Accelerated learning – the very idea entices the parent looking to stimulate a bright child extremely bored in school or can cause angst in a parent whose child is underachieving.
In either instance, parents can yield tremendous power in their child’s learning experience whether it is stabilizing their child’s performance in their current curriculum or expanding beyond it.
Administrators, teachers and tutors have an intrinsic part of the process indeed. Students are in their possession a certain number of hours per day and nearly 10 months out of the year; significant amounts of time devoted towards deliberate academic development. Although many talented educators perform a marvelous job in educating our children, there is only so much they can do to meet the individual needs of each student given that learning capacities of children are as varied as the households that produce them. Real learning, the kind that is flexible, innovative and unrestrictive actually occurs outside of the classroom.
This is where we as parents come in to ensure that our children get their unique educational needs addressed; which in turns brings us full circle to affirming the old saying that the parent is a child’s first teacher.depression counseling
So what is the best way to embrace and broaden that role?
First and foremost is that as parents we must have and demonstrate respect for our children. Understand before going in that as a “little people” their feelings are to be considered throughout the entire endeavor. In addition, everything should be weighed and tailored to their best interests, not our own. So dismiss the boot-camp approach. The child will quickly detest the experience undermining any future efforts to assist them. With effective use of creativity and patience, a more loving tactic can produce some amazing results.
Another method is to apply what child psychologists suggest is an effective way a child learns and explores their world: through play. Keep in mind too that whatever the brain perceives as pleasurable, it will want to repeat. Therefore, when reviewing academic material with your child make the process joyous with clear reasonable expectations; always with the intent of leaning towards the child’s maximum understanding of the subject. This may extend beyond what may be outlined in an age-appropriate curriculum which brings us to a third strategy.
The strands outlined in a curriculum are generally designed to address the needs of an average learner; not your child’s specific needs necessarily. Therefore, do not be afraid to introduce material that may be considered “accelerated” if it fits the pace and level of comprehension commensurate with your child’s learning capacity.
Years of personally administering pre-tests and skipping lessons in my children’s curriculum resulted in one thirteen year-old child’s minimum requirement of high school honors classes and another child fitting right in on college-level courses at age twelve.