Homework Encouragement Quotes

Thirty years ago my older brother, who was ten years old at the time, was trying to get a report written on birds that he'd had three months to write, which was due the next day. We were out at our family cabin in Bolinas, and he was at the kitchen table close to tears, surrounded by binder paper and pencils and unopened books about birds, immobilized by the hugeness of the task ahead. Then my father sat down beside him put his arm around my brother's shoulder, and said, "Bird by bird, buddy. Just take it bird by bird.

No toys or phones at the table. Allowances must be earned by doing chores around the house. We will have movie night once a week. Sugar will be limited to fruit, not fruit juice, and special occasions. All food will be organic, as money allows. Physical activity and exercise are encouraged. No, they’re mandatory. Homework must be done before TV or video games.

Encourage your adolescents to make lists—such as what they need to take home from school in the afternoon in order to do homework, or what they need to accomplish before going to bed.

But I was still hurt. These past few years, I’d been obliged to accept orders from the man from the Village Fishery Association, but my consolation had come from knowing I was giving my daughter the best education possible. She was smart and ambitious. She knew things I would never know. But now I saw other realities: You can do everything for a child. You can encourage her to read and do her math homework. You can forbid her to ride a bike, giggle too much, or see a boy. I’d just asked her to promise she wouldn’t see Yo-chan or Mi-ja again. She’d done so grudgingly. Sometimes everything you do is as pointless and as ineffective as shouting into the wind.

and pulled to a stop. He turned to Candy and kissed her—their first kiss. From then on, Ben and Candy were inseparable. They did their homework together. They encouraged each other. They were in love. * * * During his final year of college, Ben applied to medical schools. Unlike many of his classmates who were worried about which medical school would accept them, Ben was confident that he would go to the University of Michigan School of Medicine. He believed so firmly that God wanted him to be a doctor that he never doubted he would be accepted. One day another student who was agonizing about his own medical school applications turned to Ben and asked, “Carson, aren’t you worried?

The solution to the problem of poor performance scores had been a new system of grading that would encourage students to stay in school as well as improve their self-esteem. Beyond these important, admirable goals, it also had a more immediate purpose: it would undoubtedly reduce the school’s notoriously high failure rate, which had become an embarrassment to the school and to the school board. Under the plan, equal weight was given to class participation (which to some teachers meant simply showing up, because how on earth were you supposed to quantify participation?), homework, weekly tests, and a final exam at the end of every six-week period. A student could flunk every weekly test as well as the final exam and still pass a course for that period.

Unfortunately, in most classrooms teachers penalize students for mistakes they make during the learning process, for assignments that prepare them for the test. Students lose points for errors (and for answers they don’t complete) on homework, classwork, and on any task that the teacher designs to help students learn content. Those scores are entered into the gradebook and included in the overall calculation of a student’s grade. With this grading approach, student mistakes are penalized during the very stage of learning when students should be making mistakes. If mistakes on any work—homework assignments, tests, quizzes, in-class worksheets, discussions—are always penalized with a score that is incorporated into a grade no matter whether those mistakes occur at the beginning, middle, or end of learning, then the message is that mistakes aren’t ever acceptable, much less desired, and they certainly aren’t ever valuable. Students will be discouraged, not encouraged, to take risks and be vulnerable.

What to Do Tonight Tell your child, “You’re the expert on you. Nobody really knows you better than you know yourself, because nobody really knows what it feels like to be you.” Give your child a choice about something you may have previously decided for her. Or ask her opinion about something. (If they’re young, you can frame it as, “Do you think we should do it this way or that way?”) Have a family meeting where you problem solve together about what chores need to be done and who should do them. Give them options. Could they walk the dog instead of doing the dinner dishes? Take out the trash instead of cleaning the toilet? Do they want to do it each Sunday or each Wednesday? Morning or night? Keep a consistent schedule, but let them choose that schedule. Make a list of things your child would like to be in charge of, and make a plan to shift responsibility for some of these things from you to him or her. Ask your child whether something in his life isn’t working for him (his homework routine, bedtime, management of electronics) and if he has any ideas about how to make it work better. Do a cost-benefit analysis of any decision you make for your child that she sees differently. Tell your child about decisions you’ve made that, in retrospect, were not the best decisions—and how you were able to learn and grow from them. Have a talk in which you point out that your kid has got a good mind. Recall some times when he’s made a good decision or felt strongly about something and turned out to be right. If he’ll let you, make a list together of the things he’s decided for himself that have worked well. Tell your teen you want him to have lots of practice running his own life before he goes off to college—and that you want to see that he can run his life without running it into the ground before he goes away. Emphasize logical and natural consequences, and encourage the use of family meetings to discuss family rules or family policies more generally (e.g., no gaming during the week).

aughter is such great medicine. So first of all, don't take life too seriously. There's so much to laugh about. In fact, look for the "sillies" in your circumstances. And laughter is contagious! One time our kids were telling a silly story. What they said set me off, and I started laughing and couldn't stop. No one knew what I was laughing about, but everyone joined in anyway. Make room for laughter in your life. Deliberately seek it out. Proverbs 15:15 says, "The cheerful heart has a continual feast." Be sure to smile today at someone. Find something worth laughing about and go for it big time. by not make a few healthy resolutions? • Don't let children watch TV or play video games on school nights. • Don't let feelings of inadequacy creep up on you because your kids aren't doing well in school. Encourage them and do what has to be done to correct the problems. Be available to help with homework, but realize ultimately homework is their responsibility. • Don't bail your children out when they leave their books at home. A couple of times of forgetting and doing without and you'd be surprised how their memories will improve. • Support your child's teacher. If there is a problem with a teacher, talk it over with your child and the teacher, together or separately, as appropriate.

My Top Ten Reasons for Homeschooling: (10) Birthdays become school holidays. I love celebrations! (9) I always get to be the chaperone on field trips. Lucky me. (8) I can sleep in on rainy mornings. (Okay, I wrote that before my last two babies were born- no more sleeping in for Mom now.) (7) My pajamas are sometimes my work uniform until noon. Shhh! (6) The teacher-student ratio can’t be beat! (5) I can kiss the school principal in the faculty lounge. ♥ (4) Integrating God in our school lessons is always encouraged. (3) I do not have to stay up late at night helping my children study for tests and complete homework assignments. (2) I have the opportunity to instill the love of learning. (1) I am the recipient of hugs and kisses all day long.

Study and Learn with your child - A simple tips for parents by me: Even if you do not master the content that your child is studying, you can encourage him in the studies to be interested in what he is learning. And in the process you can remember what you have learned in the past or even you can learn new things. Whatever the amount of knowledge of parents, they can always help create a favorable environment for studies at home. And this is true not only for homework or school materials. It is an approach that can be extended to other topics about which your child expresses interest. For example, if he asks why the sky is blue and you can not answer, propose you to do a search together to find the answer.

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

Sharing Each week, we will take time to share what is happening in our lives. At first this sharing will include some planned “sharing questions.” After the first few weeks, it will become more informal and personal as our group feels safer and more comfortable. Study Each week we’ll study a portion of God’s Word that relates to the previous weekend’s sermon. Our goal is to learn how to apply and live out our Christianity in our day-to-day experiences and relationships. Support Each week, we’ll learn how to take care of one another as Christ commanded (see John 15:9–13). This care will take many forms, such as praying, listening, meeting needs, and encouraging and even challenging one another as needed. Five Marks of a Healthy Group For our group to be healthy, we need to 1. focus on spiritual growth as a top priority (Romans 8:29); 2. accept one another in love just as Christ has accepted us (Romans 15:7); 3. take care of one another in love without crossing over the line into parenting or taking inappropriate responsibility for solving the problems of others (John 13:34); 4. treat one another with respect in both speech and action (Ephesians 4:25–5:2); 5. keep our commitments to the group—including attending regularly, doing the homework, and keeping confidences whenever requested (Psalm 15:1–2, 4b). Guidelines and Covenant 1. Dates We’ll meet on ____________ nights for ____________ weeks. Our final meeting of the quarter will be on. 2. Time We’ll arrive between ____________ and ____________ and begin the meeting at ____________. We’ll spend approximately ____________ minutes in singing (optional),____________ minutes in study/ discussion, and ____________ minutes in prayer/sharing. 3. Children Group members are responsible to arrange childcare for their children. Nursing newborns are welcome, provided they are not a distraction to the group. 4. Study Each week, we’ll study the same topic(s) covered in the previous weekend’s sermon. 5. Prayer Our group will be praying each week for one another and specific missions requests. 6. Homework and Attendance Joining a growth group requires a commitment to attend each week and to do the homework ahead of time. Obviously, allowances are made for sickness, vacation, work conflicts, and other special events—but not much more! This commitment is the key to a healthy group. Most weeks, the homework will require from twenty to thirty minutes to adequately prepare for the group study and discussion. If we cannot come to a meeting, we will ________________________________ 7. Refreshments 8. Social(s) 9.

Step Up Academy offers a conducive, encouraging, comfortable environment for children to step up their learning and achieve success. Our students progress within the Ontario Curriculum with adequate help with their homework and assignments. They communicate regularly with parents, believe in a team-based approach and look forward to helping parents give their children an early start in life.

Behavioral marital therapy is a relatively brief treatment in which the therapist meets regularly with the depressed person and his or her partner. In the first phase of treatment, the therapist tackles the biggest strains on the relationship and helps the couple have more positive interactions. The couple may be given a homework assignment to figure out what activity they have enjoyed doing together in the past and then going ahead and doing it. When this phase is successful, the depressed person is already feeling brighter and both partners are expressing positive feelings toward each other. This boost serves as the foundation for the second phase, whose aim it is to restructure the relationship—for example, to improve the way that the couple communicates, handles problems, and interacts on a daily basis. Sometimes this is done by having the couple write a behavioral “contract,” agreeing to change aspects of their behavior. When successful, this phase will leave the couple feeling more supportive and sensitive to each other’s needs, more intimate, and better able to cope with future difficulties. Finally, in the third phase, the therapist helps the two partners prepare for stressful situations that might come to pass and encourages them to attribute their improvement in therapy to their love and caring for each other. Interestingly, behavioral marital therapy has been found to be at least as effective as individual therapy at lifting depression. However, it has the additional benefit of bolstering marital satisfaction. Indeed, a number of studies have shown that the boost in marital happiness (or favorable changes in the marriage related to that boost) is in fact the reason that the marital therapy works.

As a result, it’s important that any burgeoning youth football coaching legend foster ties with the local school system. As you can probably imagine, I’m not without enemies at the local elementary school. I ask my players to stop doing most of their homework during the fall so that they can focus on football, and I encourage their parents to hold them out of school on game days. This offends a lot of teachers.

(I am sometimes overwhelmed by how tough it is to raise kids! You try to praise them to boost them up and all you do is make them feel bad about themselves.) Instead, tell your children that you have high expectations for them. Then, offer constructive feedback if they have poor performance. Offering constructive feedback (which is not the same as criticism) shows that you have high expectations and that you think your child has the ability to meet those expectations. For example, if your son is writing an essay for homework and it isn’t very good, instead of assuming he can’t do better, tell him that he can do better. Offer specific places where he could improve, such as “Why don’t you start with a topic sentence?” or “Perhaps you can describe this part in a little more detail.” Constructive feedback is specific and focused on how to improve, and it is the kind of encouragement that helps kids both believe in their own abilities and improve, which, in turn, helps children stick with activities they might otherwise have struggled with.

Carol Dweck believes that kids can get into a fixed mindset in which they are not open to taking on challenges and improving because they are afraid of failing. She encourages parents and teachers to foster a "growth mindset" among children so that kids see their capabilities not as static but as ever-improving with effort. She thus recommends praising kids' attempts rather than their results to keep them hungry to try and achieve more, as kids who are only commended for their achievements may become afraid of no longer achieving.

The evidence that sleep is important is irrefutable. Some strategies you might use in your consultant role include: Often when the advice comes from a third, nonparental party, kids are more willing to take it seriously. With a school-aged child, tell her that you want to get her pediatrician’s advice about sleep—or the advice of another adult the child respects. If you have a teenager, ask her if she would be open to your sharing articles about sleep with her. With school-aged kids and younger, you can enforce an agreed-upon lights-out time. Remind them that as a responsible parent, it’s right for you to enforce limits on bedtime and technology use in the evening (more on this later). Because technology and peer pressure can make it very difficult for teens to go to bed early, say, “I know this is hard for you. I’m not trying to control you. But if you’d like to get to bed earlier and need help doing it, I’m happy to give you an incentive.” An incentive is okay in this case because you’re not offering it as a means to get her to do what you want her to do, but to help her do what she wants to do on her own but finds challenging. It’s a subtle but important distinction.26 For older kids, make privileges like driving contingent on getting enough sleep—since driving while sleep deprived is so dangerous. How to chart their sleep is more complicated. Reliable tools for assessing when a child falls asleep and how long he stays asleep, such as the actigraph, require extensive training and are not something parents can use at home to track their kids’ sleep. Moreover, Fitbits are unfortunately unreliable in gathering data. But you can ask your child to keep a sleep log where she records what time she turned out the lights, and (in the morning) how long she thinks it took her to fall asleep, and whether she was up during the night. She may not know how long it took her to fall asleep; that’s okay. Just ask, “Was it easier to fall asleep than last night or harder?” Helping kids figure out if they’ve gotten enough rest is a process, and trust, communication, and collaborative problem solving are key to that process. Encourage your child to do screen-time homework earlier and save reading homework for later so she gets less late light exposure. Ask questions such as “If you knew you’d be better at everything you do if you slept an extra hour and a half, would that change your sense of how important sleep is?” And “If you knew you’d be at risk for developing depression if you didn’t sleep enough, would that change your mind?” Talk to her about your own attempts to get to bed earlier. Ask, “Would you be open to us supporting each other in getting the sleep we need? I’ll remind you and you remind me?

RUSH HOUR   So many of us find the morning as a rush hour. Various family members scurry in different directions with various needs and diverse timetables. One has lost a sock; another can’t find last night’s homework. One needs a sack lunch; another needs lunch money. One leaves with a kiss, another with a shout, and another needs encouragement to open her eyes as she stumbles out the door. A “quiet time” in the morning to center ourselves and to renew our relationship with our Heavenly Father stands in sharp contrast. Carving out that time for yourself may be your supreme challenge of the day, but it is an effort worth its weight in gold, as so aptly stated by Bruce Fogarty: THE MORNING HOUR Alone with God, in quiet peace, From earthly cares, I find release; New strength I borrow for each day As there with God, I stop to pray. Alone with God, my sins confess’d, He speaks in mercy, I am blest. I know the kiss of pardon free, I talk to God, He talks to me. Alone with God, my vision clears, I see my guilt, the wasted years. I plead for grace to walk His way And live for Him, from day to day. Alone with God no sin between, His lovely face so plainly seen; My guilt all gone, my heart at rest With Christ, my Lord, my soul is blest. Lord, keep my life alone for Thee; From sin and self, Lord, set me free. And when no more this earth I trod, They’ll say, “He walked alone with God.”5   BE STILL, AND KNOW THAT I AM GOD; I WILL BE EXALTED AMONG THE NATIONS, I WILL BE EXALTED IN THE EARTH! PSALM 46:10 NKJV

Although the current medical approach to treating osteoporosis is quite often one dimensional—prescribing medication, calcium, and vitamin D supplements—I’ve encouraged you to take the true complexity of bone into account, using an approach that, while it may or may not include medications, always includes proper nutrition; assessment for and resolution of any gastrointestinal dysfunction; hormone balancing if needed; and exercise. I’ve asked you to maintain a healthy skepticism regarding your diagnosis and the recommendations of your doctor( s), doing a good job on your homework before agreeing to any treatment program—and always watching out for treatments (conventional or alternative) that claim to be magic bullets!

spend more time comforting and hugging infant girls and more time watching infant boys play by themselves.22 Other cultural messages are more blatant. Gymboree once sold onesies proclaiming “Smart like Daddy” for boys and “Pretty like Mommy” for girls.23 The same year, J. C. Penney marketed a T-shirt to teenage girls that bragged, “I’m too pretty to do homework so my brother has to do it for me.”24 These things did not happen in 1951. They happened in 2011. Even worse, the messages sent to girls can move beyond encouraging superficial traits and veer into explicitly discouraging leadership. When a girl tries to lead, she is often labeled bossy. Boys are seldom called bossy because a boy taking the role of a boss does not surprise or offend. As someone who was called this for much of my childhood, I know that it is not a compliment. The stories of my childhood bossiness are told (and retold) with great amusement. Apparently, when I was in elementary school, I taught my younger siblings, David and Michelle, to follow me around, listen to my monologues, and scream the word “Right!” when I concluded. I was the eldest of the neighborhood children and allegedly spent my time organizing shows that I could direct and clubs that I could run. People laugh at these accounts, but to this day I always feel slightly ashamed of my behavior

Anything else? Ah, yes – Barbarossa… Esther carried on believing for quite a while that he was the most wonderful child she had ever met – until she caught him stuffing her most precious earrings into his trouser pockets and then discovered in his room an entire collection of valuable items that had mysteriously disappeared. Tearfully Esther sent him off to an expensive boarding school where Ernesto became the terror of his teachers and fellow pupils. Dreadful things were said about him: that he forced other children to do his homework and to clean his shoes, that he even encouraged them to steal things, and that he had given himself a name that everyone had to call him. It was ‘The Thief Lord’.

In Ephesians, there’s a command given specifically to men: ‘Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord.’” Adam grew more animated. “In my case, that was exactly the problem. Ever since Dylan became a teenager, I’ve sent him negative messages. He’s only heard me say no or tell him to get home sooner or do his homework or stop playing video games. I made him angry because I never encouraged him.