Category Archives: Education

Teaching Chores Better Than Teaching Algebra?

Why might teaching your child to clean toilets be more helpful than teaching them algebra?

I love this video. All schools and parents should learn from this school. I have been extolling the importance of teaching chores and giving children responsibilities for decades. Sadly, parents and schools seem to do a poorer job of this every year. Many parents and most schools don’t understand the importance of teaching their children to work and contribute and how to become what I like to call “highly capable.” If I could I would raise every child on a farm or a ranch or around a family business so that there were always plenty of chores and jobs to do–lots of opportunities for growth.

Most of today’s kids don’t have a clue about chores or real “work.” I can ask a parent about what chores their kids do and get blank stares as though the concept is completely foreign, or a reply like he helps clear the table sometimes and will take out the garbage if I ask him. It is extremely rare that I have a parent reel off a list of real chores and responsibilities that their child assumes responsibility for. The norm is more like Mom having to get her children out of bed and on the bus in the morning, and perhaps when pushed they sort of clean up their room or help with dishes. And, sadly, the list tends to get shorter as the kids get older.

Many parents appear to feel that the more they do for their children, the more they are demonstrating their love and support; with the net result that they are teaching their children that they are both dependent and entitled. The outcome is often conflict and negativity and children growing up with the belief that what you give them and what you do for them is the true measure of your love for them. The more they are given, the more they demand. Along with the entitlement comes more and more pushback so it becomes easier and easier to do everything for them and hope that some day they will learn to be responsible and not so self-centered.

I see high school students who can’t be responsible for even getting themselves up in the morning, let alone taking care of their personal space, fixing themselves a meal, assuming responsibility for and contributing to the family and the home–their home–and often even their school assignments. Parents who remind their children that they have assignments that need to be completed, that they have upcoming tests that they need to study for, are assuming the responsibility for their children and are shocked when their children do poorly and that their children don’t feel responsible for their failure. But why should they? They’re not responsible, you are.

Many parents think that what their children need to learn is centered on academics and skills taught in classes and on teams. The children need to learn to read, to do math, science, perhaps play the piano or kick a soccer ball, etc. Are there benefits to these things? Certainly. They’re critical; but it’s not enough–not close to enough. Could learning to clean a toilet and having the responsibility to keep that toilet clean lead to better outcomes than getting artificially good grades in algebra because your mother got you up every morning and helped you with your assignments and hounded you to study for tomorrow’s test and having a teacher who let you take the test over again because you blew it the first time? In the big picture, in the long term, could learning to be responsible for cleaning the toilet produce better outcomes?

Children need to learn how to be independent, to take care of themselves, to be responsible for themselves, to learn that the universe doesn’t revolve around them, and that they need to learn to serve and do things for the family and others.

Children who are given jobs and chores and are held responsible gain tremendous self-respect and self confidence, demonstrate maturity beyond their peers, learn to be independent not dependent, learn to look for what needs to be done, do it, and learn to be responsible.

Irresponsible children tend to become irresponsible adults.

Entitled children tend to become entitled adults.

I love watching children grow and develop into adulthood with a strong sense of who they are, independent, confident, and having the courage to push themselves, think for themselves and to have respect and compassion for others. These things don’t happen by accident. They happen when parents understand that they are raising their children to be adults, not self-centered, dependent, irresponsible, entitled, very large children.

Teaching your child how to do chores correctly and teaching them to assume the responsibility for doing those jobs and chores needs to be seen as a fundamental part of their education.

Many parents and schools have lost the vision. Perhaps this is why we are becoming more and more of an entitled society.

“I used to look at a page and see words. Now I see worlds.”

5981I received a note from one of our dads today. Simon has his three children on program. Today he shared a couple of things his son, eight-year-old Noah, had just said. Noah is smart, fun, a fledging stand-up comic, has very good processing, and academically now is on a 5th grade level.

We have Noah working on math using Khan Academy; and when his dad asked him how it was going, Noah told him he had figured out how many paperclips it would take to reach the amount of kilograms in an elephant. According to Noah, a paperclip evidently weighs 0.0005 kg. So there–you can now go figure it out yourself. Very cool!

Noah just finished reading a chapter book and told his dad that he had read every word in the book, even about the author, (but not the copyright page). Then he said, “I used to look at a page and see words. Now I see worlds.” You have to love it.

Making Kids Smart Isn’t Tough

On my last trip I had the great joy of seeing two brilliant little children, one a 2 years old and the other 3, both of whom demonstrated once more what the future could be.  Both of these children, a boy and a girl, have digit spans of 5 (the processing abilities of a typical 6-7-year old and the processing level of many children in junior and senior high school and, sadly, many adults as well. Both of these children have been using our NACD Cognition Coach apps, and the results are right there in your face.  These little wonders are absolutely delightful, and true to their superior processing skills, they are very conversational, have good vocabularies, mature in every way, inquisitive, happy and really smart. Talk about fun!

Being with these kids and seeing what “smart” is and realizing that this is something that virtually all children could achieve is very reassuring and motivating.  We really can all be smarter, and successful outcomes in education should be focused much less on curriculum and much, much more on simply making kids smarter.  I would love to have the time to do a little study, and to test successful people, such as entrepreneurs, the top doctors, attorneys, scientists, etc. on elementary and middle school curriculum.  I know what the results would be, I would just like to have the data to make the point.  The point being that memorizing a bunch of stuff to take a test and then forgetting it doesn’t produce success. If we built a list of the actual core knowledge of successful people it wouldn’t look much like the stuff that most school curriculums are made of. I do however suspect that one of the common ingredients found in successful people, be they plumbers who have build a successful company or the successful developer, the neurosurgeon or engineer is that they are smart.

Making kids really smart isn’t all that tough; we have been developing techniques to develop short term and working memory the foundation for cognition for forty years and through our work with children and adults with developmental issues and helping them maximize their potential we have have really learned how to help typical children be truly exceptional. In about time then a child spends in brushing their teeth everyday targeted input can dramatically accelerate the process that can make them smarter. Smarter means, they enjoy a richer life, learn faster and better, derive more from their educations, increase their life and career options and raise the odds for living a happy and successful life. Smart is good and smarter is better and you simply can’t be too smart.

You Said What? (Are you talking to yourself?)

We have all heard the phrase, “Say what you mean and mean what you say.” Saying what you mean is not always as easy as we would like to think, particularly when speaking to children, anyone with low auditory processing, or people with whom we have an emotional attachment. Communication, the foundation upon which we all interact, is obviously vital and very often seriously compromised.

Terin Izil, in her TedEd presentation, addresses the need to use words that simply communicate the intention. As Terin says, simpler words can often make it easier to say what you mean—so-that-it-is-understood. It doesn’t help a lot that you felt you had said what you meant, if what you said was misunderstood or just flew over someone’s head. Parents and teachers often feel that the more words they use, the more they are communicating and helping children understand what they mean. The opposite is generally the reality. Don’t overestimate other people’s processing ability, particularly your child’s. Keep it simple.

On the other hand, I watched the Republican Presidential Debates on CNN last night, and I think it would have been a really good idea to give potential presidents more than 30 or 60 seconds to explain how they would defend the country, build the economy, and turn the nation around. Some things do require more words; but as displayed last night, some understand the issues better than others and can articulate them better than others. If you really understand what you are saying, you can state your thoughts clearly, succinctly, and in plain language, but it still might take more than 60 seconds. We need more than good sound bites and catchy one-liners.

I will have more to say on this subject in an upcoming article.

Hurray for Preschool! Or not.

[fbvideo link=”https://www.facebook.com/ktla5/videos/10153611331799614/” width=”800″ height=”600″ onlyvideo=”1″]

This video clip is obviously very cute, the emotion and trauma really sad, all too real and perhaps totally unnecessary.

The importance and relevance of the relatively new phenomena of preschool should be evaluated on an individual basis. Preschools did not exist 50 years ago; children did not leave home to attend any kind of school until they were 5 or 6.

One of the things that they used to scare us children who were growing up in the fifties, back in the “Better Dead than Red” days, was that in Russia they made children go to school before they were even five years old and were even going to start making children go to government schools as young as two or three. Horrifying! Scare-you-to-death-and-keep-you-up-at-night terrifying.

What happened to change our perception?

What happened was the economy and the society, moms needing to go to work, dramatic increase in unmarried teen pregnancies and single parent homes, as well as fewer extended families. What started out as necessity for some families started to be perceived as not only the norm, but as optimal. Today families who do not send their children to preschool are often perceived as depriving their children.

For children in disadvantaged homes, a good preschool is a good thing, and often a very good thing; but an educated parent at home with their preschool age children is really tough to beat.

One of the tremendously important things that the preschool movement appears to have cost many of our children is auditory processing (short-term and working memory), the foundation of how we learn and think. The lion’s share of development in auditory and visual processing typically occurs in our first five years of life. I believe that there has been a significant drop in the rates and level of development in auditory processing during these years of expansion of day-care and preschool. For infants and young children, nothing beats one-on-one verbal interaction with the person who knows the child best, the parent. We trigger neuroplasticity, grow the brain by providing it with the right, specific input, delivered with frequency, intensity, and duration. The worse the student-to-adult/teacher ratio, the less specific the input, and the less overall input any specific child receives. Even the drop from 1:1 to 2:1 dramatically affects the quality and specificity of the input. Everyone knows that one of the fastest ways to accelerate any child’s learning curve is to provide him or her with more 1:1, not less.

Do we need preschools? Sadly, “yes” for some, not because it presents an optimal situation, but rather because of the realities of many of our children’s homes and lives. Some politicians are talking about mandatory preschool. Wow, where did I hear that before? I guess they think they know what is best for our children.

Click below to learn more about how the Cognition Coach iPad apps for Toddlers (Toddler to 3) and Preschool (3-5) can increase short-term and working memory.

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