HOW TO SUCCEED IN SCHOOL       

It's no secret why some students succeed in school and why some students struggle.  Research is very clear on the factors which lead to student success.  These factors hold true regardless of whether the child is working on the regular program described in the Program of Studies or whether the child is on a special Personal Program Plan designed just for them.

Attitude: As has been shown in business, everyday work life, and sports, attitude is everything. Children who are raised to enjoy learning will succeed.  Children who are eager to learn, work harder and listen better.

Parent Attitudes: Successful students enjoy and value school.  When parents demonstrate respect for the school, children follow suit.  If children are raised in an atmosphere in which the school is openly criticized, then that attitude will quickly transfer to the student and their effort will suffer accordingly.  If you have concerns with the school certainly get answers and lobby for improvement, but avoid doing so in front of your child.

Reading: Reading is one of the most important skills for living.  Studies clearly indicate that students learn to read at widely varying ages.  Some students start to read before they even start school.  Some students don't begin reading until they are seven years of age or older.  The best thing we can do for our children is to give them a love of reading at a very young age.  Parents are encouraged to start reading to their child soon after they are born.  This will not only model a positive attitude toward reading, but it provides the beginning knowledge of reading for the child.

Communication: Communication between the home and school is essential to a child's learning.  Teachers are encouraged to send home occasional memos.  Parents are also encouraged to find ways to 'touch base' with their child's teacher; don't limit your communication with the school to report cards and the scheduled interview dates.  Schools have a saying we share with parents of kindergarten students, "We'll believe only half of what your child tells us about you, if you believe only half of what your child tells you about us."  For a variety of reasons, students don't always get the information straight when they act as the messenger between home and school.  Please take time to talk with us occasionally and we'll try to do the same.

Helping at home: Parents often ask how they can help at home with their child's learning.  For specific answers, talk with your child's teacher.  Here are some common things you can do to help:    - believe in your child; be encouraging and supportive to help maintain his/her self esteem
            - read to them, and have them read to you
            - help them learn basic reading and math facts, but make it fun
            - provide a regular, quiet time for homework and studying
            - don't just give them the answers, lead them to understanding
            - make sure they get adequate rest
            - good nutrition is vital to good body and brain function
            - promote excellence
            - promote regular attendance and being on time for classes

Students helping themselves: Each student is unique, each has their own style of learning and each has their own potential.  However, students who succeed have the following common characteristics:
            - they have positive self-esteem
            - they have a positive attitude toward learning
            - they listen attentively in class
            - they keep neat, complete, accurate notes
            - they have good study habits
            - they ask questions
            - they always try their best
 

POSITIVE CONTRIBUTIONS TO LEARNING AND LIFELONG ATTITUDES & SKILLS

 As Alberta’s (and the world’s) economic and social reality changes, there is a growing debate about key components of formal education (what should be taught, when should it be taught, how should it be taught, what options should be available within the system, what life skills should be emphasized, what values should be reinforced, how do we meet the needs of students with special needs?). The delivery of education has changed significantly over the centuries and decades and will continue to change. Education was quite different in the 1800s, 1920s, 1950s, 1970s, and it is rapidly changing now.

 There are, however, some common components that have not changed and will not change at school and in the workforce. Along with literacy (reading and writing) and numeration (manipulation of numbers) there are three other key components of learning and working: assuming responsibility, punctuality, and regular attendance. All of these components start at a very early age. They are not something that we start instilling in children at ten or sixteen; it starts in the toddler years.

 By school age, children must have the following work and life attitudes:

- responsibility, including completing assignments on time and to the best of his/her ability

            (whether it’s a school assignment or a job assignment)

- being on time (whether it’s at school or at work)

- good attendance (whether it’s at school or at work)

 Schools can support parents by reinforcing these attitudes, but it is the parent who ‘teaches’ and most effectively models them.

 AT AURORA

 At Aurora, we have certain expectations that we promote, reinforce and hold as fundamental. Students must complete assignments on time and to the best of their ability, students must be on time, and students must attend school regularly. When students don’t meet these expectations their learning is greatly hindered and we are limited in how we can help students achieve their potential. We can’t teach students who are not at school. We can’t help students master concepts if they don’t complete the work necessary to practice those concepts.

 COMPLETION OF PRACTICE ASSIGNMENTS

 When teachers design or choose assignments, the overriding purpose is to help students practice what has been taught in class. Every assignment has a purpose and a goal. When students don’t complete the assignment on time and to the best of their ability, they do not learn as well, not only hurting their current learning but hindering future learning, since tomorrow’s lesson is dependent on understanding today’s lesson. Of course, this also translates into student attitudes and habits they take to the work force.

 ON TIME (PUNCTUALITY)

 The most important part of the school day is the first 15 minutes! It is during that crucial 15 minutes that teachers set the tone for the day’s learning. That 15 minutes is used for: discussing the day’s learning, setting up the day’s schedule, introducing the first lesson, taking food and milk orders, announcements, and reestablishing daily routines. When a student is late, their day (and to some extent the class’ day) is upset and cannot be easily reestablished. If your goal is to maximize your child’s learning, they must be on time! Of course, this also translates into student attitudes and habits they take to the work force.

 ATTENDANCE

 Students can’t learn new concepts taught at school if they are not at school! Yes, they can practice existing learning anywhere, but new learning requires direct teacher input, class discussions, and initial guided practice. Of course a sick child will recover best at home and no one wants him/her spreading germs to others. When they are genuinely sick, children need to stay at home. If a child doesn’t attend school for other reasons, the message they get is that school isn’t important, other things like going shopping, or babysitting, or simply not being in the mood are more important. Of course, this also translates into student attitudes and habits they take to the work force.

 FAMILY HOLIDAYS

 In some ways, the school year is badly set-up. Its rigidity restricts when families can go on vacation. We realize that for families, the only option is to go on vacation when mom and/or dad can get off work and that isn’t always during Christmas, Spring Break, or summer. However, as you make family decisions about vacations during school time, remember that the positives (and there are many) must be weighed against the significant effect on school-based education. As mentioned above, students can’t learn new concepts taught at school if they are not at school! In past years, teachers tried to minimize the lost classroom learning by preparing assignments ahead of time. This didn’t come close to replacing what gets missed when the student wasn’t in class, but it was better than nothing. Unfortunately, what we found was that the assignments rarely got done (the child is on holiday after all). The more effective alternative, and one we have adopted as school policy, has been to ‘catch up’ students when they return. While nothing can replace being in class when a new concept is taught, we try to help students as much as possible. Depending on the student and how many days they miss, this can be overwhelming for the student and the teacher. This of course requires recess time and may involve extra homework as well. Teachers will do their best to assist with gaps in learning, due to concepts missed while students are away, but parents need to understand that, as educators, we do not encourage holidays during school time. Much of what is learned cannot be replaced with homework or a worksheet.

 In conclusion, to maximize student learning, students need to be in school and on time. All assignments must be completed on time and to the best of his/her ability. The habits and attitudes that are developed in childhood translate directly into adult work lives. We are all role models, especially parents.