Being proactive now will help your student feel greater confidence when school starts soon!
For most of the country, summer is a time of freedom from school for teens. This is a hold-over from a time when most families lived in rural areas where kids were needed to help on the family farm during the warm months of the year.
Many teens use the summer months now to work, travel with family, or participate in sports. In the midst of summer fun, some habits can be formed that don’t translate well to the school year! Here are some tips to help your teen get back into “school shape”:
1. Discipline in sleep habits: My own teen daughter likes to stay up late…and sleep in late. This is a habit I’ll let go until two weeks before school starts. Getting back into the rhythms of a school schedule early will help the first couple of weeks of school be more productive!
2. Read: Reading is perhaps one of the most well rounded academic activities someone can do. If your student hasn’t been engaged in school or learning activities during the summer, encouraging them to read a book or two before the beginning of school will help get their mind back on the track of concentrating on something for more than a minute or two. Take them to the library or bookstore and let them pick out books they are interested in, not just classics, as it will stoke their interest.
3. Transition prep: Is your student stepping into their first year of high school? Maybe entering into a new school altogether? Begin to work right now with them to make sure they are prepped before the first day. Talking with school counselor, teachers or even visiting the school to walk through are all steps you can take when the school is closed for class but staff is in doing work.
4. Goal setting: Take your teen out for ice-cream, and talk about goals for the coming year. Do they want to make the honor roll? Maybe participate in an extra-curricular activity? Let your student guide the conversation, but help them to envision how they can be successful in school. Research shows that the student’s expectation of how well they will do in a given class has a greater affect than almost anything else on how they will actually perform.