All Of The Following Statements Are True Regarding Language Except: A Test of the Home Learning Environment

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A Test of the Home Learning Environment

Parents want their children to do well in school, but they may not realize how much home life affects their child academically. Although much has been done to improve our schools, children cannot learn at the level they should if parents do not prepare them at home.

Of course, teachers are an important part of the process. Their personality and personal learning skills can enable them to create an environment in the classroom where students want to learn. This is best done in small classrooms.

A key issue regarding whether or not students learn has to do with the types of skills and behaviors students bring from home to the classroom. Students are more likely to do well if they come to school with the right skills and attitudes and support from home.

Some parents have even admitted that homeschooling their children is difficult. Either way, whether parents decide to seek help from public or private schools or do the work at home, PARENTS HAVE THE RESPONSIBILITY TO EDUCATE THEIR CHILDREN. Schools only help them to cope with this responsibility.

Focus on what’s happening at home to support what’s happening at school. Partner with teachers and principals to benefit all children. Work to have an active Parent/Teacher/Student Association (PTSA) in your school. Working with the School Board. The School Board system was founded on the belief that parents in every local area owned the schools. Work together to help create a climate that meets the needs of children.

After answering the questions, look at the discussion of the answers and determine if there is anything you can do to improve the learning environment in your home to help your children become better learners.

Mark the following statements True or A lie

Family communication:

1. Our family members help and support each other.

2. We say whatever we want as long as the language is appropriate.

3. We talk to each other about our personal problems.

4. Financial issues are openly discussed in our family.

5. We are usually careful about what we say to each other.

6. There are many spontaneous discussions in our family.

7. We are not encouraged to speak for ourselves.

8. We rarely have intellectual discussions.

Productivity:

1. Activities in our family are planned quite carefully.

2. Each person’s duties are clearly defined.

3. “Work before play” is the rule in our family.

4. Food is usually prepared immediately after eating.

5. It is important to be on time in our family.

6. We spend a lot of energy on the things we do at home.

7. We are generally neat and orderly.

8. It is important to move forward in life in our family.

9. Each person is strongly encouraged to be independent.

Nurture and Love:

1. Family members are rarely ordered around.

2. Family members often criticize each other.

3. If someone complains in our family, someone usually gets angry.

4. Family members sometimes hit each other.

5. If there is a disagreement in our family, we try to make things right and keep the peace at all costs.

6. Family members often try to “outdo” each other.

7. Family members are often compared to others based on how well they are doing at work or school.

8. Family members hardly lose their temper.

9. There is little group spirit in our family.

10. We get along well with each other.

11. There is enough time and attention for everyone in our family.

Stable Family Organization:

1. There are several clear points that our family should follow.

2. Children understand that all behavior has natural consequences.

3. Children and Parents come and go as they please.

4. We have an example of working at home.

5. We emphasize compliance.

6. Parents often change their minds about rules and activities.

7. Everyone has an equal contribution to family discussions.

8. Children can do what we want.

9. Rules are flexible to the point of inconsistency.

Achievement by example:

1. Parents often read to children and read themselves where children can see them.

2. Parents often talk about their successes at school.

3. Family members are recognized and praised when they do something.

4. Parents often help children with schoolwork.

5. Parents say they are dumb or fail at school.

6. Parents express that they expect their children to do well in school without putting too much pressure on them.

7. Parents describe school as a fun place where children can learn and grow.

8. Parents tell their children that teachers really care about them and want to help them.

ANSWER AND DISCUSSION:

Family communication:

Score 1 point for each of the following answers: 1-T, 2-T, 3-T, 4-T, 5-F, 6-T, 7-F, 8-F.

Every family has its own way of communication. This includes topics discussed in the family and how much family members talk to each other. When family members communicate frequently, children learn to take in larger and more complex amounts of information. This helps children learn more easily in school. If your conversations are short or overly simple, your children may have trouble paying attention to the teacher for more than a few minutes. There are other benefits: talking about a variety of topics increases a student’s interest in a range of areas, and talking to older, more educated family members encourages a wider vocabulary. The more verbal communication at home, the easier it is for children to succeed in the verbal world of school. It is also important for parents to take time to listen to their children. This will help children learn to express their thoughts and feelings. This is important not only in school, but also in building and maintaining human relationships.

Productivity:

Score 1 point for each correct statement.

Families have different achievement styles, but there are four characteristics of productivity that are closely related to achievement in school. These features are:

1. Independent work – children benefit when they have some of their own tasks to complete by a certain time. They learn to do things on their own and be responsible without the close supervision of adults. Often parents get tired of reminding their child to do a task and then do it for them. Doing regular tasks helps kids a lot with homework and other independent projects.

2. Cooperative work – the school requires children to work together on many projects and teams and do their part. Cooperation is best taught at home. If children have not learned to work well with others at home and are encouraged in this behavior, it is very difficult to learn to work well with them at school.

3. Task completion – families should teach children to stick with a task until it is completed and overcome frustration. Lack of this skill is perhaps the biggest reason for failure in school.

4. Taking pride in achievement – self-esteem is determined in part by regular feelings of achievement. Parents should ensure that their children succeed regularly. False praise does no good, but children benefit from knowing that their parents approve of their abilities. If parents are too strict and critical or too demanding, children may fear failure and tend to avoid achieving.

Nurture and Love:

Score 1 point for the following: 1-T, 2-F, 3-T, 4-F, 5-F, 6-F, 7-F, 8-T, 9-F, 10-T, 11-T .

Children’s emotional stability depends on the belief that people will like and like them. When families nurture with love and openness, children will transfer this experience to other situations with school and friends. Research shows that the strongest and healthiest families are characterized by regular expressions of mutual gratitude among family members. When children fear disapproval and are overwhelmed by thoughts of punishment, it becomes difficult for them to focus, perform, and succeed. Do not use competition to motivate children at home. If they play sports at a young age, make sure the sports program and coach prioritize participation and doing their best over winning. If your children can compete on their own, emphasize the importance of enjoying participating in sports and other activities without worrying too much about winning or losing. Teach them that setting and achieving their own personal goals is the best way to “win.” Put pressure on your school and community programs to control destructive competition. Make sure no coach in an educational setting feels their job is insecure if they don’t have a good enough win-loss record. Instead, focus on the positive impact it has on the personal growth and development of team members.

Stable Family Organization:

Score 1 point for the following: 1-T, 2-T, 3-F, 4-T, 5-T, 6-F, 7-T, 8-F, 9-F.

There is clear evidence that successful children come from families where rules and routines are a part of family life. In these families, parents are responsible for eating, getting up in the morning, sleeping, family trips, etc. they can establish positive rules for such events. All family members tell each other where they are going and when they will be back. Parents know where their children are and children know where their parents are.

Achievement by example:

Score 1 point for each of the following: 1-T, 2-T, 3-T, 4-T, 5-F, 6-T, 7-T, 8-T.

Children develop attitudes about achievement and learning based on the example set by their parents. Parents who dwell on negative school experiences tend to transmit negative attitudes to their children, leading them to expect similar experiences later on. If parents do not show through their behavior and conversation that they feel learning and school are important, children may not feel that education is very important.

————————————————- – —————————————————–

Forty-five points are possible on this quiz. The higher the score, the better the family is doing in helping children succeed in school. To make this test really useful, go back and mark the questions for which you did not receive any points. Then, as a family, set specific goals to improve in those areas.

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