How Parents Can Help with GCSE Success
Parental support is very important in determining a child’s academic success. The good news is that you don’t need to be an expert in any of the subjects your child has chosen to make a real difference.
You also don’t need to give up your life and other responsibilities – you just need to know how best to spend the time you do have. One of the hardest demands on learners is that of understanding the long-term importance of doing the best they can, and learning to shelve short-term fun at times in the interest of long-term benefits (not easy even for adults).
Learners will also differ in their levels of maturity, their ability to take responsibility for their learning, organisational skills and levels of motivation. This is where parents come in. Your support, encouragement and interest can make a spectacular difference to your child’s motivation and ability to cope with the academic and organisational demands of the exam period.
KEEPING YOUR TEENAGER MOTIVATED
Agree the balance between work and social life and stick to the agreement. Again, flexibility is the key – if a special night comes up, agree that they can make up the work at a specified time.
All students fall behind, feel demotivated or overwhelmed, or struggle with the balance of social, work and school demands at times. When your child feels like this, berating and threatening them will have a negative effect. Talk to them about the issues, acknowledge their feelings and adopt a sensible attitude in wanting to find a solution. Be flexible – use the 80/20 rule. If your child is sticking to what they are supposed to be doing 80% of the time, they will be doing alright.
Support for Parents
The link below gives advice on how to help your child with exam stress.
Help your child with exam stress
Click on the link below for information on study skills to help your child with revision.
If your child asks for your support, encourage them by helping them to see the difficulties in perspective. Teenagers often take an all or nothing ‘catastrophic’ approach to difficulties – “I’ve messed up this essay, I might as well give up.”
