The Homework Battle: Who Owns the Problem? 

If homework has become a nightly struggle in your house, you’re not alone. Many parents find themselves reminding, nagging, checking, correcting, and sometimes even completing homework just to get it finished. What starts as wanting to help can quickly turn into frustration for everyone. The question to ask is simple: Whose homework is it? The answer is: Your child’s. That doesn’t mean parents step away completely. It means shifting from owning the homework to supporting the learner.

When Parents Own the Homework

It’s easy to fall into the trap of becoming the homework manager. You may find yourself:

• Constantly reminding your child to start.
• Sitting beside them for the entire assignment.
• Correcting every mistake.
• Arguing about unfinished work.
• Staying up late to make sure everything gets done.

While these actions come from a place of love, they can unintentionally teach children that homework is the parent’s responsibility instead of their own.

What Does Support Look Like?

Supporting your child means creating an environment where they can be successful while allowing them to take ownership of their learning.

Parents can:

• Provide a quiet place to work.
• Help establish a consistent homework routine.
• Make sure needed supplies are available.
• Answer questions when asked.
• Encourage effort and perseverance.
• Communicate with the teacher when concerns arise.

Notice that none of these involve doing the work for your child.

Let Natural Consequences Teach

It can be difficult to watch your child forget an assignment or choose not to complete homework. However, experiencing the natural consequence at school is often a more powerful teacher than repeated reminders at home. When children are allowed to experience the results of their choices in a supportive environment, they begin developing responsibility, organization, and problem-solving skills.

Instead of Nagging, Ask Questions

Rather than saying:

• “Did you finish your homework yet?”
• “Go do your homework right now!”
• “You never remember anything!”

Try asking:

• “What’s your plan for getting your homework done tonight?”
• “What do you need before you get started?”
• “Is there anything you’re confused about?”
• “How can I support you while you work?”

These questions encourage children to think through their own responsibilities instead of relying on constant reminders.

Resist the Urge to Fix Everything

If your child forgets a folder, misses a problem, or struggles with an assignment, pause before stepping in. Ask yourself if this something my child can solve independently? Children build confidence by solving problems—not by having adults solve every problem for them. Sometimes the best support is simply believing they can figure it out.

Long-Term Projects Are Different

Not all homework is due the next day. As students move through elementary school, they’ll begin receiving larger assignments such as book reports, research projects, science experiments, or presentations that are completed over several days or even weeks. These assignments can feel overwhelming, especially for children who struggle with planning, organization, or executive functioning skills. This is one area where parents can provide valuable support without taking ownership of the project.

Instead of reminding your child every day or completing parts of the project yourself, help them break the assignment into smaller, manageable pieces. Sit down together when the project is assigned and ask questions like:

• “When is it due?”
• “What are the different parts of this project?”
• “What could you finish today?”
• “How much time do you think each step will take?”

Then, encourage your child to write those smaller tasks on a calendar or checklist. For example, a book report might be divided into reading the book, taking notes, writing a rough draft, revising, creating a final copy, and practicing an oral presentation.

As the days go by, your role becomes checking in rather than taking over. Instead of asking, “Did you finish your project?” try asking, “What step are you working on today?” This simple shift keeps the responsibility with your child while showing that you’re available to help them stay on track.

Learning how to plan ahead, manage time, and complete work over several days is just as important as the final project itself. These executive functioning skills will benefit students throughout middle school, high school, college, and beyond.

Remember, the goal isn’t a perfect project created by a parent. The goal is helping your child learn the process of planning, organizing, and completing a larger assignment independently—skills that will last long after the project has been turned in.

Praise Effort, Not Perfection

Homework is practice. Mistakes give teachers valuable information about what students understand and what still needs to be taught. Instead of focusing only on getting every answer correct, praise behaviors like:

• Starting without being reminded.
• Staying focused.
• Asking thoughtful questions.
• Checking work independently.
• Persevering through a challenging assignment.

These habits build lifelong learners.

When Your Child Truly Needs Help

There is a difference between avoiding homework and being unable to complete it. If homework regularly leads to tears, takes far longer than expected, or seems far beyond your child’s abilities, reach out to the teacher.

Homework should reinforce classroom learning. It should not create overwhelming frustration. Together, families and teachers can determine whether assignments need additional support or modifications.

It may not eliminate every homework battle overnight, but it helps children learn one of life’s most important lessons: their education belongs to them, and they are capable of taking ownership of it.

Planning for Students with Special Needs

I often feel very privileged to have an amazing team of teachers that I work with every day. My team is dedicated, passionate, and willing to do whatever it takes to help our students grow. My school receives recognition for the way teachers support students with special needs. Families and elementary schools recommend my school to other families because of the amazing work we do to include students with special needs in the general education classroom while still providing the supports they need to succeed. 

Parents are the Students Best Advocates

Even though I think I work with some of greatest teachers, the strongest advocates I know for students with special needs are their parents. Even if your child is at an amazing school with amazing staff and teachers, it’s still important for parents to advocate for what they know is best for their child.

The amazing thing about the beginning of a new school year is that it allows families with students who have an IEP to review how the previous year went and to plan for the upcoming year. It’s important that families not wait for the school to reach out to the family. You know your child best, so be proactive and communicate your child’s needs!

Study Last School Year’s IEP to Plan for the New School Year

Here are some things you can do during in the next few weeks to prepare:

• Review your child’s IEP goals from the previous year. If your child was successful, how can you push him or her and the school to get to the next level in the upcoming year. If your child did not meet the IEP goals, determine where they fell short. Then, think about what you, your child, and/or the school needs to do to make that learning and growth happen next year.
• Look at the standards for the upcoming grade level for your child. You can find them just by Googling your state + K-12 Standards. They are dense, but try to read through them and think about what your child will need in order to access and master these standards. This is not about you being the expert. It is about making sure you are aware so you can advocate for your child.
• Talk to your child. Ask them about what they learned last year and what they hope to accomplish next year. Ask them what helped them feel successful and ask them what barriers they encountered. Use these conversations to help them learn how to improve and use the information to help you be a stronger advocate for your child.
• Practice IEP skills at home if you feel you can support your child.  If their IEP goals are behavioral, help them practice those skills; learning should not stop just because it’s a new school year. If the goals are academic, have your child engage in skills that are related to keep the learning fresh throughout the school year.  Keeping your child up to pace will help ensure they can hit the ground running in the fall.

10 Summer Outdoor Activities That Build English Language Skills

Summer is one of the most powerful seasons for growing language skills, especially for children learning English. As a teacher, I’ve seen firsthand how stepping outside can lower pressure, increase engagement, and create meaningful opportunities for authentic language use. Nature gives us built-in vocabulary, real experiences to talk about, and endless chances to practice listening and speaking in a natural way.

For students learning English, language grows best through real-life experiences, not just worksheets. Summer offers families a chance to build those experiences together. The best part? You don’t need anything fancy—just time outside, curiosity, and conversation.

Here are 10 simple, practical ways parents and grandparents can build English while enjoying the outdoors:

1. Take “talk walks”
   Go for a walk and intentionally talk about what you see, hear, and feel. Use simple, descriptive language: “The grass feels soft,” “I see a tall tree,” “The bird is flying.” Encourage your child to repeat or add on.
2. Name and describe everything
   Nature is full of vocabulary. Point out objects and describe them using color, size, and shape: “small rock,” “bright yellow flower,” “long stick.” This builds both vocabulary and sentence structure.
3. Use the “I notice, I wonder” strategy
   Say, “I notice the clouds are gray. I wonder if it will rain.” Then invite your child to try. This builds both expressive language and critical thinking.
4. Create a scavenger hunt
   Make a simple list: leaf, bug, flower, something smooth, something rough. As your child finds each item, have them say the word and describe it. This adds repetition and meaningful use of new words.
5. Practice verbs in action
   Summer is perfect for movement. Use action words while playing: run, jump, dig, pour, splash. Model sentences like, “You are running fast!” Verbs are essential for building strong sentences.
6. Tell simple stories about your day
   After being outside, talk about what you did in order: “First we walked, then we saw a dog, and last we played.” This helps children practice sequencing and past tense language.
7. Sing songs and rhymes outdoors
   Songs build rhythm, pronunciation, and memory. Try repeating simple songs while swinging, walking, or playing. Repetition helps language stick.
8. Ask open-ended questions
   Instead of yes/no questions, ask: “What did you see?” “Why do you think that happened?” “How did it feel?” Give your child time to respond, even if it takes a little longer.
9. Encourage home language connections
   If your family speaks another language, use it! Talk about nature in both languages. This strengthens overall language development and helps children make connections between words and ideas.
10. Model, don’t correct
    If your child makes a mistake, respond by modeling the correct sentence instead of correcting directly. For example, if they say, “Dog run fast,” you can respond, “Yes, the dog is running fast!” This keeps communication positive and supportive.

The goal isn’t perfection—it’s interaction. Language grows through connection, shared experiences, and conversation. When children feel relaxed and engaged, they are more willing to take risks and try new words.

So this summer, step outside. Slow down. Talk more. Listen closely. Whether you’re at a park, in your backyard, or just walking around the block, you’re creating powerful opportunities for language growth—one conversation at a time.

Help for Struggling Students

As a K–3 special education teacher, I’ve learned that some of our students struggle loudly—and some struggle quietly. And sometimes, they struggle in that in-between space: big enough behaviors that everyone notices… but not yet formally supported by a Tier 2 or Tier 3 plan.

If you’re a parent or teacher seeing behaviors that clearly need more than just reminders and redirection—but there’s no formal intervention plan in place yet—this post is for you.

Some behaviors don’t quite fit into “typical classroom challenges,” but they also don’t yet have a formal Tier 2 or Tier 3 plan attached to them. As parents and teachers, that in-between space can feel frustrating and uncertain. We know a child needs more support—but we’re still waiting on meetings, data, or next steps. The good news? We don’t have to wait for paperwork to begin helping. There are practical, proactive strategies we can start right away to support students who need more structure, regulation, and skill-building.

First, Let’s Ground Ourselves in MTSS

In a Multi-Tiered System of Supports (MTSS), Tier 1 is what all students receive: clear expectations, consistent routines, and positive reinforcement. Tier 2 provides targeted, small-group or structured supports. Tier 3 is individualized and intensive. But here’s the reality: sometimes there’s a lag between recognizing a need and having a formal Tier 2 or Tier 3 plan written and implemented. During that gap, kids still need support. And we can give it.

Step 1: Shift from “Why are they doing this?” to “What is this behavior communicating?”

Behavior is communication. A child who refuses work may be saying:

“This feels too hard.”

“I don’t know how to start.”

“I’m overwhelmed.”

A child who disrupts may be saying:

“I need attention.”

“I need movement.”

“I feel out of control.”

Instead of reacting to the surface behavior, we respond to the unmet need underneath it.

Step 2: Increase Structure Immediately.

Students who likely need Tier 2 or 3 supports almost always benefit from more structure—not more consequences.

Try:

• Visual schedules (even simple sticky note checklists)
• First/Then language (“First math, then drawing.”)
• Clear start and finish markers
• Breaking work into smaller chunks
• Timers for both work and breaks

Structure lowers anxiety. Lower anxiety lowers behavior.

Step 3: Pre-Teach Expectations.

Many of our students who struggle behaviorally don’t lack motivation—they lack clarity. Before a known trigger (recess, transitions, group work), preview expectations:

“When we line up, our hands stay by our sides.”

“During centers, we use quiet voices.”

“If you feel frustrated, you can raise your hand or use your break card.”

Role-play it. Practice it. Reinforce it immediately when you see it.

Step 4: Increase Positive Feedback (More Than Feels Natural).

If a student is likely headed toward Tier 2 or 3, they are often hearing more corrections than praise.

Flip the ratio.

Catch:

• The 30 seconds they stayed in their seat.
• The one safe choice they made.
• The moment they tried again.

Specific praise builds replacement behaviors:

“I noticed you started even though it felt hard.”

“You kept your hands safe.”

“You asked for help instead of shutting down.”

We grow what we notice.

Step 5: Offer Regulated Breaks Before Escalation

If you wait until the meltdown, you’re too late. Build proactive regulation:

• Scheduled movement breaks
• Sensory tools
• Calm-down corners
• Short “jobs” that reset the nervous system

At home, this might look like:

• Heavy work (carrying laundry, pushing a vacuum)
• Outside time
• A quiet reset space
• Regulation first. Instruction second.

Step 6: Start Simple Data Collection

Even without a formal plan, start noticing patterns:

• When does it happen?
• What happens right before?
• What happens right after?

You don’t need fancy charts. Sticky notes work. This information helps teams move toward Tier 2 or Tier 3 supports faster—and more effectively.

For Parents: You’re Not “Behind.”

If your child doesn’t yet have a formal behavior plan but clearly needs more support, you are not failing. Schools move through processes. Sometimes they move slowly. Ask:

“What Tier 2 supports can we try?”

“Can we start Check-In/Check-Out?”

“Can we monitor behavior for a few weeks?”

Advocacy doesn’t have to be confrontational. It can be collaborative. Some behaviors don’t quite fit into “typical classroom challenges,” but they also don’t yet have a formal Tier 2 or Tier 3 plan attached to them. As parents and teachers, that in-between space can feel frustrating and uncertain. We know a child needs more support—but we’re still waiting on meetings, data, or next steps. The good news? We don’t have to wait for paperwork to begin helping. There are practical, proactive strategies we can start right away to support students who need more structure, regulation, and skill-building.

Helping English Learners Succeed

When a child walks into school brand new to English, they are doing something incredibly brave. They’re learning new routines, new friendships, new expectations and a whole new language at the same time. That’s a lot for anyone. The good news? With the right support at home and at school, multilingual kids can absolutely thrive.

First, let’s start here: being multilingual is a gift. Research shared by Colorín Colorado and the National Association for the Education of Young Children shows that speaking more than one language strengthens thinking skills, problem-solving, and flexibility. So instead of seeing English as something a child is “behind” in, it helps to see all the language they already have as a huge strength.

Keep the Home Language Strong

Parents, keep speaking your strongest language at home. Tell stories. Ask questions. Laugh. Read together. A strong foundation in a child’s first language actually helps them learn English faster. You are not “confusing” them—you are building their brain.

Teachers, use their name correctly. Invite families to share traditions or favorite books. Even small efforts show children that who they are matters.

Make Things Visual and Clear

When kids are learning English, they understand more when they can see what’s happening. Pictures, gestures, modeling, and clear examples make a big difference.

At school, that might mean showing what to do instead of only explaining it. At home, it might look like previewing new topics. If your child is learning about weather, talk about rain, snow, or sunshine in your home language first. When they hear those ideas again in English, they’ll connect the dots more easily.

Be Patient with Talking

Many children go through a “silent period” when learning a new language. They may listen carefully but say very little. That’s normal. They are absorbing everything.

Instead of pushing them to speak before they’re ready, focus on helping them feel safe. Smile. Offer encouragement. Celebrate effort. Confidence grows when children feel accepted, not corrected at every turn. Social language comes more easily than academic language. It all takes time.

Support “School Words”

Kids often learn playground English faster than classroom English. They might chat easily with friends but struggle with words like “compare,” “predict,” or “explain.”

Parents can help by asking open-ended questions like, “Tell me what you learned today,” or “Why do you think that happened?” It’s okay if they answer in your home language—that thinking still counts. Teachers can help by modeling sentence starters like, “I think ___ because ___.”

Stay Connected

Clear, kind communication between home and school matters so much. If something is confusing, ask questions. Schools want families involved, even if language feels like a barrier. Translation tools and apps can help bridge gaps. Most importantly, remember this: learning a new language takes time. It’s not a race. With patience, encouragement, and teamwork, multilingual children don’t just “catch up.” They grow into confident, capable learners with a powerful skill that will serve them for life.

Strengths While Building Access

When we lead with patience, clear instruction, visual supports, and genuine connection, we create classrooms where language development and confidence grow together. With the right scaffolds and a belief in their potential, our multilingual learners don’t just adjust—they thrive.