Branching Bootcamp

Memorizing

• Put it to a tune.
• Add motions. (ASL – American Sign Language)
• One-Line-at-a-Time
• Read the poem/verse/line through several times.
• Say the first line again and again until you have memorized it.
• Now do the same for the rest.
• When you learn a stanza/section/verse, repeat it over and over until it is in firm.
• Write-It-Down
• Write it on a piece of paper.
• Leave a space and write the first line as many times as necessary until you can do it without looking at the original.
• Do this with each line.
• Then write the lines in order.
• Fill-in-the-Blanks
• Write on a whiteboard/blackboard.
• Read it over and over until you are familiar with it.
• Erase one key word in each line.
• Fill in the spaces from memory.
• Continue to omit words until you can do it all.

Memorizing and reciting has been a part of culture since the beginning (oral history & bards).  This helps with public speaking, confidence, and memory.

Practice public speaking

• Stance – stand straight and tall with hands and arms relaxed.  Feet should be planted at shoulders width.
• If it is a poem, start with the title and poet.  If it is a verse/passage/chapter, start with the reference.
• Avoid sudden or awkward movements.
• Avoid distractions.
• Follow the feeling of the piece.  If it is sad, sound sad.
• Enunciate and project.  Speak clearly and loud.

For assignments, we prefer that you as parents grade by giving an initial score and final score method.  We recognize that our students are growing and will not always know the right answer.  In the top right of the assignment corner please put the following:

IS: -5

FS: -1

TS

IS – Initial Score: This is however many the student missed on the first attempt.  Mark these questions with a circle/slash/check.  Then give the student a chance to correct them.

FS – Final Score: After the student has had a chance to review their mistakes and try to correct them, regrade those questions.  Put “ok” or “corrected” to mark the right ones.

TS – This is where your initials will go.  Whoever the adult is that graded the assignment should put their initials on the page.

*Please pay attention to the syllabus as some teachers may have special notes on grading, especially for the younger grades.

We recommend highlighting or drawing a line through the assignments when they are done.  You can also check off the boxes.

These will be posted on QuickSchools, as well as passed out in-person during class on Monday.

We are creatures of habit.  We thrive on patterns and appreciate predictability.  Our homework sheets typically follow the pattern of their school day.  We recommend starting at the top and working your way down.  Having consistent goals also helps the students to create a habit of getting things done in a timely manner.

It is very easy for children to respond with quick, simples answers, ie. good, fine, eh, I don’t know, etc.  The family dynamic is important to us.  The best way for you to partner with your student and us is to ask questions that get the right answers.  For many students if you ask the question “Is your work done?”  They will answer “yes”, but their understanding and perspective is different from ours.  We recommend you try asking:

“If school was starting in 5 minutes, would you be ready?”

“Have you done everything on your assignment sheet?”
“Would you please show me your completed work?”

When it comes to inquiring about their day, set the expectation for an answer with some substance.  Ask specific questions.

“What was your favorite thing today?”

“What did you learn about in _____?”

Specific | Measurable | Attainable | Relevant | Time-Bound

One way that we can help set our students up for success, especially when it comes to homework, is through setting good goals.  We want homework to be beneficial and meaningful to our students.  Homework should be able to be completed with plenty of “down-time” remaining for fun, extra-curricular activities, family time, etc.

From experience as parents and educators, we recommend working alongside your student(s) in completing your task.  Checking-in periodically and asking questions to help keep them going.  Setting goals like “let’s do ____ assignment in 30 min” or “let’s finish _____ by noon” helps them to have added incentive for getting things done in a timely manner – T.  The teachers work with the students during class to help make it relevant – R.  For specific, measurable and attainable, our teachers work to make these assignments appropriate for your student – S, M & A.  Depending on your student you can choose to break it up as needed.  Make sure to say the exact assignment and deadline you are aiming for to help make this real for them.  On your end, how you choose to “reward” is up to you.