| Has the power struggles over school work hit a | | | | adding all the confirmed dates that you have |
| new height recently? Has your child struggled to | | | | identified. |
| get back into gear since Spring break? Are you | | | | Next sit down together and start to prioritize the |
| worried that all their hard work to date could go | | | | list. Break large projects into daily and weekly |
| down the tubes if they don't get it together now | | | | tasks. If your child is unsure of exactly what their |
| and finish strong? If you answered yes to any of | | | | teachers expects encourage them to get |
| these questions, you need to read on. | | | | clarification. If your child is young you may need |
| The top two reasons students lose momentum | | | | to email or call the teacher directly. Once you |
| are: | | | | have gathered all the information start to set |
| 1. The student is not clear on what is expected or | | | | your goals. Goals should be both long term - to |
| required. | | | | the end of the semester and short term - what |
| 2. The student is overwhelmed by the amount of | | | | needs to be completed daily in order to reach the |
| work that needs to be completed before the end | | | | eventual goal of completely this school year |
| of the school year. | | | | strong. |
| When we are unsure of what lies ahead many of | | | | After the game plan has been established have |
| us wander aimlessly or completely shutdown. I | | | | your student list in very specific terms all the |
| have seen students fall into both of these traps. | | | | 'what's in it for me' points. It is really important |
| Thankfully, you can help steer them in a direction | | | | that our students can determine their personal |
| that can avoid these two pitfalls of procrastination. | | | | 'why's' for finishing out the year strong. I would |
| The first step is to ask the student to make a list | | | | also caution you against stepping in to quick to |
| of everything that needs to be completed | | | | help them complete the list. The 'why's' really |
| between now and the end of school. The list | | | | need to come from the child. If your student is |
| must include everything; tests, projects, research | | | | not used to doing this type of exercise he or she |
| papers, final exams, sports obligations, family | | | | may struggle, let them. This is a very valuable |
| commitments, practice/rehearsal schedules, etc. | | | | tool that will teach your child to take ownership of |
| Don't leave anything off the list. Once the list has | | | | their own learning. |
| been completed pull out the planner and start | | | | |