In our previous article, we focused on your child’s view of the learning problem. Hopefully, we established a non-threatening, positive child-centered approach which can set the tone for future communication. A nice plus.
The next step is to identify the source of the problem. Is it the teacher, the tests, other students, the subject or one aspect of the subject (such as multiplication tables)? Discuss the possibilities with your child and come up with an answer or two.
If the problem turns out to be the subject, try to reintroduce it to your child. Break it down to some of its components. What is the significance of the subject as part of the curriculum? What resources are in your home or in the library that you and your child can use to review the basics of the subject?
Perhaps your child will grow to love the subject after mastering it. That could lead to pursuing it as he/she progresses to high school, college, and career.
Could the problem be social in nature? Check with the teacher and other parents to find out how your child is relating to others in school. Help him/her develop the skills needed to be confident in this area.
If there is just classic bad chemistry, possibly a difficult teacher or another student, don’t we now have a nice opportunity for our child to learn how to deal with that pretty inevitable reality?!
There is more. Hopefully, we have helped get things going for you and your child. You have had a positive problem solving experience with the involvement of your child.
