BC is in kindergarten this year and the homework situation is awful. Every Monday he brings home a packet of work that is due on Friday. For him, the work is simple - one digit addition, writing punctuation, and short spelling words like "it" and "can."
I know he can do the work, yet he seems to enjoy making things more difficult. He often claims that he forgot how to sound out certain letters when he had read them perfectly fine the night before. It takes him a very long time to get through homework and he gets upset when BE finishes before him and gets to play.
I understand that something about homework is probably overwhelming for him, and I wish I could figure out what it is. He's not old enough yet to really put words to his feelings. If I ask why he doesn't like homework or what bothers him about homework, he just says he doesn't know.
As always, I was reading the BCLC monthly newsletter, and of course Heather had some great advice. A reader had asked how to deal with her teenage daughter who wouldn't help with family dinners, which made her appear lazy. Here are a few quotes from the response:
"To solve this issue, do proactive work and develop a plan with your daughter. This is a child who needs you to join her and to assist her in order to keep her from automatically going into overwhelm.... Explore the real issue: it's too much for her and it is threatening.... Moving a child out of a state of overwhelm happens within the context of the relationship. Focus on the relationship."
As always, for Heather, it's all about the relationship. She did share some ideas for discussing the issue with the daughter, but I know BC can't have that type of conversation yet. So, it's nice to be reminded that building our relationship will help. I think he would like more attention than he's getting, so the challenge for me will be to figure out how to invest more time. We don't get home from latchkey/work until 6 p.m. and there's a lot to do before bedtime. I'll be looking forward to July when school is out for the summer.
