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The Secret to Helping Your Child Excel in School and in Life

The Secret to Helping Your Child Excel in School and in Life

    Is your child struggling in school?  Does your child stall when it comes time to do homework?  Does your child’s teacher often comment that your child is capable, but is just not working to his or her potential? Or, does your child do alright in school, but seems a bit bored or lacks enthusiasm for learning? There is a little secret that you need to know in order to change this.

    We are all born with certain propensities.  We enjoy doing some things more than others and we see the world and experience it from a certain perspective.  Parents can often say, “Oh, Johnny could stay outdoors playing in the dirt all day long,” or “Susie is such a people person”.  At a very early age children show what they enjoy doing and what they are naturally interested in.  Paying attention to this can be very beneficial to parents and in turn, to their children.

    Dr. Howard Gardner, professor of education at Harvard University, developed a theory called, “Multiple Intelligences”. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

    Here is a brief summary of these eight intelligences:

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    1) Linguistic intelligence (word smart) involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Gardner sees as having high linguistic intelligence.

    2) Logical-mathematical intelligence (number/reasoning smart) consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

    3) Musical intelligence (music smart) involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.

    4) Bodily-kinesthetic intelligence (body smart) entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.

    5) Spatial intelligence (picture smart) involves the potential to recognize and use the patterns of wide space and more confined areas. 

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    6) Interpersonal intelligence (people smart) is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence.

    7) Intrapersonal intelligence (self smart) entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations.

    8) Naturalist intelligence (nature smart) enables human beings to recognize, categorize and draw upon certain features of the environment. A number of schools in North America have looked to structure curricula according to these intelligences, and to design classrooms and even whole schools to reflect the understandings that Howard Gardner developed. It takes a commitment though from school boards, administrators and teachers to put something like this into practice.

    Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.

    Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD,” or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom.

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    So, if your child’s school does not teach based on these principles, how can you as the parent use them to help your child be successful in school and in life?

    Let’s first take a look at how Howard Gardner’s theory would work in a classroom.  Then, we’ll look at how you can use these techniques at home.

    Let’s pretend a teacher needs to teach a lesson about the law of supply and demand. They might read to their students about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of one’s own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there’s very little supply, your stomach’s demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Bob Dylan’s “Too Much of Nothing? Or John Mayer’s “Waiting on the World to Change”).

    It isn’t necessary for teachers to teach something in all eight ways, just for them to see what the possibilities are, and then decide which particular pathways align best with the topic. As well, a teacher should also provide students with an opportunity to discover which intelligence best describes themselves.  After students are aware of this they can take charge of their learning.  When they study for tests they can relate all the ideas to topics that mean something to them.  When they do a project they can present it in a way that most makes sense to them.

    If your child’s school doesn’t work this way then you can still teach this to your child and they can still use the strategy to study and complete projects and assignments.

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    The first step is to go to http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

    Have your child take the test that determines their intelligence.  Then describe all eight intelligences to them, in language appropriate to their age of course, so that they will have a clearer understanding of each one.

    Once your child is clear about how they learn and how this is innately what they enjoy, then the next step is to show them how they can use this with their school work.

    When an assignment or project comes home tell them to put the topic of whatever the project is in the center of a blank sheet of paper, and draw eight straight lines or “spokes” radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for learning or showing that topic and write down ideas next to each intelligence. They might just want to do the assignment in a way that aligns with their intelligence, but it’s important for them to know that everyone has a little of each intelligence so they can mix and match too.

    With anything new, this process will need guidance and practice however, you will be amazed at how quickly they catch on and how engrossed in their homework they will be.

    Our world has become smaller due to globalization and it’s also becoming a world where different “traits” or intelligences are needed.  Let’s help our children understand and feel good about themselves. With these two things in place they will feel confident to use what they’ve got to help make their difference in this world.

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    Last Updated on March 31, 2020

    Is Procrastination Bad? The Truth About Procrastination Revealed

    Is Procrastination Bad? The Truth About Procrastination Revealed

    Procrastination is very literally the opposite of productivity. To produce something is to pull it forward, while to procrastinate is to push it forward — to tomorrow, to next week, or ultimately to never.

    Procrastination fills us with shame — we curse ourselves for our laziness, our inability to focus on the task at hand, our tendency to be easily led into easier and more immediate gratifications. And with good reason: for the most part, time spent procrastinating is time spent not doing things that are, in some way or other, important to us.

    There is a positive side to procrastination, but it’s important not to confuse procrastination at its best with everyday garden-variety procrastination.

    Sometimes — sometimes! — procrastination gives us the time we need to sort through a thorny issue or to generate ideas. In those rare instances, we should embrace procrastination — even as we push it away the rest of the time.

    Why We Procrastinate After All?

    We procrastinate for a number of reasons, some better than others. One reason we procrastinate is that, while we know what we want to do, we need time to let the ideas “ferment” before we are ready to sit down and put them into action.

    Some might call this “creative faffing”; I call it, following copywriter Ray Del Savio’s lead, “concepting”.[1]

    Whatever you choose to call it, it’s the time spent dreaming up what you want to say or do, weighing ideas in your mind, following false leads and tearing off on mental wild goose chases, and generally thinking things through.

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    To the outside observer, concepting looks like… well, like nothing much at all. Maybe you’re leaning back in your chair, feet up, staring at the wall or ceiling, or laying in bed apparently dozing, or looking out over the skyline or feeding pigeons in the park or fiddling with the Japanese vinyl toys that stand watch over your desk.

    If ideas are the lifeblood of your work, you have to make time for concepting, and you have to overcome the sensation— often overpowering in our work-obsessed culture — that faffing, however creative, is not work.

    Is Procrastination Bad?

    Yes it is.

    Don’t fool yourself into thinking that you’re “concepting” when in fact you’re just not sure what you’re supposed to be doing.

    Spending an hour staring at the wall while thinking up the perfect tagline for a marketing campaign is creative faffing; staring at the wall for an hour because you don’t know how to come up with a tagline, or don’t know the product you’re marketing well enough to come up with one, is just wasting time.

    Lack of definition is perhaps the biggest friend of your procrastination demons. When we’re not sure what to do — whether because we haven’t planned thoroughly enough, we haven’t specified the scope of what we hope to accomplish in the immediate present, or we lack important information, skills, or resources to get the job done.

    It’s easy to get distracted or to trick ourselves into spinning our wheels doing nothing. It takes our mind off the uncomfortable sensation of failing to make progress on something important.

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    The answer to this is in planning and scheduling. Rather than giving yourself an unspecified length of time to perform an unspecified task (“Let’s see, I guess I’ll work on that spreadsheet for a while”) give yourself a limited amount of time to work on a clearly defined task (“Now I’ll enter the figures from last months sales report into the spreadsheet for an hour”).

    Giving yourself a deadline, even an artificial one, helps build a sense of urgency and also offers the promise of time to “screw around” later, once more important things are done.

    For larger projects, planning plays a huge role in whether or not you’ll spend too much time procrastinating to reach the end reasonably quickly.

    A good plan not only lists the steps you have to take to reach the end, but takes into account the resources, knowledge and inputs from other people you’re going to need to perform those steps.

    Instead of futzing around doing nothing because you don’t have last month’s sales report, getting the report should be a step in the project.

    Otherwise, you’ll spend time cooling your heels, justifying your lack of action as necessary: you aren’t wasting time because you want to, but because you have to.

    How Bad Procrastination Can Be

    Our mind can often trick us into procrastinating, often to the point that we don’t realize we’re procrastinating at all.

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    After all, we have lots and lots of things to do; if we’re working on something, aren’t we being productive – even if the one big thing we need to work on doesn’t get done?

    One way this plays out is that we scan our to-do list, skipping over the big challenging projects in favor of the short, easy projects. At the end of the day, we feel very productive: we’ve crossed twelve things off our list!

    That big project we didn’t work on gets put onto the next day’s list, and when the same thing happens, it gets moved forward again. And again.

    Big tasks often present us with the problem above – we aren’t sure what to do exactly, so we look for other ways to occupy ourselves.

    In many cases too, big tasks aren’t really tasks at all; they’re aggregates of many smaller tasks. If something’s sitting on your list for a long time, each day getting skipped over in favor of more immediately doable tasks, it’s probably not very well thought out.

    You’re actively resisting it because you don’t really know what it is. Try to break it down into a set of small tasks, something more like the tasks you are doing in place of the one big task you aren’t doing.

    More consequences of procrastination can be found in this article: 8 Dreadful Effects of Procrastination That Can Destroy Your Life

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    Procrastination, a Technical Failure

    Procrastination is, more often than not, a sign of a technical failure, not a moral failure.

    It’s not because we’re bad people that we procrastinate. Most times, procrastination serves as a symptom of something more fundamentally wrong with the tasks we’ve set ourselves.

    It’s important to keep an eye on our procrastinating tendencies, to ask ourselves whenever we notice ourselves pushing things forward what it is about the task we’ve set ourselves that simply isn’t working for us.

    Learn more about how to fix your procrastination problem here: What Is Procrastination and How to Stop It (The Complete Guide)

    Featured photo credit: chuttersnap via unsplash.com

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