. Many international teachers move to regions that allow them to indulge themselves in this way.

If you ski, then Europe and Korea are options you may consider. You can teach in Vienna for example and take a train to the slopes for the weekend.

Divers tend to look for international schools in Thailand or the Philippines. Thailand currently has many more international schools than the Philippines, so you are more likely to find a teaching job there.

Because most international schools are situated in urban or suburban areas, there is usually a wealth of activities you can take part in. While living in Bangkok I have attended Indian musical evenings organized by the Indian Embassy, attended numerous balls, learnt how to ride a horse and taken numerous dancing lessons in many different styles. My colleagues are more adventurous than I, they run in marathons, compete in triathlons, mountain bike, dive, play golf, and the list goes on.

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To find out if you will be able to continue your hobbies in different countries you can search on the internet or check out the ‘activities’ section of the relevant Lonely Planet Guide.

Making Friends At home you probably have many friends outside of work, this can be difficult to achieve when working at an international school, especially if you frequently move around to different schools.

One key ingredient to making friends with local people can be how much effort you are willing to put into overcoming the language barrier. Learning the local language will also help smooth your life in your host country.

To avoid this issue you can choose to work at an international school in a country where the majority of the population speaks English! In many countries in Western Europe, for example, a large proportion of the population speaks English fluently, so the language barrier is practically nonexistent.

To make friends who are expatriates but not teachers you can join groups like the Hash House Harriers (who organize group runs) and national groups like the New Zealand Society.

Domestic Help Teachers with children that are looking to teach in a country with a lower cost of living than at home will discover that the lower cost of living also carries across into the cost of child care too, particularly in-home child care.

When you teach abroad you can choose to live and work in a country where you will be able to afford a nanny. Many international teachers with children employ nannies, especially in South East Asia where the cost of living is very low, and as a consequence, local salaries are low too.

Even teachers without children can enjoy the benefits of domestic help in countries where domestic helpers are relatively cheap to employ. Nearly all of my colleagues have maids or cleaners who come in and take care of everything from cleaning the apartment to doing the food shopping and collecting dry cleaning.

Finally There are many different factors to consider when you are deciding where the best place to teach overseas is for you. But the main thing to keep in mind is that while you may have a wish list of where you want to go and what you want to be able to do once you get there - it may not work out the way you planned.

For example, there may be no teaching vacancies in your specialty in the country of your choice in the year in which you are applying. Or, there may be schools very interested in employing you but not in the region you were hoping for.

The key to being happy and fulfilled when you are teaching abroad is flexibility and a commitment to making it work for you. It is not going to be just like home, you will face challenges, and that is the best part of teaching overseas, no matter where you decide to go!

About the Author

For more detailed information about Where is the Best Place to Teach Overseas get Kelly’s Complete Guide to Securing a Job at an International School - now completely revised for 2008!

“Escape the Rat Race - Teach Overseas” available FREE!

By Celia Webb

Studies show that people learn words best by engaging as many of the five senses as possible. Associating a new word with a smell, touch, taste, or sound helps us recall the word for later use. So in addition to reading on a daily basis and listening to speakers who use a different vocabulary than you do, you can add words to your working vocabulary list by exploring new activities.

The following suggested activities will boost your vocabulary by engaging more of your senses and putting you into word-rich environments.

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1. Take a class, any class. Learn a new skill. The skill could be knitting or sport fishing, cooking or carpentry, dancing or playing an instrument. Choose something you are interested in and which requires you to use your hands. Each craft or skill will have its own vocabulary. There will be words to describe the equipment, the processes, and the materials. Since you will be doing something with your hands (and maybe more parts of your body as in dancing), you will trigger more activity in your brain than if you just read the words on a page. The increased activity will create more connections in your brain. Not only will you see the word, you will have an experience to tie to it. You will have paired the word with a motor memory (a physical process you have learned to do like knitting) and sensory memories about the material and tools you work with (like the feel of the knitting needles and yarn in your hands). The greater number of connections your brain is able to make with the word, the more likely it is that the word will become part of your working vocabulary.

2. Visit a museum. Children’s museums are a great choice because they often feature interactive displays. Another good option is a “living museum” where you can talk with a docent who can answer your questions about the exhibits. Many “living museums” (Colonial Williamsburg would be one example) have programs where you get to participate. You’ll learn the words associated with the focus of the museum. Your brain will link the experience of the museum, the items you touched, the activities you participated in, and everything else your senses will record about the trip.

3. Go to the zoo. You’ll find interesting animals with exotic names which originate from many different languages depending on where the animal normally lives. English is a living language which adopts foreign words to name things. The word “yak”, for instance, is from the Tibetan word gyak. You will also learn about each animal’s food and habitat requirements. Many zoos now present shows where a trainer works with an animal and explains about that animal’s particular needs and capabilities. Who can resist a cuddly koala supping on eucalyptus leaves? Once again, your mind will be absorbing the new words along with plenty of additional sensory information to link to the word memory.

4. Garden. The lexicon of gardening is rich with Latin-based words describing plants - their names, the parts of the plant, and their life cycles. Latin provides the roots to many English words in the areas of law, science, and religion. The word “vegetable” for example originated in the Latin word vegetare meaning to enliven, bring to life, or quicken. The word “flower” came from the Latin word flos or floris meaning -surprise! - a flower. Understanding the Latin portions (prefixes, suffixes, and roots) of words can help you deduce the meaning of other words that are new to you. In addition to adding lovely flowers to your hall table or fresh vegetables to your kitchen table, gardening will add valuable words to your vocabulary.

Learning new words can be easier, more enjoyable, and result in better retention if you can use multiple senses in the word-learning process. So add a new activity to your life and you’ll soon master a whole new group of words!

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About the Author

Celia Webb is an author, illustrator, and company executive. She and her husband, Mack H. Webb, Jr., founded Pilinut Press, Inc., publishing advanced readers for children and ESL students. Their website http://www.pilinutpress.com offers more free articles on developing reading-related skills, word games and puzzles, and activity sheets for their entertaining and educational books.