Let me cut to the chase. I have ADD. And… I am compulsively organized. Some people, when they learn that I have ADD, suddenly discount my organizational tendencies. It’s compulsive, they joke. It’s because of the drugs, they say. So that’s why you are always bouncing off the walls, they laugh. All these years later, I remain astonished at the frequency of these attitudes. The most difficult part of ADD is managing what other people think about it. The best thing that ever happened was the day I stopped caring.

My first advice to students with ADD is to own it. It’s not some weird behavioral thing, any more than having diabetes. It’s no more fundamental to who you are than red hair, blue eyes, being well-endowed or over six feet. Society has lots of ideas about those things, but the person with that attribute remains a complex person with a lot more going on than that. Having ADD is only a part of who you are. It’s also a great thing once you learn why and how.

Medication for ADD is like sneakers. It means you can run, but not that you know how to train for a marathon. People expect that an ADD diagnosis and medication will make someone focus. It won’t unless they learn how to train their minds overall.

Of course, all studying tips start by recommending focus. Great! But…How? What follows are suggestions that helped me from high school through my PhD, and that I developed working with others. Part of the process of learning how to learn is learning who you are, how you think, what you like. It takes time.

Fortunately, I have found that students who learn how to manage their ADD in school often become tremendously successful at work, because they know how to approach whatever work they are given better than others who never thought about work at all, who simply did what they were told. Students with ADD become creative, managerial, and entrepreneurial. They see how to connect what others don’t. They observe opportunities where others aren’t looking. It all starts with some extra time on a school day afternoon, doing homework.

1. Focus- No one can focus for four hours straight. Most can’t even do an hour. Any attempt at extended work is why people pretend they aren’t taking breaks by checking their phone/social media/news/etc. Depending on the kind of homework, I suggest picking a 20-minute or a 45-minute block of time. Set a timer. When it rings, write a sentence on a scrap piece of paper about the most recent thought as a reminder for when you return. Take a 5-10 minute break. Move away from the desk, walk around, lounge on the sofa, go to the bathroom. When the break timer rings, return to focusing. Repeat. Most teachers break up class time into different types of activities for this reason.
2. Other thoughts- While focused, ADD students may nevertheless think about other assignments, what someone said earlier, or how to reply later, a form that must be signed, the change in the sports schedule, etc. This is why post-it notes exist. Jot down every thought, then get back to work. Complete sentences are not necessary, but putting a word or two down will be a reminder for later, and allow your mind to release it. Then keep doing the task at hand. This is also true of becoming fixated on a thought. Write it down. Move on. Write it down again. Move on again. The activity of writing it down releases its hold on the busy brain.
3. Not liking it- Subjects you don’t like are a challenge for the easily distracted mind. Fact 1- it will be over sooner if you don’t postpone. Fact 2- doing things you don’t like will never end. Fact 3- there are usually dire repercussions for avoiding unpleasant tasks (failing exam or class, not getting into college, embarrassment when everyone else knows what you don’t, being removed from a sports team, being grounded, etc). List them. Keep them in eyesight while doing unpleasant activities as motivation. It might even make you laugh.
4. Work time- Any distraction is the enemy. It’s true. I wish it weren’t. More so than for other people, the chime of a text, a web page open to email, a news update on the computer, a younger sibling playing, or anything else will rupture focus for those with ADD. Homework takes much less time if is the only activity. Classroom disruptions, despite every teacher, are all too frequent. Use the post-its to manage them.
5. The book makes no sense- Sometimes, this is true. Most of the time, the book makes sense if you are willing to think more like the book. In that case, learning to read (link here) or getting a tutor can make a huge difference. Students with ADD are more likely to struggle with awkwardly written or organized textbooks because they are already struggling to understand how to think like others and it simply does not make sense to try to think like a disorganized text.
6. The teacher makes no sense- When the teacher isn’t super clear and compartmentalized, students with ADD are baffled. Rightly so, too. Most teachers try to start class by writing on the board the plan of events; if they don’t, this can be a helpful suggestion during a parent-teacher conference. Just as with PPT audiences, students focus better when they know where they are in the presentation of information. Being given an outline of what to expect at the beginning helps separate and connect the information.
7. Taking notes- The one problem with computers is their verbal and linear approach. Notes need to flow. Arrows, connections, columns and pictures can help information make more sense. Writing notes by hand is key to students with ADD who often need to lay out information in ways that aren’t suited to a computer or even a lined page. Tools, like digital pens, make transferring handwritten information into a computer file much easier. I recommend these for all ADD students so that they have their paper notes, and the back-up as well.
8. Holding on to information- Somehow, while reading or studying, the information made sense, but it disappeared later. This is true of most students but worse for students with ADD. Start every work assignment by jotting down an answer to the question: what do I think I am supposed to learn by doing this and how does it connect to what I already know? Conclude with, what did I learn and what questions remain? Do the last part without revisiting any notes. This alone will highlight what is known and what is not. Writing down the answers to these questions is necessary because it also provides a ready answer when a teacher wants to review the material. Sometimes students with ADD blurt out answers that weren’t exactly what they had intended, and others never speak because it is too difficult to organize the information. Writing down what the work seems to be about helps overcome that hurdle.
9. Organization- Everyone I know with ADD has multiple organization systems for keeping track of work and activities. These systems are maddening to others. These are the people who have computer calendars and paper diaries, whose computer files defy explanation, and who have reminders set on their phone, written on color-coded notes, and a string tied around their finger. The burden of tracking all these systems means, initially, students don’t. Over time the person with ADD learns how. A few minutes every morning or night to gather everything for the next day is truly important. Very few people remember everything when scrambling. Eventually students learn to do this before leaving school, too. Check lists can help. In the meantime: patience. The right combination of tools will develop.
10. Rewards- Everyone deserves rewards. Figuring out a rewards system, even one that varies by task or over time, helps motivate the inevitable challenges of learning how to cope with a world that doesn’t think like someone with ADD.

And the main thing to remember. Own your ADD. Discover it. Figure your own way through it. Figuring out your own way to make everything work will help you for your entire lifetime. The fact that you are thinking about this now means you are already more focussed on crucial life skills than the whole crowd of folks who haven’t begun to think about it, but will have to someday as well.

Charlotte Kent, PhD. lives and works in New York City, where she helps people of all ages improve their writing.

Visiting the Museum With Your Child: Thoughts From An Art Writer

As a child, I accompanied my parents and their friends to museums, galleries, festivals and street fairs where they looked at art. The mysteries of that adult world mingled with their elusive conversations on the topic. Though I remember some amount of boredom, it eventually became curiosity. And that curiosity turned to love.  Last year, I finished my dissertation on experimental writings of the art-world, from museum verbiage to art criticism- today I teach at The School For Visual Arts – but there is no greater teacher than the art itself. 

Some of that boredom came from my father’s insistence at viewing every single artwork in every single room. It was exhausting. I do not recommend this approach to museums when accompanied with kids. My mother was a little more haphazard and I learned a similarly selfish approach to art, which I highly encourage. You should look at what you want. With enough time, you’ll become curious about what you didn’t think you wanted to see.

The winter months make going anywhere a bit of a chore. It’s cold, so everyone needs multiple layers, and often by the time you are ready, you are too tired to go. That doesn’t mean that once there, you should stay for the whole day. Two hours is enough. Don’t overdo it. Let it be a taste of the museum. There’s so much to see and you can return. If kids don’t associate a museum with a long, drawn out, quasi-educational endeavor, they will be more likely to enjoy returning.

I also recommend taking breaks from looking at art. We all know the exhaustion of a long day spent at a museum because this was the only chance to see the show or the museum. Likewise, the young eye is not accustomed to this extended duration of looking and needs to refresh. Unlike the moving image from a tele-visual service, which constantly provides new visual input, the motionless art in a museum is pouring an accumulation of details about the same thing. The eye keeps seeing more about the same one thing and that depth of experience is tiring. For children under six, I recommend taking a break every 15 minutes or so by going to the bathroom, getting a drink of water, looking at the other visitors in one of the hallways or landings. Older kids usually start getting antsy between 20-30 minutes, that is until they are hooked.

At any age, you can identify artists and learn about the history, but don’t make that the exclusive point of a museum trip for them or for you. If you can help them appreciate art, they will want to learn more. In my own teaching, I often have students read poems and short stories about art and I have found they often then want to see it. An interesting fact about the artist or period planted before going to the museum can help generate interest. Let interest be enough. Curiosity will guide them to find out more.

Up to 4 –– Museums can be fun with little ones. One friend regularly took his one and two year old daughter to the Museum of Modern Art during the weekday afternoons, where she enjoyed the Abstract Expressionists the most. She decided to look at the art by lying down on the floor. From then on, they often looked at art from different angles, from the floor, the far side of the canvas, and so on. The guards didn’t ever mind!

• Young children will often enjoy abstract art. Ask a young child what one painting might say to another, or why the red stripe is pushing the black stripe to the side.
• They will have surprisingly strong ideas about what they like. Walk around the museum, “browsing” until something catches the eye and attention, and you will discover their interest.
• Focus your trip by suggesting they find a shape or a color or an object (depending on the kind of art you are viewing). This can be the theme for the room or the whole museum trip, for example choosing to look at pictures with red circles or long yellow shapes in them.
• They can’t touch the art. But, they can touch the benches, their shoes, or some special object that you brought with you. One friend’s child learned the lesson that you can’t touch art, and spent the next couple months informing his parents, every time they tried to pick him up when he didn’t want to go or do something, that he was art. Art is a difficult concept at every age.

Ages 5-9 –– Here you want to give them some freedom to express themselves, but also help them cultivate their observations. Let their imaginations be free within the confines of the art.

• Pick something to look at across multiple rooms: find portraits of families, landscapes with water, unusual colors like purple.
• Tell stories about the art. What happens inside that house? What are they going to find around the bend in the road? In a room full of portraits, perhaps go around and decide what each person is thinking or what feeling they are showing on their face.
• At this age, children will grasp the concept of a thematic or period show, but it can be overwhelming. These shows are often huge. Where adults are thrilled with all the information, this age group gets “bored” because it is just too much. If you are attending a retrospective or other major show, give them some cool fact about the artist, the period, the theme, so that they have something to grasp as they look at the variety of works on display.
• If you have a family blog, let them pick the top five works of art with which they want to pose. You can keep a running tally and then decide at the end of your trip, or let them pick every 20 minutes as your “break” from looking at art, etc. (Depending on the museum and the show, you may be able to take a picture.)

Ages 9-12 –– This age is practicing their independence. If they are not already accustomed to going to museums, an introduction now must be based around their interests.

• Give them a list of potential shows to go see and let them decide. They can browse information about the show on the museum website.
• Find an exhibit that relates to their interests: portraits with fabulous clothes, exhibits of works relating to warriors, Egyptian mummies. The Goya exhibit at the MFA last year was fantastic, but I know one 10-year old who only saw the drawings of death and the plague. He thought it was great. His parents skipped right by Goya’s portraits because he wouldn’t have enjoyed them.
• Pick an artist/period/theme that connects to a period they are learning about in school: Egyptian mummies, Western expansion during the 19th century, African art, etc. Since the link is educational, I often recommend telling them that they should find something in each room that they like, or something that they can explain to you because you don’t know as much about it as they do. Let them become the ones who know.
• Some kids continue to enjoy telling stories, but they get more complicated. Take notes on the stories and post them on the family blog with an image of the work.
• If you do have a family blog, this is a great age to let them be in charge of which images will get posted, and to include their own description. It’s also a low-stakes place for them to write descriptive sentences, which is a useful skill for papers.

Ages 12-15 –– This age is independent. If they are not already accustomed to going to museums, an introduction now can be challenging without a really good, personalized hook.

• Definitely give them freedom to decide what exhibit will be the focus of a random trip to the museum.
• If you have a specific exhibit that you want to see, explain it to them from their point of view. For example, it’s hard to care about Picasso’s sculptures in the abstract. Show them an image of the Chicago Picasso with the explanation that no one knows what it is meant to be. Suggest they make up their own ideas of what he was doing with his sculptures.
• Let them pick one work from each room that they either love or hate, want to take home or give to someone else, would be a part of their private museum, and tell you why.

Ages 16+ –– Give them freedom to wander on their own, but hold them accountable. Request that they describe an artwork and explain their interest in it when you reconnect. I usually suggest one art work for every thirty minutes.

Many of these suggestions can work across the age groups indicated, depending on the interest, cultural experience and background, and mood of the children you are with.

Overall, try to make museum attendance a regular part of your family activities. Going to 2-3 museum or gallery exhibits every six months makes seeing art a normal thing to do, an activity without pressure. Every little while, you can find what exhibits are on display and pick one to attend. The most important thing I can share is:

Don’t make people take art seriously.

If they enjoy art, they will begin to take it seriously on their own. They will want to read the captions or wall text. They will want to see more.

Charlotte Kent, PhD. lives and works in New York City, where she helps people of all ages improve their writing. 

Test Anxiety – it is a huge cause of students’ poor performances, and it is the number one issue parents come to me with when I begin the tutoring process with their children.  Adolescence and pre-adolescence is a difficult time, with social struggles and academic pressures, and then add in a giant final, a key standardized test like the SAT or a high school entrance test, with the understanding that this one test will govern their future academic careers, and students become overwhelmed – it’s just too much for some student’s nerves.

When I work with student’s I stress a range of things kids can forget under the pressure. It is important to remember that this is only one exam.  It might be an exam that many of us have built our careers hoping to master, but it is an isolated test.  It does not govern the intellectual capacity of a student, nor his or her ability to succeed and thrive in life.

There is a common misconception that the results of a student’s SAT, ACT, SHSAT, ISEE, etc reflect his or her potential to excel in specific schools, which is why said schools use these tests to garner admissions, but the truth of the matter is that schools need a structured barometer that other like schools use in order to organize their admissions process, and these tests act as said barometer.  They are not, in fact, reflective of kid’s potential or intellectual ability.  They are reflective of how well students are able to master THIS test.

Great teachers believe in students as individuals.  We love helping students to understand the tricks of the test, the patterns and the techniques for solving academic challenges, but we (as you should) understand that any test is just that: patterns, tricks and techniques.  These tests are not focused on individual student’s strengths and unique abilities.

Children, and teens, are incredible.  They are teeming with raw energy, and passion, and individual abilities that often get squashed by the time they are adults.  Sometimes this happens because of society, or social pressures and expectations, but often this happens because of a kid’s anxiety in being different, in not performing in the way they think they are supposed to be able to, or in focusing on non-traditional passions.  By the time these kids get to the standardized exam they have to take, they feel less than (because their brains don’t work in the particular way that the exam requires, because their friends are performing better than they are, and the list goes on…)

I like to teach my students about Howard Gardner’s work at Harvard School of Education.  His theory of multiple intelligences is a theory of intelligence that differentiates mental ability into specific (primarily sensory) “modalities”, rather than seeing intelligence as dominated by a single general ability.  Gardner chose eight abilities that he held to meet these criteria: musical–rhythmic, visual–spatial,verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intra-personal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion.  Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labeling learners to a specific intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should “empower learners”, not restrict them to one modality of learning. According to Gardner, an intelligence is “a bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.” (Gardner 1999, p. 33-4) In other words, everyone’s brain has developed to be a prime responder, the very best responder it can be – but for it’s unique, particular life history.

I currently have students who are incredible visual artists, but are insecure about their mathematical abilities; kids who are great poets, a little girl who dances hip hop in a troupe with the skill of an adult (or better than most adults), and the list goes on from there.  These pre-teens and teens are extraordinary, yet they are letting their fears and insecurities over one test govern their perceptions of themselves. 

Sometimes, it’s super helpful to remind kids of their greatest passions, the areas in which they thrive, and to translate the test into that world.

I like to use metaphors with these kids when studying for these exams.  I had one student who was a composer.  He composed a four part musical score for his school band of a White Stripes song, yet he felt the math on his standardized exam eluded him.  When tackling math word problems, I told him to use that part of his brain to differentiate parts of the word problems.  Originally he was overwhelmed with the different steps that went into each problem, and he would get frustrated, convinced he would never figure it out, and throw up his hands.  Once it became a challenge likened to something he loved to do: something he “got” and was passionate about, it became less about achieving a score, and more about figuring out a curious conundrum, much like having to put together a four part score for his band.  This student ended up acing his exam, but it took months of re-programming his brain to think of the test as a fun challenge, like his composing, as opposed to an additional pressure in his life to score high on a an exam that would govern his future.

It is so important for us to boost up our student’s confidence levels (both in terms of their personal growth, and in terms of helping them to score higher on this exam).  A higher level of confidence helps alleviate anxiety, but also assists in making clear to our students that this one exam does not make or break their entire futures. 

If students can understand the importance of understanding and preparing for a big test, while still feeling as if it will not make or break them because they are bright, and strong and smart, their levels of anxiety on test day will substantially decrease.   A focused confidence in their abilities and a lack of anxiety are key in preparing students to do the very best they can on standardized exams, and (most importantly) in helping them to succeed in life.

I hope my thoughts have been helpful in your effort to do that.

-Emily Tuckman

English Teacher and Standardized Test Prep Tutor

Central Park Tutors

10 Tips for Studying With ADD from An ADD Teacher

Let me cut to the chase. I have ADD. And… I am compulsively organized. Some people, when they learn that I have ADD, suddenly discount my organizational tendencies. It’s compulsive, they joke. It’s because of the pharmaceuticals, they say. So that’s why you are always bouncing off the walls, they laugh. All these years later, I remain astonished at the frequency of these attitudes. The most difficult part of ADD is managing what other people think about it. The best thing that ever happened was the day I stopped caring.

My first advice to students with ADD is to own it. It’s not some weird behavioral thing, any more than having diabetes. It’s no more fundamental to who you are than red hair, blue eyes, being well-endowed or over six feet. Society has lots of ideas about those things, but the person with that attribute remains a complex person with a lot more going on than that. Having ADD is only a part of who you are. It’s also a great thing once you learn why and how.

Medication for ADD is like sneakers. It means you can run, but not that you know how to train for a marathon. People expect that an ADD diagnosis and medication will make someone focus. It won’t unless they learn how to train their minds overall.

Of course, all studying tips start by recommending focus. Great! But…How? What follows are suggestions that helped me from high school through my PhD, and that I developed working with others. Part of the process of learning how to learn is learning who you are, how you think, what you like. It takes time.

Fortunately, I have found that students who learn how to manage their ADD in school often become tremendously successful at work, because they know how to approach whatever work they are given better than others who never thought about work at all, who simply did what they were told. Students with ADD become creative, managerial, and entrepreneurial. They see how to connect what others don’t. They observe opportunities where others aren’t looking. It all starts with some extra time on a school day afternoon, doing homework.

1. Focus- No one can focus for four hours straight. Most can’t even do an hour. Any attempt at extended work is why people pretend they aren’t taking breaks by checking their phone/social media/news/etc. Depending on the kind of homework, I suggest picking a 20-minute or a 45-minute block of time. Set a timer. When it rings, write a sentence on a scrap piece of paper about the most recent thought as a reminder for when you return. Take a 5-10 minute break. Move away from the desk, walk around, lounge on the sofa, go to the bathroom. When the break timer rings, return to focusing. Repeat. Most teachers break up class time into different types of activities for this reason.
2. Other thoughts- While focused, ADD students may nevertheless think about other assignments, what someone said earlier, or how to reply later, a form that must be signed, the change in the sports schedule, etc. This is why post-it notes exist. Jot down every thought, then get back to work. Complete sentences are not necessary, but putting a word or two down will be a reminder for later, and allow your mind to release it. Then keep doing the task at hand. This is also true of becoming fixated on a thought. Write it down. Move on. Write it down again. Move on again. The activity of writing it down releases its hold on the busy brain.
3. Not liking it- Subjects you don’t like are a challenge for the easily distracted mind. Fact 1- it will be over sooner if you don’t postpone. Fact 2- doing things you don’t like will never end. Fact 3- there are usually dire repercussions for avoiding unpleasant tasks (failing exam or class, not getting into college, embarrassment when everyone else knows what you don’t, being removed from a sports team, being grounded, etc). List them. Keep them in eyesight while doing unpleasant activities as motivation. It might even make you laugh.
4. Work time- Any distraction is the enemy. It’s true. I wish it weren’t. More so than for other people, the chime of a text, a web page open to email, a news update on the computer, a younger sibling playing, or anything else will rupture focus for those with ADD. Homework takes much less time if is the only activity. Classroom disruptions, despite every teacher, are all too frequent. Use the post-its to manage them.
5. The book makes no sense- Sometimes, this is true. Most of the time, the book makes sense if you are willing to think more like the book. In that case, learning to read (link here) or getting a tutor can make a huge difference. Students with ADD are more likely to struggle with awkwardly written or organized textbooks because they are already struggling to understand how to think like others and it simply does not make sense to try to think like a disorganized text.
6. The teacher makes no sense- When the teacher isn’t super clear and compartmentalized, students with ADD are baffled. Rightly so, too. Most teachers try to start class by writing on the board the plan of events; if they don’t, this can be a helpful suggestion during a parent-teacher conference. Just as with PPT audiences, students focus better when they know where they are in the presentation of information. Being given an outline of what to expect at the beginning helps separate and connect the information.
7. Taking notes- The one problem with computers is their verbal and linear approach. Notes need to flow. Arrows, connections, columns and pictures can help information make more sense. Writing notes by hand is key to students with ADD who often need to lay out information in ways that aren’t suited to a computer or even a lined page. Tools, like digital pens, make transferring handwritten information into a computer file much easier. I recommend these for all ADD students so that they have their paper notes, and the back-up as well.
8. Holding on to information- Somehow, while reading or studying, the information made sense, but it disappeared later. This is true of most students but worse for students with ADD. Start every work assignment by jotting down an answer to the question: what do I think I am supposed to learn by doing this and how does it connect to what I already know? Conclude with, what did I learn and what questions remain? Do the last part without revisiting any notes. This alone will highlight what is known and what is not. Writing down the answers to these questions is necessary because it also provides a ready answer when a teacher wants to review the material. Sometimes students with ADD blurt out answers that weren’t exactly what they had intended, and others never speak because it is too difficult to organize the information. Writing down what the work seems to be about helps overcome that hurdle.
9. Organization- Everyone I know with ADD has multiple organization systems for keeping track of work and activities. These systems are maddening to others. These are the people who have computer calendars and paper diaries, whose computer files defy explanation, and who have reminders set on their phone, written on color-coded notes, and a string tied around their finger. The burden of tracking all these systems means, initially, students don’t. Over time the person with ADD learns how. A few minutes every morning or night to gather everything for the next day is truly important. Very few people remember everything when scrambling. Eventually students learn to do this before leaving school, too. Check lists can help. In the meantime: patience. The right combination of tools will develop.
10. Rewards- Everyone deserves rewards. Figuring out a rewards system, even one that varies by task or over time, helps motivate the inevitable challenges of learning how to cope with a world that doesn’t think like someone with ADD.

And the main thing to remember. Own your ADD. Discover it. Figure your own way through it. Figuring out your own way to make everything work will help you for your entire lifetime. The fact that you are thinking about this now means you are already more focussed on crucial life skills than the whole crowd of folks who haven’t begun to think about it, but will have to someday as well.

By Charlotte Kent, PhD. lives and works in New York City, where she helps people of all ages improve their writing. 

One of the great mysteries we are challenged to help with as tutors is test anxiety. We hear about it again and again – a student who knows the material but suddenly becomes nervous during the pressure of the test itself – suddenly their grades and confidence plummet in an instant! So we have spent some time thinking about it and how to work with this kind of anxiety.

There are two approaches – academic and emotional. We can’t stress enough that bolstering a strong foundation in the academic can do wonders for the emotional side – after all if the test was all questions that were SO easy to a student they couldn’t possibly make them nervous – then test anxiety would go out the window.

Yet sometimes, it’s just not possible for a student to obtain complete mastery of a topic before a test, and we have to find ways for them to do their best anyway on test day.

The truth is that this situation, let’s call it test anxiety, happens not just for students in school but throughout life.

I was struck by a story about my home football team from Washington D.C. and their quarterback this past year Kirk Cousins. He was known as a career back-up who always performed well in practice but every time he was on the field for NFL games he had terrible days. In fact, he had quickly become notorious for folding under pressure and piling on interception after interception. It even seemed that once something went wrong – he became more and more nervous and things got even worse.

His career in the balance, Kirk decided to take a strange approach for a football player – he enrolled himself in a neurological training course called “Neurocore.” The program aimed to see the differences in his brain activity during “peak performance” and during anxiety – and found there were significant differences that he could work on. After finding the differences, the program aimed at helping Kirk recognize the anxiety as it came on, and re-route his own mind so that he can stay in the “peak performance” region of brain activity and not go up higher into the frenetic areas that were causing him so much difficulty.

The results were tremendous. He moved from becoming one of the leagues most intercepted passers to being one of its highest rated quarterbacks – and one who throws relatively few interceptions. And when his back was against the wall this year during a terrible first half of football, he was able to stay poised and confident enough to lead the Washington Redskins’ all time greatest comeback in history. He credits his brain-training for much of it. Only recently, he was a awarded a 20 million dollar annual contract.

Sensing we might be able to learn from his story, I did some research on tips and strategies that his training recommends. The first, and most obvious, is learning to recognize what your “peak performance” mind looks like, and what your “anxious” mind looks like. This form of self-awareness is usually quite new to middle and high school students, and well worth the effort. To do this you can enroll in “brain-training,” but you can also do it on your own by having a conversation about moments when you were at your best and having a conversation when you weren’t. What did the differences feel like? Can you describe them?

Second, it is important to understand that “training the brain” to stay in a relaxed state takes time and effort just as any other skill does. The brain learns and changes through practice! Imagine the time that the world’s greatest meditators have put into their practice vs. a first-time meditator. Test-anxiety is not going to go away overnight. Yet it can go away!

The focus of the effort, according to the research we have seen, is that students are trying to calm the brain from feeling that sudden stresses are more dangerous than they actually are. The key is devoting practice time to the habit of staying in the right mindset. This can be done in numerous ways – through practices focussed on this skill such as yoga and meditation, through companies such as the one Kirk Cousins used, or through a self-taught practice-rewards system that can be done even on things like homework.

We can’t answer the whole challenge here, but we encourage you to research this topic on your own and in the meantime try the following simple strategy. When doing homework, try to notice the times when stress levels go up – usually when work is more difficult than expected. At these times, promise yourself a simple reward: to stay calm and focussed to work on this particular problem that has caused stress, and then to reward yourself with a break if you do so. This practice of calming and taking a break starts as something simple and you may find yourself taking lots of breaks, but over time the brain learns how to stay calm and to require less frequent breaks. When a big test comes, you may not be able to take as visible a break, but your brain will know what to do and you can take mini-breaks like a momentary breather to bring yourself back to focus.

Test Anxiety is real – but it doesn’t have to overwhelm you. Learning how to overcome it is like anything else – it takes practice! And with practice, comes perfection.

So you want to homeschool, but aren’t sure where to start. You want to make sure your kids learn what they need to learn and enjoy their experience, but there are so many different styles and options out there, it’s overwhelming! Fortunately, I’m a fully homeschooled graduate and the oldest of 7 children. My family was active in several homeschool organizations, and I went to a college with a high percentage of homeschooled students. That means I’ve seen a wide variety of different approaches with their advantages and disadvantages, and I’m going to give you a clear outline for choosing the curriculum that best suits you and your child.

Step 1: Know the laws

This might seem like a no-brainer, but it’s really the best place to start. State regulations are put in place to ensure that all children are given the basic education they need and to keep them safe. Here are the basics for NYC (found at schools.nyc.gov/StudentSupport/GuidanceandCounseling/HomeSchooling/default.htm)

First, you must submit a letter of intent to the Office of Homeschooling by July 1, or within 14 days following the commencement of home instruction within the school district. By August 15 (or within four weeks of the receipt of the Individualize Home Instruction Plan form), you must submit an Individualized Home Instruction Plan (IHIP). This IHIP “must include for each of the required courses either a list of syllabi, curriculum materials and textbooks to be used or a plan of instruction to be followed” [www.p12.nysed.gov/sss/homeinstruction/homeschoolingqanda, accessed 1/20/16]. Thereafter, you are required to submit 4 quarterly reports (indicating the total time of instruction in each subject) and provide an annual assessment including one of the following standardized tests: the Iowa Test of Basic Skills, the California Achievement Test, the Stanford Achievement Test, the Comprehensive Test of Basic Skills, the Metropolitan Achievement Test, a State Education Department test, or another test approved by the State Education Department [www.p12.nysed.gov/sss/homeinstruction/homeschoolingqanda].

In forming the IHIP, you will provide the Office of Homeschooling with evidence that the child will be instructed in the appropriate subjects for his or her grade range. The complete listing of subjects can be found in Section 100.10 of the Regulations of the Commissioner of Education, part E, paragraphs 1 and 2 [www.p12.nysed.gov/part100/pages/10010].

Now that you know the basic legal requirements, let’s move on the choosing the means of achieving them.

Step 2: Assess your family’s goals

People homeschool for many different reasons. What are your reasons? Ranking them in order of importance will help make your decisions easier. Figure out at least three broad goals and their level of priority. My family was motivated primarily by religion; they wanted to raise their children in a very strongly religious environment. Other major reasons people often choose homeschooling are things like academic excellence, allowing the child to develop at their own pace, allowing for a more flexible family schedule for travel or other activities such as arts or athletics, the physical or emotional safety of the child…the list is varied, and most people have more than one reason. However, if you have stated your goals and prioritized them, it provides you with a roadmap for all your curriculum decisions.

Step 3: Assess your child (and yourself)

Now that you have your broader goals in place, take a look at your child. There are a number of factors in the individual child that can affect your choice of curriculum or even your whole approach to learning. Here are some factors you’ll want to consider:

Age – younger children usually tend to do better with a lighter workload, lots of patience, and lots of individual attention. Older children generally require more specialized subject knowledge.
Previous education – Has your child always been taught in a more traditional setting, and how do they feel about it? What things have been helpful to them? What would they miss about being in a traditional school, and what are the options for replacing or retaining that feature?
Special needs – Does your child have any learning or mental disorders? How severe are they? How well do you understand their impact on your child’s behavior and learning ability? You may very well want to find a tutor who specializes in special needs children, particularly for more severe cases.
Learning style – Is your child auditory, visual, kinesthetic, or a mix? How do they feel about learning and school? (And is your learning style different or similar? People who have a very different style from their student often find it difficult to explain things in terms the student can understand; using a more structured curriculum with outside support sources, or tutoring, might be helpful in such a case).
Ability to self-motivate – This is one that often gets overlooked, but it’s vital for homeschool success. If your child is good at this already, most curricula will work well. If not, however, you’ll want to factor that in; many parents choose a curriculum that provides some kind of external motivation, enroll their child in a co-op, or engage a tutor to help keep their student on track.
Temperament – is your child naturally more outgoing, or more shy? Do they enjoy being around others, or would they rather be alone? Don’t choose a style that is directly counter to your child’s character, but also don’t choose one that allows a more introverted child to withdraw from human interaction.
Interests – Is your child fascinated by math and science, or do you have a history bookworm on your hands? Is your child pursuing an athletic or musical talent? Play to their strengths and you’ll find you also strengthen their weaknesses.
Step 4: Review types of curriculum available

Unfortunately we simply don’t have space to review every curriculum out there, but here are some basic types, with advantages and disadvantages.

First, there’s religious vs. secular. This may not be as obvious a choice as you might think, even if you consider yourself as falling strongly on one side or the other. Religiously-oriented homeschool resources (usually Christian, in the U.S.) have the advantage of being extremely plentiful, and often academically rigorous. They may tend to focus more attention on skills such as handwriting and mental arithmetic than is usual in public school curriculum. However, particularly in the scientific realm, their particular viewpoint may receive more attention than basic facts and scientific method. Secular homeschool resources are growing in popularity as more people choose to homeschool for academic reasons, but many are new and relatively untested.

Second, there is the difference between pre-packaged curriculum and the “build-your-own” approach. Pre-packaged advantages can include accreditation (making high school and college applications, in particular, much easier to navigate), support staff to answer questions beyond the educator’s expertise level (again, very helpful in the higher grades), and a clear program of study (your IHIP essentially comes pre-packaged!). On the other hand, some parents feel that too much structure is detrimental, particularly for the earlier grades, or find the workload overwhelming. If you’re the spontaneous type, you may have to be prepared to “nip and tuck.”

The more informal, “build-your-own” approach can take different forms. Most commonly, the educator uses a mixture of public, private, or homeschool textbooks and writes a more loosely-based “lesson plan” that might include things like “Do one math lesson, two pages of English, and read five pages of this history book.” Obviously this approach adapts itself well to a family looking for a more flexible, hands-on approach. It can be difficult to stay on track, however, and necessitates careful record-keeping to satisfy legal requirements. Another even more free-form approach is the “unit study” idea, which involves using a child’s current interest as a springboard for learning – for example, if your child is fascinated with horses, you might teach them horse-centered biology, history, and mathematics. This approach works well if the student is particularly resistant to book-based learning, or is on the Spectrum; its unstructured approach can make record-keeping very difficult, however, and does not work well on an unmotivated student. It can also be difficult to ensure that the child is receiving a well-rounded education.

Two other resources that have become more common in recent years are homeschool co-ops and private tutors. Co-ops are not legally valid as a sole learning method, but can provide the child with socialization, new teaching approaches, and resources that might not be available to the individual family (choir, debate, etc.). On the other hand, it is completely legal to have a tutor as a homeschool child’s sole educator. They can be engaged for as much of the education process as the family wants, and can be particularly wonderful for a family dealing with a special needs child, lack of time or desire to be the sole educator, or simply the desire for a different perspective for their child.

There you have it – some ideas about the different types of homeschool curricula available, and how to choose one for your situation!

I have heard it a million times. “I don’t like reading. Books are boring.”
I don’t know why this time was different, but, when Joey said it to me, I challenged him. “It’s impossible,” I said. “To say books are boring means you think stories are boring. A human who doesn’t enjoy stories is about as likely as a monkey who doesn’t like to swing in trees. Humans are story. You haven’t found what you like.” The room fell quiet and we continued with our lesson on pronouns.

The competition was on. I knew I was right and wanted to prove it. I wracked my brain for how to proceed. Should I let him read comic books? Should I begin with magazines? I finally remembered another student, who was also a reluctant reader and about the same age, who’d become hooked on the Cirque du Freak series. Well, I knew that handing Joey the book and saying, “Give it a try. You’ll love it” would be the equivalent of me trying to tackle Jean Paul Sartre’s autobiography in its original French: not happening. Like a candy salesman trying to hook her customer, I decided to let him taste the sweetness, in hopes of getting him so addicted that he would do anything to get more — even if that meant reading on his own.

I began reading aloud to him and he was immediately addicted. Each day when our time finished, he begged for more. Hearing fluent reading is beneficial for developing fluency and nuanced reading, major factors in comprehension, so I was excited he was spending so much time listening to me read aloud, but I was determined to have him fall in love with reading, and to actually read. Luckily I’d picked a 12 book series, so when we finished the first book I agreed to delve in to the second only if he read every fourth page.

I dreaded when it was his turn to read. He stumbled, I corrected and we both felt bad. But after a couple of weeks I started noticing an improvement — nothing monumental but enough to keep my hopes up. I hated correcting him and trusted my instinct enough to do research on what literacy experts recommend. I was relieved to learn studies show that correcting a child during read aloud is counterproductive, as it frustrates and embarrasses them to the point of avoiding it altogether, so I stopped. It was difficult to stay quiet when he butchered common words, but I knew if I wanted to hook him I had to let it go.

We read two 200+ page novels in three weeks. He begged for more and I agreed as long as he read every third page. We continued this way – I modeled, he butchered- for another two books. His progress was slow and I started worrying my plan was going to fail. Then one day Joey came running into the classroom saying he couldn’t take the suspense anymore and had finished the novel on his own. The boy who “hated books” had read 100 pages on his own in one night! I was stunned and delighted.

Joey and I read the next nine Cirque du Freak books alternating pages. Often he would take the book home and read ahead. My experience with Joey confirmed what I suspected to be true. Kids don’t hate reading, they hate reading what we expect them to read. Left to choose their own books, at levels they can handle confidently, kids will read willingly.

When I tested Joey at the beginning of the year, he was reading at a sixth grade level. By the end of the year and twenty novels later (five of which he read independently), he was reading at a tenth grade level. On the last day of school I proudly gave him a sterling silver bookmark with his name engraved on it.

I encourage you to help your kids find what they love. Take them to the bookstore and let them browse. Teach them to read the first page of a book to see if it feels right and don’t limit their choices. Any book they read, the classics or not, will improve their skills and set them on their way to falling in love with reading.

Susana Kraglievich is the founder of Central Park Tutors. She spent her adolescence reading Sweet Valley High and Danielle Steele and her adult years in love with Tolstoy, Ibsen and the occasional Vogue.

When I was younger I was not a big reader because I was a slow reader. No matter what though, my mother tried to encourage me to read by allowing me to read ANYTHING of interest to me. When I was in 6th grade, I picked up a book and read it and could not put it down. From that moment forward, I was on a search for books that I would enjoy reading and maybe also learn a little from as well. I loved books related to history and love stories. Becoming a teacher made me realize how important it is to find various types of books in order to address various topics and meet various learning styles and student interests.

Here are some thoughts from to share with children who may be struggling to find something they like, need a book related to a particular topic or simply want to try something different.

These books all have the theme of Historical Fiction. Do feel free to write to us for books on other topics as well as we are always in the mix of discovering what kids love to read…

Book: Two Suns in the Sky by Miriam Bat-Ami

Grade/Age: 5th grade and up/10 and up

Book synopsis: This is a story that takes place during World War II. It is the story of a 15 year old Yugoslavian Jew who flees Europe with his family. They come to the United States and find refuge at a refugee camp in Oswego, New York. While at the camp the main character Adam, meets a girl, Chris, who lives in Oswego but comes from a Catholic family. She feels trapped, he is escapee fighting for his life and yet this book beautifully shows the strength of love and the need for companionship in order to navigate life’s lessons.

My review: This book is great for anyone who loves a good love story, but also is interested in history. It gives you a glimpse into the life of two teenagers growing up during one of the world’s most terrible times in history. It allows students to learn about the challenges we may face in life and how to navigate them. It is reminiscent of a modern day Romeo and Juliet. Once you start reading it, you cannot put it down.

Book: Witness by Karen Hesse

Grade/Age: 6th grade and up/11 and up

Book synopsis: The story takes place in 1924 in a small Vermont town when the Klu Klux Klan comes to town. This book is written from the perspective of four different characters perspectives. The characters are of varying ages as well as varying ethnic and cultural backgrounds. The story unfolds and you see how the effects of the Ku Klux Klan affects each of their lives as well as how all their lives are intertwined. However, this book is not written as a story, but rather as poetry.

My review: Since this book is written in poetry it is a quick read and fast moving. It keeps you focused and wanting to know more. The way the author has written the story allows for fluidity and continuity. The most interesting thing is to see how the same group of people affect different people. It is a great book to teach first person narrative, point of view, and poetry.

Book: Maus I and Maus II by Art Spiegelman

Grade/Age: 6 and up/11 and up

Book synopsis: This is a graphic novel written by the author as an account of his father’s experience in Nazi Germany and through the Holocaust. It begins with the author as an adult going to visit his father and hear the story of his past and follows it through until his release at the end of the war. It is cleverly written and illustrated to depict the Jews and the Nazis.

My review: Graphic novels are a great way to get children interested in any topic, but especially historical topics. It is very easy for children to relate to because it reminds them of the comic books many students grew up on. It also allows for great graphics along with wonderful stories and makes reading a lot easier and more interactive.

Book: Audacity by Melanie Crowder

Grade/Age: 7 and up/13 and up

Book synopsis: This book is written in free verse from the perspective of a young Jewish girl, Clara, who lives in Russia and emigrates to America. She is part of a very traditional Jewish family and is taught to help out around the house and not to read or go to school. Clara defies her father’s wishes and sneaks books to start learning and reading. As life in Russia gets more difficult her family finds there way to America. They take up residency in New York’s Lower East Side Tenement buildings. Clara begins work in a garment factory, and eventually joins the women’s rights movement.

My review: This is a great story for anyone who loves New York. There are many places referenced in the book that people know and love. It is also a great book to learn about the experiences of a particular person during a particular time in history. I enjoyed that it was written in free verse. It made the story move quickly and it gives a rhythm to the story. It is an inspiring story about following your passion and sticking it out to find your purpose and meaning in life.

Book: Number the Stars by Lois Lowry

Grade/Age: Grade 5-7/10-12 years

Book synopsis: This is a story of ten year old Annemarie and her family and how they help her friend Ellen as the Nazi rise to power in Denmark. There is focus on the Danish resistance and how they help smuggle Jewish families to Sweden.

My review: Lois Lowry wrote a story that makes learning about a very sad and tough time in our nation’s history very relatable. Lowry chose to write this story from the side of a family trying to help one of their daughter’s friends. As a child it raises a lot of questions about family dynamics, personal beliefs, and importance of friendship. It raises the question, how far would you go for someone you love?

Book: If I Should Die Before I Wake by Han Nolan

Grade/Age: 7th and up/12 and up

Book synopsis: This story is about Hilary. She is part of a Neo-Nazi group in her hometown and is part of a terrible motorcycle accident with her boyfriend. When he is taken to a Jewish hospital with a coma from he accident, she begins to have dreams that are not her own. In fact,

the memories of her roommate, Chana, a Holocaust survivor, are who the memories belong to. Throughout the story Hilary begins to learn the history of the Jews and the experiences they had during the Holocaust. What will this mean for her when she finally comes out of the coma?

My review: Han Nolan writes a story of genuine interest and concern. She raises a real issue of young people being part of very intense anti- groups for various reasons. What motivates us to make the choices we do? It also brings to the forefront the idea of learning about others by taking a walk in someone else’s shoes. By hearing other people’s stories we can learn a lot about ourselves from speaking to others. This book is a great read for anyone who is interested in the topic of the Holocaust or wants to understand life from another’s point of view.

Book: Little House on the Prairie Collection by Laura Ingalls Wilder

Grade/Age: 3rd-7th/8-12 years

Book synopsis: This collection is written by Laura Ingalls Wilder about her life and experience living and moving through America from the Wisconsin woods to Dakota. It takes place during the 1800s and early 1900s in America’s Western Frontier.

My review: I love these stories because they are a direct reflection of the author’s own life and give students an idea of what life was like during the pioneer days. If students enjoy one book, it is great that there is a series of books that trace the life of the characters.

Book: Sadako and the Thousand Paper Cranes by Eleanor Coerr

Grade/Age: 5th and up/10 and up

Book synopsis: Eleanor Coerr wrote a story about a young girl affected by the aftermath of the atom bomb. In her story she writes about Sadako and how she was visited by a friend in the hospital who shows her how to fold paper cranes. Sadako has leukemia from the radiation she experienced as a child when the atom bomb was dropped near her town. By the time of her death she has folded six hundred and forty-four cranes. There is now a memorial in Hiroshima Peace Park where people visit and leave paper cranes in her memory.

My review: This book is a short read, but it shows what the aftermath of the choices we make are. I think that this a great book to introduce students to the effects of a nation’s choice. It is relatable for students because she is such a young girl and I think like many of the other books, it gives another side to a story in our nation’s history.

Book: The Watson’s Go to Birmingham by Christopher Paul Curtis

Grade/Age: 6th to 8th/11 to 13

Book synopsis: The book is narrated by one of the characters, a nine year old boy named Kenny. He is part of the Watson family. One wrong move from Kenny’s older brother Byron causes their family to leave Michigan and head to Birmingham where their grandmother lives. Once in Birmingham, it is evident that this family has walked into the center of the Civil Rights movement.

My review: Christopher Paul Curtis wrote a story about a family and how the choices we make affect more than one person. This is the core idea at the heart of the Civil Rights Movement. A family moves to save their own family member from the trouble he encounters only to walk in to one of the largest movements in our nations history. Curtis writes about racism and acts of racism and how they affect a young boy growing up in the face of such a whirlwind of events.

Book: Ringside 1925 by Jen Bryant

Grade/Age: 5th and up/10 and up

Book synopsis: The story takes place in 1925 and is about the students of Dayton, Tennessee. This book follows the story of the famous Scopes Monkey Trial from the perspective of the students of J.T. Scopes. J.T. Scopes is the teacher who is being put on trial for teaching his students Darwin’s theory of evolution. Each student has their own side to share and is written in prose.

My review: This book opens up the possibilities to experiencing a story from multiple points of view. It also relates to a very large trial in our nation’s history, but makes it relatable to students. It is written in prose, therefore it is an easier read since the amount that has to be read is shorter.

Applying to college can be an incredibly daunting process. Despite the fact that fairtest.org claims that more than 800 four-year colleges and universities do not use the SAT or ACT to admit substantial numbers of bachelor-degree applicants, for most students the need to take at least one of these two tests is inevitable.

It can be daunting to open the U.S. News and World Report for your top college and see its percentage acceptance rate (Harvard is currently at 6%), and to click on the statistic of “entering class stats” can be even more intimidating. It is important to remember that just because a school is rated number one (or in Harvard’s case, number two- what slackers!) does not mean that said school is the right school for you.

As a former Brooklyn Technical High School teacher of twelfth grade English, I frequently heard students’ overwhelmed laments, “How do I know the right school for me?” There are a series of research tools that can help you find your dream school. The reality is that the school you end up falling in love with, in the end, may not end up being the school you originally thought would be your top choice.

In 2012, I had a wonderfully bright student named Jane. She was thoughtful, incredibly talented, and out sick a great deal because she would stress her body with all the pressure she put on herself. She was a concert violinist, and was always competing, sometimes on the international level. When she applied to colleges, she got into her “first choice”: the Julliard School, to study violin. She also got into the CUNY Macaulay Honors program. Her parents and music teachers encouraged her to go to Julliard. Julliard had always been her dream school, but she realized that the pressure she would have to face for four years, and the lack of flexibility with a degree that was so targeted was not, in fact, what she wanted. She ended up matriculating at Macaulay Honors, and couldn’t be happier about that decision.

I myself was a very bright student who struggled with standardized testing. Part of why I currently tutor standardized exams is because I fully understand the complexity of the psychology of the exam, and how terrifying it can be for students who struggle with anxiety or perfectionism. My first choice school was Brown University. I did not get in because, as an Ivy League school, they emphasized the SAT exam. I did, however, get into my second choice school, Haverford College, which ended up being a great school for me. There are plenty of incredible schools that de-emphasize the SATs and ACTs and focus instead on your academic progress, your recommendations, and your interview. Please click on the link below; you will be pleasantly surprised at how many fantastic schools de-emphasize standardized exams. (The list can be found at: http://www.fairtest.org/sites/default/files/Optional-Schools-in-U.S.News-Top-Tiers.pdf.)

Finding your dream school is a process. You should not begin this process a few weeks before college applications are due. Students should start researching schools their junior year so that they can narrow down their choices. A great resource to figure out what school might be right for you is The College Board’s Big Future search.

It really takes students through the process, and makes them narrow down their search by location, majors and learning environment, top choice activities, test scores and selectivity, and size. It makes students really think about what they are looking for; the beauty of this site is that you can go through the process, jot down what schools it comes up with, and then go back to the beginning and shift just one element (i.e. I want to keep all the same elements, but click on a small school instead of a mid sized school, while still maintaining the same learning environment, location and majors.) The United States alone boasts over 2500 four-year colleges and universities. The Big Future search is a fantastic jumping off point if the process feels daunting or overwhelming.

Finally, if college is a priority, but you don’t feel that you are quite ready to make the leap from high school to college, many students take what is called a “gap” year. My cousin, who is currently studying at Northwestern University, got in through the early admissions process and deferred a year. When asked about his year between high school and college, he explained, “I took my gap year because when I graduated from high school, I had just turned 17, but more importantly, because I understood that I didn’t feel ready for college. My year off gave me professional and corporate experience as well as time for valuable personal insight, vital pieces of my development I might not have gained from directly entering college.

Over my gap year, I was fortunate to be able to take a corporate internship, work with children, help produce films, and travel around the world. I have no regrets about taking a year off. What I learned about myself still influences me today, and I wish I could take that year again. I am currently studying Radio/TV/Film with a Spanish minor at Northwestern University.”

When applying to schools, you must remember that there is no one-size-fits-all approach. Just as every individual is unique, so are students’ wants and needs. Think about the type of school and the approach that is right for you, do your research, and use the tools to help you forge your own path.

In the classroom, my students’ favorite days are days when they get to explore science and engineering in hands-on ways. From designing and building catapults to launch marshmallows to figuring out how to best secure an egg when it is dropped from the roof of the school, the excitement students express on those days is what a teacher lives for! How can you, as a parent, cultivate an interest in engineering in your own student?

The key is finding resources that inspire creative, out of the box, thinking. Something as simple as creating an invention box in your home with old tools and used electronics for tinkering can help to foster a love of engineering. One year, I provided my sixth grade class with cardboard and duct tape and told them to use what they know to design a roller coaster for a tennis ball. It was amazing to see students work together using their knowledge of physics to solve this problem, and they loved having free reign to make mistakes and solve them.

However, we as parents frequently need a little more guidance and ideas to jumpstart that creative energy. Here is a brief overview of some great resources that can be used to foster a love of engineering in students from preschool to high school.

Web Resources:

TryEngineering – A website dedicated to helping students, parents, and educators discover the world of engineering. On this website, you can research the 25 major specialties recognized in engineering and engineering technology, and research the colleges that offer these majors. Information about summer camps, competitions, projects, and scholarships is also offered. This is a great jumping off point if you have a preteen or teen who is showing interest in engineering.

MathMovesU – Engineering Resources – This website, sponsored by Raytheon, provides teachers and parents with many resources, from talking about what engineers do to the top engineering schools in the United States. The conversation starters are a great jumping off point to get your student thinking about engineering.

DiscoverE – Test Drive Engineering – The DiscoverE website is a great resource to research engineering, engineering schools, and engineering careers. What sets it apart is the Test Drive Engineering section. This page gives you ideas on how to introduce engineering to your child in as little as 5 minutes, or for an entire semester.

Picture Books:

Galimoto – Published in 1991, Galimoto is about a boy named Kondi who is determined to build a toy out of wire. Undeterred by lack of materials and the difficulty of making such a toy, Kondi displays perseverance and determination. This book, when paired with a project to design and build your own galimoto, creates a fantastic introduction to engineering concepts for younger children.

Violet the Pilot – The main character of this book, Violet, is a mechanical genius, which separates her from her peers. In an attempt to make friends, Violet decides to build and fly her own plane in an airshow. After reading this book, challenge your child to design a paper airplane. Take it a step farther and ask them to design a model airplane using household materials.

How to Bicycle to the Moon to Plant Sunflowers: A Simple but Brilliant Plan in 24 Easy Steps – The protagonist in this book shares his simple plan for bicycling to the moon, although his busy schedule has prevented him from making the trip. This story superbly details how to develop a plan to solve a complex problem. Make this book come to life by asking your child to develop a fantastic plan to solve a simple problem in their life; e. g., cleaning their room, brushing their teeth, feeding a pet, etc.

Toys:

PicassoTiles 100-Piece Set Magnetic Building Tiles – Bright and colorful, use these tiles to create amazing buildings or scenes. This toy is a huge hit with kids of all ages. Use with a lightbox or flashlight to bring in more interest! Additionally, you could pair this toy with the book Iggy Peck, Architect to discuss creative thinking.

Elenco Electronic Snap Circuits – Use this electronics set to create at least 300 projects, from clocks to burglar alarms. It’s a great introduction to the field of electrical engineering. Although a manual for projects is included, encourage your child to design and create their own invention!

Engino – These kits are a level above an Erector set and expose kids to mechanical engineering. They are simple enough to use straight out of the box, but can also be used by children to create more complex inventions of their own design. Use the book The New Way Things Work to help explain how machines work.

Apps:

TinkerBox – This app exposes teens to interesting engineering and physics problems and puzzles. Designed to prove that engineering can be fun, the app also allows students to create their own inventions. This app is available for free.

Crazy Machines – Evaluate inventory, read a blue print, and accomplish a goal. Crazy Machines introduces kids to various engineering aspects and project planning. This app is $1.99 in the App Store.

Inventioneers – Create wild and wacky inventions while learning about physics. This app will help your student understand physics and how things work. There are eight chapters and 112 inventions to make. This app is $2.99 and is available for Apple and Android.

It is never too early to introduce a child to the world of the physical sciences. Even babies have an impressive grasp of physics from their interactions with gravity. I have found that providing students with a problem and a variety of tools to solve it stimulates an amazing amount of creative thinking in my students that they then apply across all subject areas. I hope I have presented you with just such a challenge, and I hope you can use some of these recommendations to encourage and develop the engineer in your child and the teacher in you!

By Laura Rowe- a certified elementary and middle school general educator who loves teaching physical