| Revise, revise, revise! Revision is one of the most | | | | your child. They will be the first to blame |
| important coaching strategies you need to | | | | themselves, and think that it is because they are |
| develop when coaching your child reading, writing, | | | | not intelligent enough. |
| and maths skills. Do not take for granted that the | | | | When your child learns a math, reading, or writing |
| skills you taught them yesterday, or a few | | | | skill or idea remember to use as many of your |
| minutes ago, or last week have been retained in | | | | child's senses as possible. Your child should be able |
| their long-term memory. Check whether those | | | | to see, hear, and do something when learning. |
| skills are still there until you are sure that they can | | | | Make it interactive. The more your child interacts |
| effortlessly remember them. When we revise, I | | | | with the skills and ideas taught, the easier and |
| tell my students that they are creating new | | | | quicker they will place new information in their |
| memory pathways and allowing old ones to grow | | | | long-term memories. |
| over, and that takes time and extra practice. | | | | - They can hear your explanations and also tell |
| First check that the ideas and skills taught in the | | | | you what they know about that skill. |
| last coaching session with them are easily | | | | - They can see how to do the skill. |
| remembered, before coaching the next new idea | | | | - They can physically do something to understand |
| or skill.Your child may forget reading, writing, and | | | | it better. Especially if you are teaching basic maths |
| math skills and ideas you teach them because... | | | | skills,or phonics skills, make sure that your child |
| - You have not yet found the right way to | | | | can move equipment around, or play a game. |
| explain a math, writing or reading idea or skill so | | | | - Teaching someone else new skills or ideas helps |
| they understand and remember it, or | | | | them remember more easily. Students who |
| - The child believes they cannot remember a | | | | become a reading tutor for another child of |
| math skill or reading or spelling word, so does not, | | | | slightly lower skill level can improve their reading |
| or | | | | more than the student they are tutoring. |
| - Another more basic math, reading, or writing skill | | | | Remember to... |
| or idea needs to be taught before they can | | | | - Deeply believe that your child will remember |
| understand the one being taught. | | | | over time. |
| You may end up revising a reading, writing, or | | | | - Re-teach any information they are not |
| math skill or fact you thought they knew for half | | | | remembering, calmly and in a matter-of-fact |
| or even a whole coaching session sometimes. Be | | | | manner. Remember that this is just part of the |
| patient with your child and with yourself. Often | | | | learning process we all go through at time. |
| prompting them is enough to help them | | | | - Look to yourself and your coaching |
| remember, but sometimes you must teach the | | | | strategies.Do not blame the child. What can you |
| idea or skill over again and again and again. Believe | | | | do to make the coaching easier for your child? |
| that if your child does not understand the idea or | | | | Good luck and get in contact with me if you have |
| skill you are coaching, it is because you have not | | | | any questions. |
| coached it well enough yet, and explain this to | | | | |