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My kids are 6 and 9. We eat fast food too often, so this summer, I want to help them eat better. My goal is to have fewer fights over food and good lunchbox ideas for school. How can we make this a fun learning experience?

This is a perfect summer project, says Emily Ziedman, a Seattle-based certified nutritionist who introduces children in area schools to nutritious foods and healthy choices through a Flagship Foundation program (a nonprofit that “inspires and empowers children to make smart, healthy eating choices”).

“My teaching is influenced by nutritionist Ellyn Satter’s pioneering work,” she says. “It emphasizes competency, rather than deficiency, providing rather than depriving, and trust rather than control.”

Ziedman helps children understand that parents are in charge of the “what, where and when” of the food we eat. “It’s a parent’s job to prepare food, provide regular meals and snacks, and so on,” she says. “Children control ‘whether’ and ‘how much.’ The best way to educate children is to involve and empower them in family food choices.”

Ziedman offers several good ways to do that.

– One, take them food shopping. At the farmers market or produce aisle, invite them to choose fruits and vegetables they want to try. Or, ask them to select items for you, suggests Ziedman: “‘Can you find me a good tomato?’ Once chosen, there’s a bit of pride of ownership.”

– Two, involve them in food preparation. “Even if too young to peel or slice, they can wash and dry fruits and vegetables, shred lettuce, stir ingredients and so on,” says Ziedman.

– Three, teach them about food labels. “The longer the list of ingredients, the more processed and less healthy the food,” says Ziedman. “Children can count the ingredients, even if they can’t read them.

“Examine two different packages of a similar food. For example, an occasional treat might be a bag of chips. Show them how to compare a bag with 10 to 20 ingredients with one with four or five ingredients and fewer fat calories. Discuss why they may choose the one with the shorter list.”

– Four, make simple recipes together. “Vegetarian chili is a great one — it’s easy, balanced and introduces children to a range of textures and tastes,” says Ziedman. “Search for versatile recipes to make on Saturday and store for the week ahead. Create a family cookbook of favorites.”

Meri Raffetto, a registered dietitian and co-author of the Mediterranean Diet Cookbook For Dummies (Wiley 2013), tells parents to keep newly discovered foods front and center.

I didn’t realize how disorganized my fifth-grade son, Garth, was until his teacher told us about multiple uncompleted assignments he had. He enters middle school this fall. She’s urged us to work with him on getting his act together this summer, but how?

This teacher gets a “C” for flagging the problem (”better late than never”) and an “F” for diagnosis.

Garth’s incompletes could be due to weak organizational skills, but that’s not necessarily the case, says Donna Goldberg, a New York City-based academic coach.

First have an objective talk with Garth. “You might learn, for example, that all the incompletes are from the last class of the day,” says Goldberg. “The teacher gives the assignment just before dismissal, after he has stuffed his planner in his backpack. He relies on memory to recall the assignment then forgets. I’ve seen it happen.”

Another reason could be schedule overload. “Some kids go from 7 a.m. to 7 p.m. They get home, eat, do half their homework and crash. They aren’t mature enough to say, ‘Hey, I need more breathing room.’ Or they may fear a favorite extracurricular activity will be taken away,” she notes.

Make an appointment to see the teacher. Probe for specifics, Goldberg advises. “Are all the incomplete assignments in the same subject? Were some partially complete? Garth may lack key skills in that subject,” she says. “This is a common reason kids fail to complete work, yet it goes undetected until testing shows what skills are missing. The teacher assumes lack of diligence when really it’s lack of knowledge. Find out what the gaps are and consult with the school counselor about summer tutoring.”

If he has incompletes in all subjects, discuss how he keeps track of assignments. Goldberg says many schools expect all students to record assignments in planners and use them to schedule homework and other activities. He may not be writing down assignments. Or he may have trouble scheduling time. Some teachers post assignments online, assuming that students will check the school’s site if they forget. “Works fine in theory,” she says, “but in practice it’s hard for the undeveloped brain to manage multiple sources of information. They think, ‘I’ll remember,’ but don’t.”

Goldberg says that no matter how much online information a school offers, it’s important for students at this age to record assignments and instructions, which “helps them remember homework and give it importance.”

If Garth’s incompletes are skills-related, use the summer to catch up. “You can hire excellent teachers to tutor an hour a couple of days a week. Schedule around Garth’s summer plans so it isn’t a punishment,” Goldberg advises.

If his problems are the result of poor organizational skills, tell Garth that come fall, you’ll help him make a fresh start. Read Goldberg’s practical book, The Organized Student: Teaching Children the Skills for Success in School and Beyond (Touchstone, 2005). When school starts, be proactive: Check in with his teachers to ask how Garth is doing.

I teach in a district making budget cuts. We are trying to keep our middle school guidance counselor. She is really good, but never toots her own horn. Our school has 550 students! Can you help us make a case for her?

With that student-to-counselor ratio, members of your district should be doing everything they can to keep her happy. One counselor for every 250 students is the recommended ratio.

First, make sure everyone knows exactly what your school counselor does. As a teacher, you know she’s critical, but too many folks have an outdated notion of the role.

“Today’s counselors offer much more than the ‘guidance’ of (our) grandmothers’ day. They provide a broad range of services and skills,” says Darcie Jones, Program Assistant for Counseling at Oregon’s Salem-Keizer Public Schools.

In response to burgeoning student needs, the American School Counselor Association (ASCA) redefined the profession in 2004. ASCA publishes standards that describe the many facets of a licensed professional school counselor. There are national and state standards, too. (Go to schoolcounselor.org and your State Education Department website.)

“A licensed professional school counselor is a skilled advocate uniquely trained to understand the social, emotional, interpersonal, academic and career skills necessary for kids to stay engaged in school,” says Jones. “As community resources dwindle, the counselor often functions as the architect of structural supports a student needs to succeed.”

A school counselor is a collaborative school team member, says Jones: “A big-picture thinker who can partner with the entire school staff, parents and outside resources to address issues that may affect student outcomes. As instruction becomes more data-driven, school counselors help collect and interpret data to make sure students aren’t falling through the cracks.”

Middle school counselors have an especially critical role as students transition from childhood to adolescence, says Jones: “They teach coping strategies and ways to understand oneself, navigate peer relationships and develop effective social skills. They provide academic support such as goal-setting, decision-making and teach organizational, study and test-taking skills.

“They provide responsive supports such as individual and small group counseling, referrals to remediation to make up for lost learning, and individual, family and school crisis intervention.”
Research shows that comprehensive counseling programs boost student success. Students at schools with such programs do better on standardized tests and are more likely to go on to higher education.

Studies also show that students who feel valued and safe in their school — a key goal of a comprehensive school-counseling program — are more likely to perform well in all academic areas.

“Because they have a broad perspective, many school counselors have an important impact on maintaining a positive school climate,” notes Jones.

With more children slipping into poverty each year, Jones says that “school counselors are more involved than ever in garnering basic resources children and families need such as food, clothing, dental and medical care and adequate shelter.”

But perhaps the best way to keep your school counselor is to have the budget cutters shadow her for a day. While she attends to confidential matters, they can sit in the hallway and catch their breath!

My daughter is a single working mom with a 3-year-old son. I think he should enter preschool. She wants him home with me even though I’m sickly. She says a child’s IQ is what it is and preschool isn’t beneficial. She’s making me feel guilty. Is it true that IQ is fixed at birth?

Overwhelmingly, experts agree that intelligence is not fixed at birth.

As for the benefits of preschool, there is considerable evidence showing positive, long-lasting effects for 3- and 4-year-olds enrolled in early learning programs.

Studies also show that while kids from lower socioeconomic groups may have lower IQs than their better-off counterparts, the gap is due to differences in educational opportunities. Their IQs rise as their learning opportunities expand.

Researchers have also shown that children who have had preschool are more ready for kindergarten. They tend to repeat fewer grades, have higher rates of high school graduation, and exhibit more pro-social behavior throughout their school years.

But quality matters. If the educational program is just baby-sitting, your grandson could be better off with you, assuming you’re not giving him a daily diet of TV. But if the program has well-trained teachers, is organized around environments where teachers and children interact, and offers developmentally appropriate activities to help him build a strong foundation for kindergarten, then encourage your daughter to register him.

Your daughter may be interested in a recently published paper by New York University researchers Joshua Aronson, Clancy Blair and John Protzko at the NYU Steinhardt School of Culture, Education, and Human Development. They analyzed hundreds of studies to determine the overall effectiveness of various early childhood interventions involving children from birth through kindergarten.

The researchers discovered that enrolling an economically disadvantaged child in an early education program could raise his or her IQ by more than four points. Preschools that include a language development component boosted children’s IQ by more than seven points.

They also found that a technique called interactive or shared reading—when parents actively engage their children while reading with them—raised children’s IQ by more than six points.

The technique helps children develop vocabulary, knowledge of the sounds of language, and a habit of home reading, says early literacy expert Anne Van Kleeck, author of Sharing Books and Stories to Promote Language and Literacy (Plural Publishing, 2006).

She suggests these basic steps when reading with your preschooler: Look for children’s books that engage him. Ask him simple questions, such as, “What is in this picture?” Repeat words and phrases. Ask him to label objects and events in sequence. As you progress through a book, ask him more complex questions about specific things in the story. Ask open-ended questions, rather than yes or no questions, and expand on his explanations. If he says, “The boy is afraid,”ask him why. Reinforce correct grammar and syntax. If your grandson says, “The dog go home,” say, “Yes, the dog went home.”

To give your grandson a great start, enroll him in a quality preschool program and read with him every day after school. You’ll put him on a path to lifelong learning.

My son’s second-grade teacher wants me to bring our dog Bella to class to “listen” to students read. Bella, a tranquil 8-year-old Labrador retriever, is a trained guide dog whose owner died recently. The teacher says Bella can help some kids read better. The principal has approved, and my son is excited. Is this a crazy idea?

No, not at all. The folks at Intermountain Therapy Animals have certified Reading Education Assistance Dogs (R.E.A.D) and their owners throughout the nation for more than a decade. R.E.A.D. dogs are registered therapy animals that volunteer with their owners or handlers as a team. They work in schools, libraries and other settings as reading companions for children. The research results show gains for many young readers.

R.E.A.D teaches the dogs to look at the book while a child is reading it, focus on the reader and tune out classroom distractions. To learn more about the training and guidelines, go to therapyanimals.org/R.E.A.D.html.

You wouldn’t want to take a dog like Marley from “Marley & Me” to class, but many schools welcome pets that are certified as “Good Citizens” by organizations such as R.E.A.D. and Pet Partners (petpartners.org) and their local affiliates.

Because Bella is a trained guide dog and comfortable in social settings, she will probably fit right in the classroom and have no problem listening patiently as a child plows his way through Captain Underpants.

Double-check with your principal to make sure that there are no children with serious allergies whom Bella might encounter. You’ll have to provide a certificate from a veterinarian that Bella is in good health and has had required vaccinations. Also, inquire about insurance. (Some training organizations offer it to owners of certified dogs.) Work with the teacher to set a specified time that Bella will be with students, and remain with her during this time.

“I can totally understand why this teacher would want Bella to listen to second-graders,” says Kristen Ball, a Connecticut fifth-grade teacher who often takes her Tibetan terrier, Livvy, to class. “The elementary school years are critically important in the lives of young readers. They need lots of practice to become fluent readers, yet many are still nervous when reading aloud to peers and adults.

“Dogs relax kids. They just start reading and don”t worry about making a mistake. Plus, reading to a dog is fun! Even my fifth-graders become more animated and confident because they know the dog won’t care if they stumble over a word.”

Ball said that Livvy helps kids with high energy because they can pet her throughout the day. During one school year in particular, Livvy gave a daily boost to a boy in Ball’s class who had a serious medical condition.

Ball has noticed something else dogs can do for kids: help them focus. “Some students are very distractible, but when Livvy is relaxing at their feet, they focus on their tasks better,” she says. “There is something magical about a dog’s presence that calms kids and makes them very happy.”

My son is failing ninth grade. For years, I’ve reminded him to do his homework, and then checked with his teachers. When I back off, he slacks off. His teachers say he can still pass if he shows effort. He admits he’s lazy. I’ve grounded him and removed digital devices, but it’s always the same old pattern. So I’m going to let him make the decision to fail. Am I doing the right thing?

This is tough. I gather that you’ve worked with his teachers to rule out learning disabilities and determined that he isn’t an under-challenged student who needs acceleration. And I assume you’ve checked to make sure that he has mastered the necessary skills for high school work.

“Assuming you’ve pulled out all the stops—consulted with teachers and counselors and they’re as perplexed as you—I suggest one more thing: Let’s call it the positive consequences system,” advises says Jane Bluestein, Ph.D., a New Mexico educator who coaches teachers and parents on student behavior.

This works by replacing threats (”If you don’t do your homework, you’re grounded!”) with positively framed statements (”When you have completed your math homework, you can shoot baskets with your friends for a half-hour,” or, “You’re almost finished with your report? Great, finish it, then you can have your phone back.”).

You’re still tying privileges to responsibilities, but you’re switching the dynamic, says Bluestein, author of Parents, Teens, and Boundaries (HCI, 1993).

“Threats provoke resistance, passive-aggressiveness and flat-out defiance,” she says. “Emphasizing positive consequences helps avoid negative reactions, and it puts all the responsibility back on your son.”

For this to work, de-stress his after-school time. Make it friendly, neutral, and nonconfrontational.

“Kids need a transition after school,” says Bluestein, “and many teachers give more homework than is reasonable. Without babying him, be sympathetic. Some students can start homework once they’ve had a snack; others need a longer break.

“Since scheduling is a skill he needs to develop, give him a chunk of time and ask him to allocate blocks of time within it that he’ll need to finish each assignment. Weave meaningful positive outcomes into his schedule if he meets his goals.”

What if this doesn’t work? Parental encouragement and engagement are just two factors in school success and you’ve given those a good shot, says Bluestein.

“Kids learn much from the outcomes of the choices they make,” she says. “I can’t think of many things harder than watching a child ‘choose’ to fail, but ultimately, despite your best efforts, he may be fighting you for power and this is his way to prove you can’t control him. If it’s a power play, you may want to seek the help of a family counselor to learn how to break destructive win-lose (or no-win) patterns.”

Have a very frank discussion with him about the consequences of failure.

“Ask him how he will feel and what he’ll do if he finds himself next year sitting in the same classes again,” Bluestein advises. “In the same discussion, be very clear about which privileges come with improvement and success.”

Since my son was in kindergarten, I’ve communicated with his teachers and volunteered in class. He’s now in fourth grade and resisting my involvement. He’s doing well. Should I back off? I don’t want to be a helicopter mom.

Unless you’re doing his homework, laying out clothes for him each morning, and taping a note to his lunch bag to remind him to eat, you’re a far cry from a helicopter mom.

Stay involved; just leave a lighter footprint. As kids get older, we want them to assume independence along with responsibility. One of the key reasons your son is doing well in school is your involvement all these years. You sent a clear message: School is important.

There’s no shortage of data showing that kids whose parents  are engaged in their education have an edge in academic achievement throughout school.

A study released last fall, “Does Capital at Home  Matter More than Capital at School? Social Capital Effects on Academic Achievement,” is particularly intriguing. It suggests that parents may have more influence over their children’s academic success than schools themselves.

Study authors (Toby Parcel, Ph.D, North Carolina State University; Mikaela Dufur, Ph.D, Brigham Young University; and Kelly Troutman, Ph.D, University of California-Irvine) analyzed the achievement levels of 10,000 12th-graders in math, reading, science and history. They matched the students’ scores with the level of their “family social capital.”

Family social capital included such measures as: Does the parent  check the student’s homework? Does the parent attend school meetings and events? How often do students report discussing school programs, activities and classes with parents?

Those students in families with high levels of family social capital were more successful than those with low levels of family social capital.

“Our study shows that parents need to be aware of how important they are, and invest time in their children — checking homework, attending school events and letting kids know school is important,” says Parcel. “That’s where the payoff is.”

The researchers also looked at “school social capital,” a school’s ability to serve as a positive environment for learning. This included measures such as student  involvement in extracurricular activities, teacher morale and the ability of teachers to address the needs of individual students. The researchers found that students with high levels of family social capital and low levels of school social capital were more likely to excel than students with high levels of school social capital but low family social capital.

“In other words, while both school and family involvement are important, the role of family involvement is stronger when it comes to academic success,” Parcel says.

So stay involved in your son’s school life, but instead of volunteering in his classroom, contribute in other ways: Tackle a PTO project or spearhead a school club. When one student’s parent is a role model at school, every student benefits.

I’m looking for an Earth Day project for our After-School Club, kids 9 through 11. This year’s theme is “Climate Change.” Depressing!  Kids can’t really do much about that.  Should we just plant trees for Arbor Day?

Celebrating Arbor Day (April 26) is a terrific option, especially if kids learn to care for trees and understand their vital role in cooling homes, communities, and our planet. Find excellent age-appropriate activities at arborday.org.

But don’t avoid this year’s Earth Day (April 22) theme. “We can give kids a sense of power about their environment and help them see that our everyday actions impact our environment,” says educator Cathryn Berger Kaye, author of  A Kids’ Guide to Climate Change & Global Warming (Free Spirit, 2009). “Some climate change is natural. Earth’s climate has cycles and patterns. Temperatures rise and fall. However, most scientists agree that human actions have made these changes bigger and faster. Kids can learn that our actions can also help slow down these changes.”

Explain that greenhouse gases build up in the air and make our planet warmer. Carbon dioxide is a common greenhouse gas. “When we burn oil and coal to run cars, factories, electrical plants, and farms, we produce a lot of carbon dioxide. Some of it stays in the air and some of it goes into the water,” says Kaye. “We can all do our part to reduce greenhouse gases. This is especially urgent because our oceans absorb up to half of the carbon dioxide that we produce. That’s too much for our waters.”

Build kids’ awareness that everyday decisions can have a big impact. Organize your project around activities that promote the idea that every day is Earth Day, suggests Kaye. She offers the following:

  • Promote walking and bike riding campaigns. Great exercise and no carbon dioxide.
  • Turn off and unplug. Do energy audits at home and school. Where can lights reduced to save energy and dollars? Teach others to unplug electronics when not in use.
  • Recycle, reduce and reuse. Recycling is often misunderstood. Help others learn how to sort trash. Do a classroom or home inventory of ways we can use less. Look for ways to reuse items before throwing away. “For example, want to make clever Earth Day t-shirts? Take used ones, turn them inside out and add your message,” suggests Kaye.
  • Compost. Composting reduces waste and greenhouse gases in landfills. A school composting project educates the whole community!
  • Fight litter! It gets into storm drains and into our oceans. “Convince others to tackle litter by staging a play based on the hilarious book The Wartville Wizard,” says Kaye.
  • Spread the word!  Kids words can create a strong ripple effect. In her book, Make a Splash! A Kid’s Guide to Protecting Our Oceans, Lakes, Rivers, & Wetlands (Free Spirit, 2012), Kaye encourages young people to turn their words into persuasive letters and videos to influence others.

I heard an interview with an author who says character is more important than IQ in school success. I have zero time to read but I like his idea. Are there character-building tips that will work with one bratty teen?

Chances are you heard author, Paul Tough, whose new book, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character (Houghton Mifflin, 2012) has teachers and parents buzzing. It showcases the work of scientists who have identified skills they believe are crucial to success, such as persistence, curiosity, conscientiousness, optimism, gratitude, and self-control. Neuroscientists call these executive functions, says Tough. “The rest of us often sum them up with the word ‘character’.”

There is no quick cure for brattiness but you can shape your teen’s character over time through daily experiences that reflect and reinforce a family’s values, says Stephen Wallace, school psychologist and director of the Center for Adolescent Research and Education at Susquehanna University. “Make this a family project over the holidays to Identify and discuss values and character traits that you’d like to practice. Don’t think kids will balk at this. Research shows that they want to have these talks, much more than parents know!”

Create a family guide or rule book — give it a great title and cover. Credit the family member whose ideas are reflected in each entry.  Insert inspiring quotes from thinkers that relate to specific character traits.

For example, do you want your children to be more respectful of others? Wallace suggests a family rule: Leave every place neater than you found it. “This has an astounding impact on bathrooms, kitchens, and dens!”

Would you like them to be more appreciative? Practice thanking folks for everyday actions: the movie usher as you enter the theater, the bus driver as you exit the bus. Gratitude leads to an optimistic outlook.

Want kids to be more punctual? Consider Wallace’s own personal rule, “Early is on time, on time is late, and late is unacceptable.

Is one of your kids a perfectionist, afraid to take chances? Consider an entry that says mistakes are OK: “Sometimes failure helps us succeed.”

One value children love to discuss is, “Do the right thing even when no one is watching,” says Wallace. “It goes to the heart of character. It gets them to demonstrate whether they are serious about values they profess to hold.”

“ ‘Be kind to those who love you’ is a great rule for families,” says Wallace. “Write it on sticky notes to remind everyone that it’s important to nurture our relationships!”

Many families are taking the dinner hour to build relationships and reinforce desired character traits, says Wallace. “A University of Minnesota study shows positive social and academic effects on kids when families carve out mealtime together.” For more information go http://thefamilydinnerproject.org.

Exploring and defining your family’s values is a wonderful a gift to give each other over the holidays, says Wallace. “What better way to write family New Year’s resolutions?”

Our 12-year-old daughter’s friends say their parents let them lie about their age to get Facebook accounts. We don’t think our daughter is mature enough for Facebook. Are there places online where kids can share their lives and interests with friends?

Although Facebook’s privacy policy requires all members to be 13, a June 2012 Consumer Reports study indicates that approximately 5.6 million of Facebook’s members are younger than 13.

Nonprofit media watchdog Common Sense Media urges parents to be proactive in educating tweens and teens about Facebook because the digital footprint they create will live a long time. The organization’s “Tips for talking to teens about Facebook” lists topics to cover and rules to observe — from setting privacy controls to encouraging teens to minimize how much personal information they share. (Visit commonsensemedia.org/sites/default/files/facebook-tip.pdf.)

There are several tween platforms available — YourSphere, KidzVuz, Fooz Kids, Ohanarama, giantHello, Everloop and Rocket21 — and more emerging. (For ratings and descriptions, go to commonsensemedia.org.)

Media entrepreneur (and father) Mark Grayson says the main challenges for parents are educating their children about social media and monitoring their kids’ online activities — on a platform that enables tweens to experience the promise of the Internet, such as connecting users with mentors, while mitigating its risks.

“The web offers great promise for allowing kids to learn from the world’s most interesting people,” he says. “We created Rocket21.com to put kids in touch with professionals who can guide their interests and get them dreaming.

“Think LinkedIn plus Quora plus Twitter for kids. We offer ‘dream big’ experiences, such as going to the Grammys, visiting Kennedy Space Center, Charlotte Motor Speedway, Yellowstone Park and Ted Turner’s Flying D Ranch.”

The site is influenced by the research of Dr. Danah Boyd, a senior researcher at Microsoft and a fellow at the Berkman Center for Internet and Society at Harvard.

“Boyd believes shielding tweens from the Internet isn’t the answer,” says Grayson. “She challenges adults to provide social media platforms that safely allow kids to explore their interests with friends and connect with adult mentors. These mentors can be critically influential sources of inspiration to kids during an important period of identity formation.”

Rocket21 takes kids behind the scenes of events and operations they may be passionate about (i.e., What’s it like to work in professional auto racing? What questions would you ask an oceanographer? What does it take to win a Grammy?).

“We are a place where kids can hang out with peers who have similar passions and meet mentors who can encourage their dreams,” says Grayson.

Rocket21 runs regular competitions. The winner of the current competition will travel to the world’s largest aquarium in Atlanta and have a chance to meet former President Jimmy Carter, British entrepreneur Richard Branson and environmentalist and CNN founder Ted Turner.

The site has tested its privacy and safety technologies and procedures for more than two years. “We’re proving that there can be a safe place for kids to exploit the strengths of social media and learn personal responsibility on the Web,” says Grayson.

Membership is free. For more information, go to rocket21.com.

(Do you have a question about your child’s education? Email it to Leanna@aplusadvice.com. Leanna Landsmann is an education writer who began her career as a classroom teacher. She has served on education commissions, visited classrooms in 49 states to observe best practices, and founded Principal for a Day in New York City.)

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