Published at Monday, April 15th, 2019 - 02:27:29 AM. worksheet. By Aubrey Herve.
Worksheets do not teach. They check what kids know. If someone handed me a basic calculus worksheet and said, “Here you go. This will help you learn calculus,” I’d be at a complete loss. Now if I got on the phone and called my twin brother (for whom calculus is simple math), he could talk me through it and I might have a chance of understanding it. Please keep this in mind when handing your child a worksheet. If it’s a new skill, sit right there and coach him through it. Worksheets can be a cop-out. Sound a little harsh? My opinion is that teachers and homeschoolers who rely on worksheets are choosing not to find ways to really challenge and interest their kids. It’s the easy way out. Worksheets might not allow higher level thinking. Most worksheets have just one right answer, or one way to complete them. If we consistently keep our kids inside a box, they won’t be able to stretch. Teachers who use worksheets may not be teaching what their students are ready to learn. It really, really makes me cringe when a teacher or homeschooling parent has an entire year’s worth of worksheets printed and ready to go before the school year starts. (And yes, I’m including pre-printed workbooks here.) How do you know that’s what your child will need to learn? Maybe your first grader struggles with addition in August. But she could have a firm grasp on it by December. Are you still going to give her all those pre-printed worksheets or have her complete every page in that workbook? Challenge her with something new.
School should be a welcoming, peaceful place for children – an environment to which children come eager to see what challenging, stimulating, and fun activities are in store. Children know they may not succeed at everything they try, but also know they will be valued for who they are. Children’s efforts should be rewarded, so that they will persevere and they will see themselves as learners (Kostelnik, Stein, Whiren, & Soderman, 1993). Physical Development, Children are born with a need to move (Kostelnik, Soderman, & Whiren, 1993). They wiggle, toddle, run, and climb as naturally as they breathe. When we insist that children sit still and do what for them may be a meaningless task, such as completing a workbook page, we force children into a situation incompatible with their developmental needs and abilities. When children cannot or will not do such a task, we may label them ”immature” or ”hyperactive.” We may complain about their short attention span, or as in Jamaica’s case, criticize her efforts. On the other hand, if we allow children to choose their own task from among appropriate offerings, we may see children as young as three and four years old spend 30 to 45 minutes completely engrossed in building with unit blocks, painting at the easel, or listening to stories. When we plan developmentally appropriate activities for children, they will attend to them, work hard, and learn (Bredekamp & Rosegrant, 1992).
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