Every Parent Matters

“Beating swords into ploughshares” took on a new relevance  recently when toys shops in Trinidad said  children were abandoning toy guns for educational games. Whether it is parental influence or the  choice of children it is good to see toy weapons are being ditched for educational games that are now appearing on the market. Many games are now linked to the curriculum so the lasting fun at home can bring real benefits to achievement in the classroom.

Alistair Owens =>
educational games

‘Research has shown that the effect of parents and what they do at home to support learning can account for 80% of a child’s academic success. This compares to school being directly responsible for around 20% of factors leading to academic achievement’. ( PTA magazine Summer 07)

The learning triangle is carefully balanced with three equal components, teachers, pupils and parents. When these components work effectively together educational and
behavioural standards are raised and outcomes are improved. However, ensuring that the parental side of the triangle is supporting the other two sides can be a challenging task. See http://www.keen2learn.co.uk
for a range of educational games that can help

They say education is a lifelong journey. Difficult to comprehend when you are at school slogging through lessons and exams but learning can be greater fun when turned into an educational game. Take a practical application and apply as many subjects that have been learned in the classroom.

This morning I took a shower, a frequent occurrence I hasten to add, but today I had one of those eureka moments – a tribute perhaps to that other rather more famous bather. Have you ever thought how much science is involved in the process of taking a shower?

To highlight the point I have used the following abbreviations as each topic appeared during my ablutions.

• Biology (B)
• Physics (P)
• Chemistry (C)
• Maths (M)
• Citizenship (City)
• Psychology (Psy)
• Geography (G)
• Geology (Geo)
• English Language (Eng)

The first question to loom up is why we take a shower? The experience is functional in removing body odours created by bacteria, (B) but also physiological as it induces endorphins that help wake you up and make you feel good (Psy) Removal of body odours also makes you a little less undesirable to others nearby ( City).

The water is fed from a header tank under gravity- thanks to Newton (P) – and as I’m a devout wuss, heated. Energy is consumed to heat the water by the conversion of electrical energy into heat P). This is measured in watts, the result of multiplying volts by amperes (M +P).

Responding to marketing persuasion I have been attracted to the delights of a power shower. The increased force (P) boosts the endorphins (B) but unfortunately uses 12 times the amount of water (Geo) than the gravity shower all of which has to be heated (P ) This is draining the natural resources, literally, of water and power causing environmental concerns (forgot to add the code for the environment – that’s an (E). The availability of water depends on geography (G) and the natural storage which locally are aquifers (Geo).

Being male I have a predilection to B.o.g.o.f offers ( buy one get one free) in supermarkets and anything in blue packaging (Psy) The resultant over purchase of needless stock (M) led to a ban by my wife (City)that means all shower products used have her stamp of approval and sensible supply level.

Today’s showering experience was a cornucopia of non blue ingredients. The shampoo promised a “Fruitful Infusion” to produce a “Dazzling Shine” (Eng) from the passion flower, patchouli and vetiver ingredients(B). The conditioner provided “Tangle free hair with uplifted volume” enhancing the dazzle effect by way of a “Citrus lift”(Eng) from tangerine, lemongrass and aloe vera (B) And the rest of the body below the head was in turn subjected to “Serious pampering”(Eng) from fennel (B) and sea mineral (C) based in a silky smooth shower gel (C).

The post shower application of talcum powder, contained talc mineral (C+Geo). The deodorant, promising to maintain a “desert – dry”(Eng) atmosphere under the arms (B +G) from aluminium zirconium trichlorohydrex (C). The aftershave contained alcohol ( C).

In the space of 5 minutes I had consumed 150 litres of water, 4 kilowatts of energy (P), half an alpine meadow of additives, and drained the lot away to the water treatment works where they will use bacteria (B) to break the ingredients free from the water, and off we go again.

Taking a simple shower will seem a lot busier from now on. My shower involved 34 applications of science and learning and a lot of fun to see just how many links with education can exist.

Alistair Owens operates an educational games web site www.keen2learn.co.uk and writes on educational matters for a wide range of publications.

Some great news! keen2learn now has access to the fantastic range of English games and Maths games from Smart Kids. Included in the comprehensive selection of literacy, maths and numeracy games is Chunks a great word game that is in extensive use in school. These teaching resources from Smart kids have proved a significant hit in lesson planning and turning many subjects at school into great fun.

The ease of use of the keen2learn website allows teachers to quickly select the products they need matched to the curriculum. Now parents can also access these same products to reinforce the lessons at home. As educational games they are great fun – you only have to ask your children which games they like to play.

The role of a modern teacher is not easy. The objective to impart knowledge, instil a learning ability, an interest in learning and ultimately groom their students towards examination success posses many challenges in modern schooling. The expectations of parents, educational authorities, the schools inspectorate and changes in society are a growing challenge to the average teacher resulting in a significant number falling by the wayside.

The dilemma is how to provide the ideal modern teaching resource extending from early learning through primary to secondary and high school. We need to compare the honed skill of the experienced teacher applying the traditional approach, able to control a class of mixed ability, with that of a computer literate vogue fledgling teacher. But in the contemporary school which has the greater relevance? Modern technology has resulted in significant changes to the teaching resources now used in school. Sophisticated software and a games approach to learning can enliven the class lesson content immeasurably compared to 15 years ago. Educationalists have developed a fun learning approach to education, turning many a dull subject into educational games. This approach has even spurred eminent scholars in education research on the University campus to recognise the advantage of applying greater video game content in education.

But still that question, which of the teaching skills is therefore better matched to the modern classroom. The mature disciplinarian versus the technocrat. A few years ago I had a conversation with a large supplier of “whiteboards” that have appeared in many classrooms. This sophisticated piece of modern electronic wizardry allows the teacher to project information onto a class sized interactive screen and interface with a computer program. The problem is the computer literacy required to make them work effectively is not second nature to many otherwise skilled teachers and many have tended to switch them off having spent most of the lesson trying to master the operation. The supplier found a significant number being used only as a modern “blackboard” with dry wipe pens used instead of chalk. This expensive technical standoff can be perhaps personified by the “video chasm”, where parents rely on children to operate the video or DVD recorder.

Yet technology is a core element of the curriculum and needs cohesive introduction, or does it? Can anyone recall giving instruction to children on the operation of a mobile phone? Doubtless the skill wasn’t taught at school yet the average child’s speed of operation and use of a phone’s features is phenomenal. Children learn from experimentation, the buzz of immediate feedback and peer support. The hands -on approach has a significant benefit. It would seem there is a need for a mixture of instruction at school and experimentation that might have to extend beyond the school timetable.

So who does makes the better teacher; the mature disciplinarian or the technocrat? I believe the mature approach has the edge. Learning is a process that benefits from a sound structure that can be enhanced by technology rather than replaced by it. The early building blocks for learning need to be put in place correctly to guide and enthuse. If this is enhanced through an element of fun in learning English games rather than pure text book slog then so much the better, but in the long run it is the steady experienced and proven approach rather than the fashionable that wins through. Yet the time served teacher is under threat as many are leaving the profession early due to the mounting pressures of the role. And of equal concern the young fledgling that would ultimately become the next generation of mature teacher is also falling by the wayside, with a significant number of new teachers leaving the profession within three years. Perhaps we need to turn education inside out and really get to understand the needs, motivation and experience of teachers and how the system should be best configured. Maybe the experience of an Ofsted inspection on the bureaucrats behind the system could be the start.

1. Undervalue your ability to help teach them when they go to school. The skill you developed when they were infants; teaching them to walk, talk, ride a bike, learn about colours, numbers etc should be ignored. Leave everything to the teachers now on.
2. Regard school time as the only time children can learn. Lessons are meant to be hard work and not there to be enjoyed.
3. Treat homework as a chore. It has to done, nobody likes doing it and you don’t want to interfere otherwise it could ruin a good row and you’re very busy.
4. Avoid giving your child help in case its spotted or criticised better to regard your knowledge of school lessons as dated and not applicable to modern teaching techniques.
5. Consider kids free time out of school as sacrosanct. Quality time with children cannot possibly be linked with school work.
6. Believe that TV is the sole means of providing educational input relevant to their lessons.
7. Minimise all contact with the teacher. You’ll find our how your child is doing in end of term reports or parents night. Don’t worry if you wasted a term’s opportunity to help before you found out.
8. Don’t believe the hearsay that the biggest drop in your kid’s performance generally happens when they go to secondary or high school. Fingers crossed they’ll keep up.
9. Always buy presents that other kids have got, have been heavily advertised and hold their interest for about a week.
10. Ignore the range of fun interactive Educational Games & Toys at www.keen2learn.co.uk. They’re great fun for kids aged 3-15, matched to the curriculum and help you take a more positive role in their learning.