Problems focusing in class - ideas?

[The Governess]

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[The Governess]

This is a good suggestion and something I've thought about too. It would work if she was having trouble listening during storytime or something like that. But it's happening when she is already using her hands, for example taking down dictation of phonograms, or coloring on a page according to instructions, or making a pattern with her linking cubes in math, etc. And she doesn't seem to focus better at home when she is doodling, but maybe it would work differently in a classroom setting. I will have to think about this some more, thanks for the suggestion. :)

[SKL]

My dd5 also seems to do better if she can bounce around while processing stuff. It looks counterproductive to me, but everyone's different. Last week we were going over some sight word cards, and she would look at the card, roll on the floor, and then say the correct word. She also likes to be doodling on the whiteboard or playing with her magnetic letters while I'm reading a picture book. I assume she's not listening and suddenly she will come and ask to see the picture of whatever it is I'm reading about. Obviously neither of the above behaviors is likely to go over well with the KG teacher.

 

My dd also got a "needs improvement" in listening on her recent KG report card. It was one of only two areas that were not good or great.

 

I have also noticed in the past that my dd is not great at following a series of different directions (at home). For example, I might say "put your plate on the counter, wash your hands, and then go fold your nap blanket." If I'm lucky, one or two of the three get done. I'm not sure whether that's because she can't remember or because she'd just rather do something else.

 

My dd also has visual processing problems, and I wonder if they are related to listening problems.

 

I haven't really figured out any solution at this point. My dd seems to be doing her work as appropriate, but I don't know how much of it is spoon-fed by her teacher. I plan to ask the teacher exactly what the extent of the problem is and whether she has any ideas to fix it.

 

Meanwhile, I suppose I should start giving her multiple-step directions regularly, as maybe the practice will prepare her mind for better processing at school.

[kellycbr]

I would suggest having her assessed, either by an educational specialist and pediatric psychologist or by the school if you can convince them to do it (with budget issues, etc). We took our son to an aducational specialist and pediatric psychologist before we put him back in public school after homeschooling for 2.5 years. I could tell something wasn't quite right and that he was a bright boy, but some things just didn't click. Bottom line they were able to find the problem - visual sequencing memory low, logic off the charts, a bit of adhd. After showing the ps teacher the testing (6 hours of it) results, she advocated that we have an iep, which ment having the school assess him. He would have never have had it done, because he would have compensated and just seemed like every other kiddo. So for one year he had one on one reading with a specialist and now he is exactly where he is supposed to be. About the wiggling: DS was just like that and with maturity it stopped. Don't make your DC feel bad about all that energy that will serve them so well later. Also, DS just go bored with the teacher, so his attention would wander. It was a process, and one the teacher had to work with him on: having him sit up front, remind him that she was going to ask him questions, reitterate the subject in different ways.

 

Good luck, and don't worry. They're supposed to play and move when they're small!

[The Governess]

My dd5 also seems to do better if she can bounce around while processing stuff. It looks counterproductive to me, but everyone's different. Last week we were going over some sight word cards, and she would look at the card, roll on the floor, and then say the correct word. She also likes to be doodling on the whiteboard or playing with her magnetic letters while I'm reading a picture book. I assume she's not listening and suddenly she will come and ask to see the picture of whatever it is I'm reading about. Obviously neither of the above behaviors is likely to go over well with the KG teacher.

 

My dd also got a "needs improvement" in listening on her recent KG report card. It was one of only two areas that were not good or great.

 

I have also noticed in the past that my dd is not great at following a series of different directions (at home). For example, I might say "put your plate on the counter, wash your hands, and then go fold your nap blanket." If I'm lucky, one or two of the three get done. I'm not sure whether that's because she can't remember or because she'd just rather do something else.

 

My dd also has visual processing problems, and I wonder if they are related to listening problems.

 

I haven't really figured out any solution at this point. My dd seems to be doing her work as appropriate, but I don't know how much of it is spoon-fed by her teacher. I plan to ask the teacher exactly what the extent of the problem is and whether she has any ideas to fix it.

 

Meanwhile, I suppose I should start giving her multiple-step directions regularly, as maybe the practice will prepare her mind for better processing at school.

 

 

 

Thanks for your input!

[The Governess]

I would suggest having her assessed, either by an educational specialist and pediatric psychologist or by the school if you can convince them to do it (with budget issues, etc). We took our son to an aducational specialist and pediatric psychologist before we put him back in public school after homeschooling for 2.5 years. I could tell something wasn't quite right and that he was a bright boy, but some things just didn't click. Bottom line they were able to find the problem - visual sequencing memory low, logic off the charts, a bit of adhd. After showing the ps teacher the testing (6 hours of it) results, she advocated that we have an iep, which ment having the school assess him. He would have never have had it done, because he would have compensated and just seemed like every other kiddo. So for one year he had one on one reading with a specialist and now he is exactly where he is supposed to be. About the wiggling: DS was just like that and with maturity it stopped. Don't make your DC feel bad about all that energy that will serve them so well later. Also, DS just go bored with the teacher, so his attention would wander. It was a process, and one the teacher had to work with him on: having him sit up front, remind him that she was going to ask him questions, reitterate the subject in different ways.

 

Good luck, and don't worry. They're supposed to play and move when they're small!

 

Thanks for sharing your experience!