Recently I took in a presentation on biomedical engineering and robotics at The Johns Hopkins University.  I stood transfixed as I learned about the seemingly limitless field – instruments for physicians and surgeons, fascinating research (including the study of one of nature’s most resilient creatures, the cockroach – yuck), and, truly, the growth field of the future.

Science isn’t only for nerds any more!  (If it ever was.)  Indeed, it’s for all of us, even for us quaint English majors!  If our kids aren’t studying science, if they’re not aware of its significant role in our lives now and in the future, if they’re not curious about the science behind those video games and tech gadgets they rely on daily, then they’re going to be left behind.  Seriously.

So why aren’t we working harder to get our kids interested at earlier ages in the sciences?  If the jobs, careers, and workplaces of the future are increasingly science-related, if the field is so rich in human, medical, economic, and personal potential, why aren’t we purposefully guiding our kids toward where the action is?

Some thoughts.

1. We need science literacy.  Life is complicated, probably more so than ever before.  We make decisions every day based on our scientific knowledge – about smoking, about what we eat and drink, about the cars we buy and drive, about the homes we live in, about the global and local environment, and about the issues we’re asked to vote on, like the space program, nuclear energy, off-shore and mountaintop wind farms, and other complicated topics.  As citizens, we owe it to ourselves and to future generations to have a reasonable understanding of these important topics.


2. Kids are hungry for exciting learning.  Yes, kids love to learn, and the more exciting, the better.  We adults in their lives – their parents, teachers, coaches, clergy, scout leaders – have a responsibility to steer them to new discoveries that capture their imaginations and ignite new interests.  Medicine.  Aeronautics.  Automobiles.  Robots.  Genetics.  Forensic crime solving.  (A confession.  I’m hooked on CSI: NY.) Video game design.  Animation.  Athletics.  (You think those outfits at the Olympics are for style only?  Think again.)  Music.  Movies.  Military.  Fashion.  Theatre.  Weather.


3. Science is for all students.  The sciences can appeal to all types of students, especially those students who don’t get our immediate attention – the bright ones who need special nurturing, the bored ones who need an extra spark, the curious ones who are always asking “Why?”, the fidgety ones who need to be touching and feeling and doing.  A science lab, with the right teacher and equipment, can be every bit as exciting as the sports field, the stage, or the concert auditorium.


4. Science builds many skills.  Besides the important math skills that come with science, don’t forget about the confidence, motivation, perseverance, critical thinking, and teamwork skills that come with the practice of science.  Each of these skills is important for increased learning and also for the jobs of the future.


5. And it’s fun.  Want some cool ideas for science experiments you can do at home, like crushing soda cans, floating bowling balls, slime-making, dancing raisins, and how to “bend” water?  Check out Science is Fun and discover lots of interesting ways to introduce and nurture an interest in science in kids.  I enjoy Bill Nye the Science Guy, too.  He always has an interesting take on science topics.

Science is part of everything we do, and it increasingly takes a prominent role in our lives.  Insist on plenty of science in your kids’ schools, the best science teachers, up-to-date facilities, and an engaging curriculum.  Let’s lead our kids to active involvement in the future and engaging careers that fulfill them and help others.

Someone asked me the other day how to get ready for a daughter’s going off to college in the fall.  Dad was sad.

Sending your child off to college really doesn't have to be an emotional roller coaster.  As a teacher of high school seniors for many years (and talking about this subject to innumerable parents), I've learned a few tips that can ease the way.  The secret -- as in so many other educational challenges -- is in preparation, state of mind, and connections.

1. Learn as much as you can about the school.  Remember when you sent your child to middle school for the first time?  Remember how you took her to the school before the beginning of the school year so she could learn where everything was?  Now it's your time to do the same.  Get to know her new campus either by an actual visit or a virtual one.  Learn about the place where your child will live.  Routines, places, classroom buildings, labs, eating spots, sports venues.  The more you know, the more you'll feel a part of her life.  Buy a tee shirt and coffee mug from the school, so you'll feel connected at home.  Follow the sports teams, the drama productions, the music concerts, the academics, and other activities that are important to your child.  These are all connections.


2. Communicate regularly.  But not too regularly.  Take your cue from your student.  Be open to communication, but generally let him initiate it.  This is a time for him to learn about independence, and he'll be experimenting with increased freedom.  He'll probably call more during his first weeks away, then he'll feel more confident.  It's okay for you to call from time to time, of course.  Have a set time for these calls -- that's best for all of you with your busy lives.  Remember, you're not losing him.  Instead, be proud for him that he's becoming independent.  Besides, he'll always need you, just in different ways.  Be there for him.  The connections continue.


3. Pay attention.  During these calls, learn the names of the kids he mentions, the professors' names, the course titles, and other information he shares with you.  (And if you have to write them down because you'll forget them otherwise, do it.  I’m not ashamed of the increasing lists I carry around with me and rely on.  There are worse predicaments for a middle-aged brain to face.)  This way, when you're talking with him next week you can mention these important names naturally and conversationally.  More connections.


4. Make it social.  Invite roommates, study buddies, friends, and classmates home for weekends or -- if practical -- for home cooked dinners or restaurant meals.  Get to know, without being obtrusive, the people your child hangs out with, studies with, plays soccer with.  Celebrate successes and milestones together.  Connections.


5. Pay attention to your own feelings.  Of course you'll feel a loss when your child leaves for college.  Help prepare yourself for the inevitable by being involved from the earliest days.  Help yourself by helping her keep her high school grades up, by being involved in the college search, by being supportive, enthusiastic, and positive.  Besides, now you'll be able to indulge your long-postponed interests -- those books you've been meaning to read, that project you've been putting off, the hobby you've ignored for eighteen years.

If you’ve been through the sending-your-child-off-to-college crisis, how’d you fare?  Share your thoughts and successes and cautions with us here by clicking on Comments below.

Today's blog about chapter books runs on just the right date.  Tomorrow is the annual NEA’s Read Across America. Families all over our great country will be spending quality time reading fun stories together, talking about what they've read, and sharing favorite memories about books.

Want to participate in a fun reading activity?  The company I work for, Sylvan Learning, created a cool microsite that kids and their parents can enjoy.  Motivate your child's reading by pledging to read tomorrow -- together as a family, individually, or both.  It's easy.  Just go here and get started. On this day last year I wrote about reading suggestions you can use at home.  Re-read it here.

Also, in celebration of National Reading Month, Random House will award one winner a library of Sylvan Learning language arts workbooks!  The workbooks and multi-media learning kits help students in grades K-5 build confidence and develop a love of learning.  To browse the workbooks that will be awarded, visit www.SylvanLearningBookstore.com. To enter the giveaway, please email your name, mailing address, email address, phone number, and choice of grade level to SylvanLearningProducts@randomhouse.com  by 5pm EST on Tuesday, March 2, 2010.  One winner will be randomly chosen and announced in an upcoming blog!  For complete details, see official rules.

Now, on to today's topic: chapter books.

A few days ago a reporter asked me about the benefits of reading “chapter books” to younger children.   Are there benefits?  If so, what are they?  What age should kids graduate from “Good Night Moon” to chapter books?  Any guidelines?  

Kids love feeling “grown up.”  They see their older siblings and parents reading books for pleasure (one hopes), and they want to do the same thing.  Some kids are ready at an earlier age than others, so use your own knowledge of your child.  If she’s able to hang in there for a long Disney movie, for example, and can follow – more or less – the complicated plot, then maybe it’s time for the nightly bedtime story to become a new routine – a chapter a night from a favorite book.

If you think the time is right, here are some reasons to “graduate” to chapter books and also some thoughts to keep in mind.

1. Routine building is critical at any age.  Reading age-appropriate, chapter books with compelling stories can help establish important routines.  A chapter a night, at bedtime, is a good incentive to brush those teeth, get ready for bed, and enjoy some "quality time" with you.


2. Stimulate higher order thinking skills.  Chapter books help children enjoy a long story, follow plot and character development, put events in proper order (we teachers call this skill "sequencing"), and try their hand at predicting what comes next, especially when a chapter ends on an exciting note.


3. Take time for discussion.  At the end of each chapter, just before the final tuck-in, prayers, and kisses, talk for a minute or two about the story so far.  What’s his favorite part?  Favorite character?  What would he do in such a situation?  What would you do?


4. Encourage new interests.  Chapter books can whet kids' appetites for new interests and discoveries.  Reading about an interesting historical figure, a favorite athlete, or trying a new type of story?  Introduce him to other historical or sports contemporaries as well as new story types like mysteries, biographies, science fiction, fantasy, or humor.


5. Learn about new authors.  Chapter books can enable children to discover different authors' and illustrators' styles.  (I’m partial to Jerdine Nolen and Kadir Nelson's collaborations, like the tall tale trilogy of Hewitt Anderson’s Great Big Life, Big Jabe, and Thunder Rose.  I read them to elementary age kids all the time.)  Soon the kids will be looking for more books from a favorite author and recognizing a favorite illustrator’s style.


6. Feel “grown up.”  Chapter books help little ones feel as if they’re reading on a higher level now, just like their older siblings and friends.  This increased confidence, in turn, helps encourages them to read more.  It’s a virtuous cycle.


7. Share your favorites.  Everyone remembers his or her first chapter book !  Talk about your first chapter book.  Tell why you remember it, why it made such an impression on you, how old you were when you read it.  Kids love to hear about our experiences – as long as we don’t overdo it.


8. Be a good role model.  Kids learn from us, and more often than not they do what we do, if not always what we say.  So, let them see you reading for information, for directions on how to do something, or – my favorite – for the pure pleasure of reading.  Make time in your family’s schedule and routines for reading.


9. Talk about what you’re reading now.  A good dinnertime conversation can center on what exciting, interesting, or funny book you’re reading right now.  When books are a favorite family conversation, you’re giving your child a lifelong gift – a healthy reading habit.


10. Be positive.  If your child isn’t ready for a chapter book yet, don’t make a big deal about it.  Go back to the favorite one-sitting books with joy and cheer.  He’ll be ready one day.  Enjoy the childhood as long as you can.

One of the most frequent pieces of advice you’ll see here at the Dr. Rick Blog is to establish and maintain healthy, productive routines for children.  Kids of all ages, pre-school to teens, need and want routines.  The routines make them feel safe, able to predict what’s expected of them, and provide them with reassuring structure.  Routines help kids develop lifelong habits – a strong work ethic, strong values, healthy attitudes, and deep beliefs.

Routines take many forms.  Bedtime and morning routines.  Mealtime routines.  Homework and study routines.  Play and family time routines.  Weekend routines.  There are, of course, times when the routines are discarded – vacations, celebrations, holidays – and that makes the freedom all the more special.  But special or not, we all know the often-felt but seldom-acknowledged relief when vacation’s over and we can sleep in our own bed again and return to comforting routines.

So, here’s another idea for a routine that can add fun, inspiration, and some daily quiet time to your family’s life.  Maintain a gratitude journal, where you individually or as a family write down the one thing you’re grateful for on this day.

1. The format doesn’t matter.  The journal can be in a fancy leather-bound notebook, an inexpensive three-ring binder, or an electronic format.  Doesn’t matter.  What does matter is that there’s some time – just before bed makes sense – for everyone to quiet down, reflect on the day, and put in simple words the one thing (or person or event or thought) you’re grateful for today.


2. Everything counts.  You’ll be surprised at what your kids will write.  Sometimes it’ll be humorous, sometimes touching, sometimes seemingly out of left field.  They will also get insights into what makes you grateful, and it’s a great opportunity to show support and encouragement for them.  (“Today I’m grateful and proud that Cindy got an A on her spelling test.  It sure seems as if her studying is paying off.”)


3. It can be private or shared.  Some people like to share what they’ve written.  Others like to keep their journals private.  Either way works.  The important thing is that you’re spending some time thinking, writing, and establishing a practice that can be maintained lifelong.


4. Be creative.  I’ve seen journals that are little works of art, full of illustrations, clippings, photos, and meaningful quotations.  They become as much scrapbook or memory book as journal.  That’s okay.  (I know families where the journals become prized possessions, brought out years later as reminders of family togetherness.)


5. Notice the effect it’ll have.  Once the practice is set, give it some time, then notice how everyone becomes more attuned to the positive in their lives, how they quietly get in the habit of grateful thinking, how the simple act of writing loses its anxiety because it’s a daily occurrence, how everyone increasingly notices the simple happy moments and acts of kindness they encounter.

If a little routine of a few minutes’ writing each evening creates bedtime quiet, encourages reflection, brings the family together, and supports an important skill like writing, what’s not to like?

Share gratitude or two with us here at Dr. Rick Blog.  What’s your family grateful for today?

It’s always interesting to me that the most active students in the high schools where I’ve taught, the kids with the busiest schedules – the sports team members, the student government types, the musicians, actors, school newspaper editors – always seem to be the ones with the best grades, too.

The research bears out my observations.  Kids who are involved with extracurricular activities tend to have better grades, better attendance records, higher senses of confidence, better social skills, and lower rates of dropping out and getting in trouble.

Seems an idle mind IS a devil’s workshop, after all, just like my grandmother used to say.

Looking for extracurricular activities?  Here are some considerations to keep in mind.

1. Consider the advantages.  Kids who participate in structured, supervised activities outside the school day enjoy improved discipline, leadership, teamwork, responsibility, and attitudes about learning.  They have opportunities to “discover” interests and talents, to increase their sense of accomplishment, and to socialize with kids of similar interests.


2. Consider the liabilities.  I’m not sure they’re actually disadvantages, but kids need to be careful of overextending themselves.  And extracurricular activities can take over the real purpose of school – learning.  Some parents need to be careful not to put too much stress on kids with special talents.  Maybe he doesn’t want to be a sports star or the next singing sensation, despite what you see as his unique, promising, and potentially lucrative talents.  Remember, he’s still a kid.


3. Consider exploring together.  Kids as young as elementary-school age are ready for some after-school activities.  With your child, make a list of three or four that you’re each interested in.  Let her help with the final decision.  For middle school and high school kids, activities should reinforce learning, increase time with supportive friends, and decrease time in front of electronic screens.


4. Consider areas of interest.  What’s your child interested in?  What does she want to learn about?  There are plenty of areas to choose from.  Sports, recreation, visual arts, music, dance, drama, creative writing, school newspaper, government, and volunteering are just a few examples. 


5. Consider strengths and needs.  I’ve often noticed how shy kids are the ones who bloom as performers in the school play or concerts.  Or how the ones who can’t sit still during class are helped by exerting lots of energy on the sports field.  Or how the ones with deeply felt opinions like to write editorials and op-ed pieces for the school newspaper.  Or the curious ones are drawn to technology or opportunities to engineer incredibly creative “inventions.”  Or the argumentative ones make great debaters.


6. Consider the adults.  There should be adult supervision – a teacher, say, who’s sponsoring the debate club or coaching the soccer team or mentoring the student government, or editing the literary magazine.  These coaches and advisers usually have a special interest and talent in the activity and are motivated purely (or mostly) by their passion.  They make great mentors and role models.


7. Consider venues.  Lots of places offer after-school activities.  Schools probably offer the widest variety.  But there are other places, too, like museums, places of worship, community centers, and recreation centers.  Look for convenience and safety.


8. Consider your family’s schedule.  No one knows your family’s needs better than you do, so make sure that you can “afford” the time commitment that serious after-school activities can often require – especially in high school.  Make the commitment with your child’s learning and interests in mind.  If he’s really invested in his art or music or sports, allow him free rein as long as his grades are up to your standards.


9. Consider sharing.  Let your kids know what kinds of activities you were interested in when you were their ages.  How did you hone your special skills?  Where’d you learn to throw that fastball, sing that high note, build that treehouse, organize the neighborhood food drive?  Who were your adult heroes?


10. Be supportive.  Remember, middle and high schoolers, especially, go through interests like they go through the food in your refrigerator.  They’re interested in something deeply for short periods of time before moving on to the latest deep interest.  That’s normal.  They’re experimenting, discovering talents, trying out new experiences and interests.  Be patient with them.  Support them.  Show an interest.  Guide them.

Some of my most satisfying times as a teacher have been as the sponsor of one extracurricular activity or another.  My days of advising student journalists on the award-winning Parkville High School newspaper, The Pioneer, or the Chesapeake High School yearbook, Windjammer, are cherished times.  So are the days I spent directing school  plays, coaching debaters, preparing public speakers, and (most improbably, and only as a well-intentioned but totally incompetent favor for my friend who coached them) auditioning cheerleaders!  I still don’t know who had more fun, the kids or I!

This blog is  from an interview I did recently for local, East Coast reporters during our historic snowstorms and blizzard.  (Here in Baltimore, where I write from, we’re used to 18” of snow per season.  To date, we have nearly 80”, and it’s only mid- February!)  So, with realism – if not hopelessness – I share this with the rest of the country, including our friends in the South who are getting their first snow in years.

Schools are closed.  The snow is deep.  You've made snowmen and snow angels, baked cookies, watched TV, played video games and Wii, and even pitched in to shovel the snow for dear old Mrs. Lovelace up the street.

Now what?  The snow continues, schools are closed for several more days.

Here are a few snow-day tips I've accumulated over the years.  They won't exactly bring serenity to your house, but they might keep the kids busy for a while -- and maybe even learning a little.

1. Read.  Yes, of course.  Everyone has his or her favorite book, so read them to each other.  It's fun for the older kids to read their favorite childhood books to their younger siblings.  Act out your favorite scenes for the enjoyment of everyone.


2. Tell stories.  This is a great time to trot out the old family photo albums and tell stories of your happy memories.  Grandparents, uncles, aunts, cousins, favorite friends and neighbors.  Connect the kids to your past -- and theirs.


3. Keep a snow journal.  As a family, write a few sentences each every day about the snow.  What time did it start to fall?  What did it look like on the trees?  How did it affect the traffic on your street?  Did you feed the birds?  Does your dog like the snow?  The cat?  Tell about sledding, snowman building, snowball battles, snow forts.  Tell how you felt when you learned there'd be no school.  What friends will you miss for the days  you're away from the classroom?


4. Do some weather science.  Measure the snow as it's falling.  Keep a log of the temperatures hourly.  How long does it take for the snow to melt on the south side of the house?  On the north side?  How do those icicles form?


5. Play games as a family and, for some quiet time, as individuals.  Some mind-engaging activities include board games, crossword puzzles, Sudoku, jigsaw puzzles, coloring, finger painting, water colors, and scrapbooking.


6. Keep up the lessons.  Check those spelling words -- if there aren't any from school, assign your own.  Practice math facts.  Read the next chapter in the social studies book. 


7. Organize.  Take this found-time to organize notebooks, planners, back packs, and study areas at home.  Make sure everyone's up-to-date on assignments that will be due when school starts again.


8. Try to keep up normal routines.  Yes, the snow throws everything off, and that's okay.  It's good to take a break (or have one thrust upon you) from time to time.  But try to keep bedtimes, mealtimes, study times, and other important personal routines (medications, for example) as close to normal as possible.  When you know schools will reopen again, start to get back into the swing of things right away.


9. Be a role model.  Use your homebound time for catching up on some put-off tasks.  Enlist the kids' help in rearranging furniture, organizing closets and donating unused clothing to the homeless shelter.  Talk about how warm and cozy you are -- not everyone is as lucky.


10. Stay positive.  Spring will arrive.  Promise.

Today’s blog deals with motivating students.  It begins with an email from a mom with a reluctant reader and ends with news about a cool new contest that lets the winner designate $10,000 to the school of his or her choice.  Read on. 

The Dr. Rick Blog gets lots of questions about motivating reluctant readers, especially middle school boys. 

Here’s a typical example. 

A homeschoool mom tells us that her eleven –year-old son “struggles” with reading even though his skills are good.  Comprehension isn’t a problem, but even when he reads something interesting, he’ll quickly get “bored” and unfocused.  She says he’s good in other subjects, has good general knowledge, has good handwriting skills, and an excellent memory.  He just doesn’t seem to like reading. “Have I done something wrong?” she wonders. 

Homeschool mom, you haven’t done anything “wrong.”  Short attention spans and eleven-year-old boys go hand in hand.  From what you describe -- good comprehension, good memory, good handwriting, good math skills, and good grades in other subjects -- he sounds like a typical pre-adolescent.  For this age, it's not abnormal for kids to be interested in a topic for a short but intense time before going on to another interest.

You say he reads when it's a topic he's interested in, even though it's for a short period.  Here's what I'd recommend.

1. Ask the neighborhood or local school librarian for recommendations.  What are the popular books among other boys his age?  I'll bet the recommendations have something to do with sports, mystery, spookiness, humor, or science fiction.  Ask who the most popular authors are.  When he realizes that reading doesn't have to be "boring" (the most popular word for eleven-year-olds), he can discover his own favorite author or subject.
2. Ask other moms what their kids are reading.  Ask them what their kids' reading habits are, too.  You'll probably find out that your boy's reading habits are not so worrisome.
3. Don't let him slide, though.  Reading, after all, is fundamental to all other learning.  Establish some kind of reading routine the two of you can support -- a certain amount of reading time each day.  Make it pleasant and even fun.  Maybe the rest of the family can read at that time, too, so it doesn't feel like a chore meant just for him.  Encourage him to talk about his books to his friends.  If he sees that his friends are interested in Harry Potter, too, or whatever subject he chooses, he'll feel part of a group 
4. Take an interest in his reading.  Take him to the library or a book store.  Let him select the books and subjects, and give him plenty of opportunity to talk to you about what he's reading.  Ask him thought-provoking questions that require him to think and that show you're interested, too.  Books can open up lots of interesting, fun discussions.
5. Set some goals with him.  Maybe a certain number of book chapters or magazine articles each week.  Or maybe a time goal, say beginning with ten minutes of uninterrupted reading and extending to longer periods later.  Then, celebrate with him when he meets those goals.  Decide on some "rewards," like some extra time with you -- without siblings -- or an extended weekend bedtime or a favorite food treat.  Compliment his sticking to his reading routines and reaching his goals. 

Encouraging kids to enjoy reading is one of parents' and teachers' greatest challenges, but when we're successful it comes with great rewards.  Making him a lifelong reader is a gift he'll never outgrow. 

Here’s another way to motivate middle- and high-schoolers.  Check out a new online sweepstakes from the company I work for, Sylvan Learning, that allows a happy winner to designate $10,000 to the school of his or her choice. 

Starting today and ending on March 31, 2010, Sylvan’s School Success Challenge features an electronic game board filled with questions about algebra, grammar, vocabulary, and college-prep subjects, among others.  Participants get a chance to win the Grand Prize of a $5,000 Carnival^® Cruise to the Caribbean, a yearlong subscription to SylvanMathPrep.com (an online math resource for kids in grades 7-12), and that $10,000 donation to a lucky school.  Also, prizes include a Mac laptop, an Amazon Kindle^®, Nintendo^® DS, and some great gift cards.  Great for individual students, teachers and their middle or high school classes, and parents.

Interested?  Want more details?  Want to play?  Register for the challenge at www.SylvanChallenge.com.

Let the games begin!

I’ve written it frequently.  Kids who come from families with high expectations, a respect for learning, and supportive role models do better in school and life than kids who don’t.  There’s a ton of research about high expectations (you can look it up), but it’s also good common sense.  Expect and insist that your kids do well in school, get their homework done regularly, study hard, use their time wisely, and establish good habits, and they more than likely will.  The earlier you start, the more likely your –and their – success.

Ask just about any successful student and he’ll tell you that his parents are behind him with a firm but encouraging hand.  This characteristic is universal, transcending geography, affluence, race, and age.  Parents count.  It’s that simple.

From their earliest years, talking about college, a trade, a vocation, a real and tangible future, helps make it visible, real, and attainable.  Why let kids flounder for themselves when we can guide them, let them discover their talents, and help them avoid wasted years?

Here are some thoughts to keep in mind.

1. Be clear.  The clearer your expectations, the better.  When we expect our kids to behave in a certain way, to establish healthy values and habits, and to live up to their God-given potential, we give them the power to reach these goals.  Clearly stated and often repeated expectations leave no room for confusion.  Listen to their ideas, give them room to discover their talents, then set goals together and come up with appropriate rewards and consequences.


2. High expectations are for students and schools.  Parents with high expectations not only keep their kids on their toes, but the schools, too.  When we insist on talented teachers, up-to-date text books and materials, lots of learning experiences, and challenging curricula, we’re preparing our kids for the future.  Expect excellence and be on hand to insist on it.


3. Don’t forget kids with special needs and talents.  It’s often the case that our kids with special needs or gifts are left behind.  A need unmet or a gift unrealized can have years of consequences on learning, confidence, and success.  If your child needs special tutoring, make it happen.  If she has a gift (music, writing, art, sports, whatever), encourage and nurture it.  Accept it with thankfulness.


4. Seek help from others.  Study what successful schools are doing.  Ask other parents what their “secrets” are.  Get the insights of experienced teachers and guidance counselors.  What did your own parents do?


5. Low expectations have far-reaching consequences.  Low expectations lead to unpreparedness in work, life, and higher education.  Why do you think there are so many people in remedial classes in college?  In low-paying, unchallenging jobs?  With the feeling that there’s got to be “more” to what they’re doing with their lives?  Don’t do this to your kids.

What high expectations were you encouraged to reach?  Who helped you to reach your goals?  Share your experiences with Dr. Rick Blog readers by clicking on Comments below.

Our latest guest blogger is a respected old friend, Emily Levitt.  Emily's an educator with lots of experience teaching writing.  She's taught middle schoolers, worked for education companies like McGraw Hill, Scranton, Plato Learning, Sylvan Learning, and Handwriting Without Tears, where she's now a Senior Curriculum Designer.

Emily is a member of the National Council of Teachers of English (NCTE), the International Dyslexia Association (IDA), and the Association for Supervision and Curriculum Development (ASCD).  She received a B.A. in Secondary English Education from the University of Maryland, College Park, and an M.S. in Professional Writing from Towson University.

Handwriting Standards

If a successful student moves to a new state, will she still be considered an achiever under the new school’s expectations?  The Common Core State Standards initiative is designed to level the playing field for all students, no matter where they live.

This groundbreaking initiative is notable for two reasons: it represents unprecedented cooperation among the members of the National Governors Association, and it has the potential to change what—and even how—all American children learn in the future.  So far, 51 states and U.S. territories have pledged their support to this movement.

This is also the perfect opportunity to standardize subject areas that have sometimes been overlooked.  Handwriting is a skill that needs to be included in the new Common Standards.

Even in the age of computers and texting, you may be surprised to learn that 85% of all fine motor skill activity in second-, fourth-, and sixth-grade classrooms was spent on pencil and paper activities.  Students who struggle to get legible words onto the paper will take longer to finish assignments.  This struggle also creates a larger burden on students’ working memory, because the brain works twice as hard. The student has to manage letter and word construction while simultaneously forming a response to the question on the worksheet or quiz.  Students who have fluent, automatic handwriting can focus on the question, which gives them an advantage.

Currently, if state handwriting standards exist at all, they are limited to one: “produces legible handwriting.”  When students fail to meet this standard, teachers have no way to examine which skills are lacking, or a way to help.  Adding more detailed standards will ensure that students to receive support on the most often-used motor skill in grades two through six.  It will also help our kids develop fluid, automatic writing that can enable them to focus on the lesson instead of the blank sheet of paper.

The news reports and pictures out of Haiti are horrendous, and we feel powerless and uncomprehending in the face of such overwhelming human need.  So much suffering, so suddenly, so unanticipated can stun and stagger us.

Imagine how our children feel.

They ask questions.  At home, at school, among their friends and playmates.  They’re curious, and they may feel unsafe or at risk.  It’s up to us adults – their parents, teachers, coaches, Sunday School leaders – to help them come to some sort of reconciliation, if not understanding.  (They’ll never understand completely.  Who could?)

Calm is best.  Kids look to us for stability, comfort, security, and reassurance.  Their most pressing need is to feel safe.  Kids can feel threatened by a tragedy, even if it’s far away.  Do your best to stay calm, provide clear and simple answers, and let them know that you’re going to be there for them.

This can be difficult.  Here are some things to keep in mind as we talk to our kids about tragedy, natural disaster, accident, or violence in the community.

1. Listen.  Keep the lines of communication open, and listen carefully to their thoughts and ideas.  To discover what they already know and what misinformation they’ve picked up, probe with your own age-appropriate questions.  As any good listener will do, watch for non-verbal signals like averted eyes, fidgety hands, tears.


2. Respect.  Accept their feelings with sensitivity.  Kids need time, our patience, and our role modeling to sort through uncertainty and difficult facts.   


3. Share.  Talk about what you do to cope with difficult times.  Sharing with respected friends and mentors, writing, volunteering, praying, whatever works for you.   Children learn from us, and when we get a chance to teach them helpful behaviors, we should accept the opportunity.


4. Join others.  Going to church or other memorial services is an opportunity to teach the valuable lesson that giving and receiving comfort is one of humanity’s greatest gifts.  Supporting each other in difficult times gives comfort all around.  Feeling a part of the larger community is a great benefit of communal worship and thanksgiving.


5. Give.  Sometimes there’s not much else we can do other than to give to charities that are expert in providing care and relief.  Let your kids see that you’re contributing time, energy, or financial support to the charity of your choice.  Encourage them to give a small amount from their allowance – this will help them feel less powerless.


6. Monitor.  News reports on TV, internet, newsmagazines and newspapers both online or in print are written primarily for adults.  Participate with your younger kids, and don’t hesitate to turn it off or not turn it on in the first place if you suspect what you’ll see is too disturbing for your children.  There’s a good web site that helps parents talk to their kids about hard-to-watch news.


7. Be truthful.  You won’t have answers to all their questions, or maybe not even to some of them.  Admit that you’re unsure, confused, and sorrowful, too.  Show that you will help them try to get answers.


8. Create.  Provide some creative outlets for kids to express their feelings.  Sometimes drawing, writing, music, and journals, for instance, can help kids who don’t have the words find the right medium to express their thoughts.


9. Involve schools.  Encourage the schools to respond to highly visible tragedies, like natural disasters.  “Penny Jars” and other age-appropriate activities build a sense of community and show kids that their actions can help.  School guidance counselors are specially trained to help kids cope and to show adults how to help.


10. Be positive.  Not always easy, but children respond to clear, simple words spoken with as much optimism as you can muster.  Let them know that they can always depend on you, that you’ll always love them, and that their safety is your primary concern.  Staying positive – not necessarily cheerful – will help them keep things in perspective.