You can let your child know that they are doing so well, so next week you will try an extra problem, sentence, page, paragraph, etc. If you want to increase the expectation, you may say something to yourself like, “my child completed two math problems every day this week before they took a break, next week we will try three problems. So if at first, your child can only do one problem, one sentence, or one minute at a time, then that is where you start. Start where your child is successful and slowly build from there as they build stamina. You can adapt the number of minutes (or the number of problems completed, sentences read, etc.) as some children can work for longer periods, some need to work for shorter periods, and some benefit from longer or shorter breaks. Photo by Chevanon Photography on Work with your child/student to see how much time works best for them. If you are offering suggestions, pick things that you know your child would want to work towards. Some children need suggestions for the break (e.g., when you take your break do you want to draw or play a game on the computer). In this case, you would use the timer to let the child know how long the practice/study session will last and how long the break will last. If you are doing an open-ended activity, such as studying or practicing an academic skill, try setting the timer for 10 minutes and saying something like “we will practice for ten minutes, take a five-minute break to do something of your choice, and practice for another 10 minutes.” This leads to less resistance from the child. The timer dictates the length of the break. The adult is not arbitrarily telling the child that the break is over. Using a timer takes ownership away from the parent or teacher. Many children also need a mental break and will work more effectively when they have the opportunity to take one. This is a great method for encouraging work completion because children like to work towards something fun. Then do the next ten problems.” (If ten is too many, scale back the task-demand to a place where your child will be successful).ĭuring the break, set the timer for five minutes (or however many minutes you decide) and make sure the child can see the timer, so they know exactly how much time they have left. If they do get back to work, they may work slowly, rush through the assignment, or not put forth their best effort.Įxample of using a timer: If your child is given 20 math problems for homework, you can say, “Complete the first ten problems and then take a five-minute break to do something of your choice. Other children make statements such as, “I am too tired.” “It is too hard.” “I am bored.” or “I don’t care about this.” Some children become resistant and refuse to get back to work. This often leads to an adult telling them to get back to work before they are mentally ready. I have seen children start to look around, talk, and play with items during prolonged periods of homework or classwork. A child can get frustrated or mentally drained if they need a break, but cannot take one. Some children have difficulty working for prolonged periods of time without a break. Tell your child that they need to complete a specific (manageable) portion of a task, and allow them to work toward a timed break. If you have significant concerns about your child’s ability, motivation, learning, behavior, or level of attention talk to your child’s doctor and/or school to find out what supports they offer. See the bottom of this article for recommendations on other articles to read. Side Note: In addition to the strategies in this article, there are other methods that are helpful to encourage chore/homework completion and other positive behaviors. Here are three ways to use timers to get your children to complete chores and homework. (Be sure to check the end of the article for types of timers to use with children who may have trouble understanding the countdown on a traditional digital timer). Timers can be particularly useful for children with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD).Īdditionally, a study completed at Apple Tree Learning Center, in 2012, in Washington D.C., concluded that using a timer with a picture schedule, with a preschool student with a developmental delay, significantly increased his time on task during center-based play. Research and reputable resources consistently indicate the benefits of using timers. What does the research say about using timers with children?
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