High School 101: Essential Tips for Your Rising 9th Grader

As the new school year approaches, your rising 9th grader is likely feeling a healthy mix of excitement and apprehension about high school. As a parent, you may also have mixed emotions, remembering your own freshman year while thinking about the academic and social challenges ahead. While these concerns are valid, it's important to know that with the right support, your child will thrive. Here are six tips to share with your rising 9th grader:

Tip 1: The Clock Starts Ticking on Day One

Help your child understand that their GPA starts from the first day of high school. Emphasize the importance of staying diligent with their workload from the beginning. According to the College Board (2020), students who maintain a high GPA throughout high school have a higher likelihood of being accepted into their college of choice. Starting strong will prevent the struggle of trying to recover from a poor start.

Tip 2: Own the Journey

Encourage your child to manage their time and stay organized. High school requires more independence, and students need to take responsibility for their assignments and deadlines. The American Psychological Association (APA, 2019) found that students who use organizational tools like planners are better equipped to handle their responsibilities, which prepares them for the increased autonomy of college life.

Tip 3: Ask for Help

Remind your child that seeking help is a sign of strength. Teachers and counselors are there to support them, but they can only do so if students communicate their needs. According to the National Education Association (NEA, 2021), students who seek help from teachers are 30% more likely to improve their grades. Encouraging your child to ask questions and seek feedback can significantly enhance their academic success.

Tip 4: Be a Risk Taker

High school is a time for personal growth through academics and extracurricular activities. Encourage your child to step out of their comfort zone by trying new classes, joining clubs, or participating in sports. The National Association for College Admission Counseling (NACAC, 2019) reports that students involved in extracurricular activities are more likely to develop leadership skills and achieve higher academic performance. Additionally, project-based learning (PBL) is becoming popular for enhancing critical thinking and problem-solving skills by working on real-world problems.

Tip 5: Set Limits

While it’s important to get involved, it's equally crucial to maintain a balance. Good grades and a healthy social life are not mutually exclusive. Teach your child to prioritize their workload and manage their time effectively to avoid burnout. This balance will help them succeed academically while still enjoying their high school experience.

Tip 6: Seize the Day

Urge your child to adopt the carpe diem approach. High school years fly by, and it's important to make the most of them. Encourage them to graduate with no regrets and to take advantage of every opportunity.

KQ: A Listening and Experienced Ear

As children transition into their teen years, they can greatly benefit from the nurturing counsel of seasoned mentors. Keating Quigley provides ongoing, age-appropriate coaching for students approaching high school. Reach out to us: we’re just a phone call or email away.

Here’s to a rewarding 9th-grade experience for your child, packed with tremendous growth, enriched exploration, and exceptional opportunities!

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Sources

• American Psychological Association

• National Association for College Admission Counseling

• National Education Association

• College Board

• National Center for Education Statistics

Written By Keating Quigley | Educational Consultants

What Kids Worry About When Going Back to School

As summer winds down and the school year approaches, many middle and high school students experience a mix of excitement and anxiety. While the return to school brings opportunities for learning and socializing, it also comes with a range of worries that can affect students' well-being. Understanding these concerns can help parents support their children through this transition. Here are some common worries kids have when going back to school and how parents can address them.

Academic Pressure

One of the most significant worries for students is academic performance. Middle and high school students often feel the pressure to achieve high grades and meet the expectations of teachers, parents, and themselves. This pressure can be particularly intense during transitional years, such as starting middle school or high school.

According to the American Psychological Association, 31% of teens report feeling overwhelmed by their school workload. Parents can help by encouraging effective study habits, setting realistic goals, and prioritizing well-being. Open communication about academic expectations and providing a supportive environment can alleviate some of this pressure.

Social Challenges

Social dynamics play a crucial role in the school experience, and worries about fitting in or making friends are common among students. Middle and high school students may fear being judged or bullied, especially if they are entering a new school or transitioning to a different grade level.

A study in the Journal of Adolescent Health highlights that social anxiety is a prevalent concern among adolescents, impacting their ability to form and maintain friendships. Parents can support their children by encouraging participation in extracurricular activities and fostering open discussions about their social experiences.

Body Image and Self-Esteem

As children enter adolescence, they become more conscious of their appearance and may worry about body image and self-esteem. The pressure to conform to societal beauty standards and the fear of being judged by peers can be overwhelming.

The National Eating Disorders Association reports that body dissatisfaction is a significant issue among teenagers. Parents can promote a healthy body image by modeling positive self-esteem, discussing unrealistic portrayals in the media, and emphasizing the importance of inner qualities over physical appearance.

Navigating Relationships

Middle and high school students also worry about navigating relationships and the complexities that come with them. Concerns about dating, breakups, and peer pressure related to relationships can add to their stress. Parents can help by maintaining an open line of communication, providing guidance on healthy relationship behaviors, and respecting their child's privacy while being available for support.

Managing Time and Responsibilities

Balancing academic work, extracurricular activities, and personal life can be daunting for students. The fear of not having enough time to complete assignments, participate in activities, and still have time for relaxation is a common concern.

According to the National Sleep Foundation, teens need about 8 to 10 hours of sleep each night, but many fall short due to their busy schedules. Parents can assist by helping their children create a balanced schedule, encouraging good time management skills, and emphasizing the importance of rest and self-care.

Fear of the Unknown

For many students, the uncertainty of a new school year brings anxiety. Questions about new teachers, new subjects, and new routines can create a sense of fear.

Parents can ease this fear by helping their children prepare for the new school year. Visiting the school, meeting teachers, and discussing what to expect can provide a sense of familiarity and reduce anxiety. Encouraging a positive attitude and focusing on the opportunities for growth can also help students feel more confident.

Final Thoughts

Understanding the worries that middle and high school students face when going back to school is crucial for providing the right support. By addressing academic pressures, social challenges, body image concerns, relationship navigation, time management, and fear of the unknown, parents can help their children navigate this transition more smoothly. Open communication, reassurance, and practical support can make a significant difference in easing their anxieties and promoting a positive and productive school year.

Need More Help? Reach Out to Keating Quigley Today

If you're seeking expert advice and guidance on any aspect of your child’s education, contact Keating Quigley today. We are here to support your family and ensure your child's educational journey is a successful and enjoyable one. Email us now to learn more about how we can help!

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Sources

• American Psychological Association (APA)

• National Eating Disorders Association (NEDA)

• National Sleep Foundation

Written By Keating Quigley | Educational Consultants

Reflections On The School Admissions Process

Independent school admissions decisions are out and deposits are in, and the verdict... accepted, waitlisted or denied. For some, the outcome was just what they wanted, a spot at the school of their dreams. For others the decision was disappointing because they are on  a waitlist , or worse yet, denied. So what does this all mean?

Before I go on, I should tell you that my approach to school admissions is centered on self reflection and acknowledgement. I challenge you as parents, to take a non-linear approach to the school search by not making the process about a means to an end. Instead, push yourselves outside the box and use this as an opportunity to help your child build life skills. Life skills? What do they have to do with applying to schools? First, let us think about a few: admissions interviews, applications, school research, writing a resume, and time management. These are skills that all of us have to develop and use throughout our lives. So, why not start early?

“Learning without reflection is a waste. Reflection without learning is dangerous.”

-Confucius

The first step in this exploration starts with your child and getting them to understand who they are as an academic, a person, and general member of society. At this point, you are probably wondering at what age children can start identifying these skills. A middle schooler, with coaching, can easily start pinpoint some of their characteristics and qualities. Do not underestimate your child’s ability to recognize their strengths and weaknesses! 

I would argue that regardless of the admission decision, it’s important to reflect on the school selection process. What did you learn about yourself as a parent? What did you learn about your child? And last but not least, what should you be doing as a family going forward? For parents of middle or high school students, this should be viewed as an opportunity for your child to reflect upon their profile. Okay, so this sounds interesting... but, where do I go from here?

Take a step back before you move forward and ask yourself or your child:

• What did I or my child learn about their character?

• Did I/they discover anything new about their academic profile?

• Are extracurricular activities a significant part of the child’s life?

• Should we consider academic support or enrichment?

• Have I/we adequately researched and addressed the school programs that are a “best fit” match?

• Did we put enough emphasis on the school community and environment?

• Was the application process an emotionally balanced experience?

• Did I empower my child in their school search?

Do not feel like you have to have one big conversation about this. Instead, use this as an opportunity to start a dialogue. You might want to consider putting pen to paper before engaging in conversation to show that you put time and thought into understanding their school search. We all know how hard it is to strike a conversation with our middle or high school students. Seize the moment!

While many of you might be thinking, “my child has a spot in their first choice school so what’s all of this reflection about?” These are questions every parent should be asking themselves periodically as their child navigates their educational journey. Take a pulse along the way, and make sure that your child’s school is still appropriate based on how they are developing not only as a student, but as a person.

For those of you who are still waiting for a spot or are planning on going through the school application process again next fall, turn a negative into a positive, and use this time to reassess your child, and their school list. You might find yourself wondering if you should have done things differently. Remember, it’s never too late to redirect your thought process, and change your plan.

Jacquie Quigley | Partner | Keating Quigley Educational Advisors

Ditch the flashcards: play these fun games instead!

There’s only one word to describe Alissa’s math workshop last week: ENLIGHTENING! It certainly provided us with a lens into today’s math teaching and methodology. The content was illuminating and the Q&A session covered thought-provoking topics. 

As promised, Alissa is sharing some of her top number fluency games to keep the math conversation going at home. Although it’s only April, we know that many of you are already thinking about the summer and how to keep your children engaged while they are out of the classroom. We all want to avoid the summer slide and even more so, the dreaded summer math packet! So grab a deck of cards, read her easy-to-follow instructions, and get ready for some fun quality time with the family! Remember, keeping your children engaged is half the battle when trying to instill a love of learning… 

One last thing: Alissa is available for group and one-on-one tutoring sessions, so email us any time to connect. And lastly…a HUGE thanks to Alissa’s kids for being such good sports and exemplary math game models!

how to Develop number fluency through fun exploration

Developing fluency with numbers starts with exploration. Leave the flashcards behind and give your children opportunities to play around with numbers in order to build confidence and strategy. Give them the option to use their fingers, number lines, hundreds charts, and tangible manipulatives. The more a child can visualize a number and its relation to other numbers, the more connections they can make. 

A deck of playing cards might be the best tool for practicing number fluency. Below are three games that can be used with children as an alternative to flashcards. Have fun!

Head to Head

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This game can be used to practice sums, differences, quotients, and products. It’s a game that not only encourages number fluency but allows students to practice communicating like mathematicians using the appropriate vocabulary. Additionally, students need to think flexibly about the operations in order to solve the mystery of the number on their heads.

Players : 3

Set up:

• Remove the face cards from the deck. You can add them back in when the children are ready. (J = 11, Q = 12, K = 13)

• Two players take a card from the deck and place it facing out on their forehead without looking at it. 

• The third player says the sum, product, difference, or quotient of the two cards. The first two players try to solve for the number value that is on their head. 

Example:

• Player A has a 3 card on their head. 

• Player B has a 6 card on their head.

• Player C might say, “The sum is equal to 9!” Player A would see the 6 on Player B’s head and deduce that they must have a 3 on their own head. 

War

This game is a fun way to practice all four operations.

Players: 2 or more

Set up: 

• Remove the face cards from the deck. You can add them back in when the children are ready. (J = 11, Q = 12, K = 13)

• Deal out all the cards equally to each player. All players turn over 2 of their cards and determine the sum. The person with the highest sum gets to keep all the cards. Play continues until one player has all the cards. 

Variation: This game can be played using sums, differences, and products. 

Target Number

I love this game because it can be played in pairs, small groups, or independently. It's a game that allows children to use any combination of all 4 operations if they are comfortable, or just addition and subtraction if they prefer. Later on, it can be played with older students using the order of operations and introducing parentheses. This is a game that can be adaptable as children’s skillsets grow. 

Players: 1 to 4

Set up:

• Remove the face cards from the deck. You can add them back in when children ready (J = 11, Q = 12, K = 13)

• Deal 5 cards to each player and leave them face up in front of the player. 

• Turn over one card and place it in the center. This is your Target Number. 

• Each player uses the 5 cards in front of them to create an equation that equals the target number. The goal is to use as many cards as possible. If playing against other people, the person who uses the most cards in their equation wins that round. If playing solo, the child should challenge themselves to use as many cards as possible. 

• For the next round, each player sets aside the cards they used and collects new cards from the center pile so that they again have 5 cards in front of them. Turn over a new Target Number. Play continues until all the cards are used up. 

Example:

• Target Number: 5

• Cards drawn: 7, 4, 2, 3, 1

• Child could play:  

  • 2 points:  4 + 1

  • 2 points:  7 – 2

  • 3 points:  (7 + 3) ÷ 2

  • 5 points:  [(7 + 3) × 2] ÷ (4 × 1)

Raising Fluent Mathematicians

In my last post, I introduced the notion of developing number fluency for our young mathematicians in order to help them be flexible, accurate, and efficient in their numerical problem solving. But what does it actually mean to be fluent in mathematics? And how do we support the growth of a fluent mathematician?

Let’s take a step back and first look at fluency in a more traditional context. A fluent reader is able to decode symbols on a page in a way that brings the meaning behind those words to life. They use appropriate phrasing and intonation to convey a character’s feelings, an intended message, or an author’s purpose.

A fluent language learner not only repeats the words they have learned, but understands the meaning behind the words in order to respond in a variety of ways to questions and comments given the overall situation.

It is widely accepted that we would not consider a reader fluent even if they could read 150 words per minute, but could not comprehend or explain what they read. Likewise, we would not consider a person fluent in a language if they rapidly repeated words and phrases, but did not use them appropriately in a given situation.

However, in mathematics we often equate speed with success rather than fluency. What is it about mathematics that drives us to be the fastest? We all grew up with the “mad minute” striving to answer 60 multiplication problems in less than a minute. We played games like “Around the World'' where the quickest student was deemed the winner, otherwise known as the smartest math student in the room. We spent hours each day with those relentless flashcards trying to beat our time and struggling to get through the deck. These days, not much has changed. Every iPad app that claims it will help your child master their math facts comes with a built-in timer, flashcards are still the go-to resource for many families, and those “mad minutes” are still causing anxiety for students.

When we speak about math fluency, our focus should be on the meaning behind the numbers and the connections they have to each other just like it is with language learning. However, with the emphasis placed on speed it really means we’re valuing memorization over understanding.

How often do you perform your job based solely on memorization? My guess would be not very often. As adults we rely on critical thinking skills, logical reasoning, analysis, and reflection to make the choices we do, both at home and at work. We should be focused on raising a generation of critical thinkers and problem solvers so that they can use these skills as adults in the workforce. Children who can reason abstractly and think logically are demonstrating that they truly understand numbers and do not just rely on memorization.

Memorization versus Understanding

The key difference between memorization and understanding is strategy. When a child memorizes something, it requires little to no strategy. Maybe they learn a cute rhyme (8 and 8 went through the door, 8 times 8 is 64!) or a mnemonic device (Who remembers SOHCAHTOA?) to boost their memory, but those aren’t connected to deep understanding. There’s nothing about 8 and 8 walking through a door that relates to that fact that 8 groups of 8 is a total of 64. This is not to say that memorization isn’t useful. It is good for things when the information doesn’t connect to something else - a street address, a phone number, a series of keystrokes on the Xbox controller, etc. When a student learns mathematics through memorization, that is the only thing they have to fall back on. If they can’t remember the answer, the rhyme, or the mnemonic, they get stuck.

However, when a student learns numerical operations through strategy, they can apply the strategy in a multitude of situations because strategies are flexible. Strategies connect concepts together. Strategies lead to numerical fluency.

The ultimate goal for students is to be flexible, accurate, and efficient in their numerical operations. And yes, at some point we do want them to be able to recall their facts in a relatively quick manner. At some point, students will need to begin using higher level thinking for things like factoring polynomials and graphing functions. If at that point they are still struggling with their basic math facts, this will just add to the complexity of the new concept and can cause frustration. But, for now, in elementary school, let’s give them the time to explore, to discover the relationships between numbers and operations, to test out different strategies, and to create a true understanding of number sense. Eventually, if students strategize enough they can get to the point where they use a strategy (or strategies) so often that it can become automatic and quick or efficient. By slowing down now and developing a true conceptual understanding, we have the option to speed up later because there will be fewer gaps to fill in.

So, if I’m saying throw away the flashcards, and get rid of the “mad minutes”, how then are you supposed to help your children develop numerical fluency? Join me on April 1, 2021 at 7:30 pm to discuss this and learn some practical strategies to help

Join us for a New KQ Workshop:

What is a Mathematician?
with Alissa Helgesen

Thursday, April 1
7:30 pm

Click here to register

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Written By Alissa Helgesen
Math & Workshop Specialist at Keating Quigley

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Offered by Keating Quigley Educational Advisors

Keating Quigley Educational Advisors is a Greenwich-based educational advising practice that partners with domestic and international families to provide highly personalized educational consulting services for Nursery through Grade 12 students. Services include school search support, essay guidance, social-emotional mentoring, relocation support, and enrichment workshops.

Spring Break Reads: A Little Something for Everyone!

We thought Anne ROCKED it at her recent Is All Reading Good Reading? workshop. There was so much insightful content, the advice came thick and fast, and the questions asked were thoughtful and thought-provoking. We just love digging in deep with our KQ community of parents!

With so many people heading off for some well-deserved relaxation on the beach, the slopes, or the sofa, Anne has shared her list of current fave reads from the early childhood years through high school. She also included a few of the ‘grown up’ titles she discussed during the workshop. Take a look and enjoy reading them with your kids wherever you are over spring break… and just remember: all reading really IS good reading!

One last thing…don’t forget that Anne is available for essay guidance and one-on-one mentoring sessions. Email us any time to connect with her. Happy spring break reading everyone!

Anne’s Spring Break Reads

Early Childhood 

• Good Night Gorilla (notice no text - illustrations are the text), Peggy Rathman

• The Very Hungry Caterpillar, Eric Carle 

• Chicka Chicka Boom Boom, Bill Martin Jr., John Archambault

• The Snowy Day, Ezra Jack Keats 

• Island Born, Junot Diaz 

Elementary School

• Flora and Ulysses, Kate Di Camillo

• Wonder, R.J. Palacio

• Refugee, Alan Gratz 

• The One and Ivan, Katherine Applegate 

• New Kid, Jerry Craft (graphic novel)

Middle School 

• All American Boys (lots of profanity, but strong read!), Brendan Kiely, Jason Reynolds

•  Fault in our Stars, John Green 

• Simon vs. The Homosapiens Agenda, Becky Albertalli

• Booked, Kwame Alexander

• Out of My Mind, Sharon Draper

High School 

• Just Mercy, Bryan Stevenson 

• The Curious Incident of the Dog in the Night, Mark Haddon

• The Things They Carried, Tim O’Brien

• Speak Laurie, Halse Anderson 

• Looking For Alaska, John Greene

Parents / Adults 

• Anxious People, Frederick Backman 

• Caste, Isabelle Wilkinson 

• Deacon King Kong, James McBride 

• The Hearts Invisible Furies, John Boyne

• Hidden Valley Road, Robert Kolker

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