March 29, 2025 • 23 mins
Buy the bookset - The R.E.W.R.I.T.E. Method & The R.E.W.R.I.T.E. Method Workbook
In episode 92, T.D. Flenaugh discusses strategies for keeping learning fun during breaks. She emphasizes the importance of giving children choices in their learning activities, such as gamifying tasks and setting achievable goals. She also suggests using resources like libraries and YouTube for learning new skills, such as cooking, baking, or building. Flenaugh also highlights the value of documenting and sharing the learning process with family and friends. She encourages parents to help children explore their interests and develop life skills, such as researching topics they are curious about and engaging in hands-on projects. She stresses the importance of making learning a lifelong pursuit that enhances independence and self-discovery.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
TD Flenaugh (00:00):
Are you on break?
(00:00):
Your kids on break? You're aboutto go on break, whatever the
(00:03):
case may be, this episode youdon't want to miss, because
we're going to give you thosestrategies and tips to keep
learning fun, even when schoolis out. Hi. Thank you so much
for joining the following forlearning podcast. I am TD
Flenaugh. We have this podcastto help parents and caregivers
(00:26):
with having the resources,strategies and tools needed to
make sure that their childrenare on track for learning and to
stay on track for success.
Welcome. Here we are in the moodfor vacation, but the kids are
(00:50):
still home, and you have tofigure out what to do, right? So
if you don't have you know rightnow, the time or the ability to
go on an extended break or outof town, I want to we're going
to talk about what to do now.
Right now, I'm just going toaddress what I'm wearing. So I
have one a tie dye t shirt fromwhen I went to a vacation. And
(01:16):
so I'm in the vacation state ofmind. I'm not on vacation, but
I'm in the vacation state ofmind. I have a hat on, you know,
represent like vacation hair,like, if you're swimming, you're
out, you're doing all the thingsI did take out my braids. If you
watch my previous episode on theresearch I did on, you know,
(01:39):
synthetic hair. My braids areout. But I'm also talking about,
you know, just be in thevacation mood, right? And
depending on your type ofvacation, if you're on the beach
or whatever, you are going tohave your hair and you kind of
which way, and you're going tobe enjoying yourself. And then
you could, you know, just put ahat on or whatever. So that's
where we are in the vacationstate of mind. So you are about
(02:00):
to go on vacation, or you're onvacation, or whatever, you've
got to figure out what to do tokeep the learning fun, even
though your kids are out ofschool. Now, of course, you may
have some type of plan for themto work on their reading, to
work on their math, theirmultiplication facts, any of
those things, right? And I amsaying, of course, let's do
(02:25):
that, but I do want us to shiftand to think outside of that,
and think in terms of what issomething that they want to
learn to do. So I'm all aboutgiving kids choice, about having
advocacy, you know, agency aboutthem, directing their learning
journey. We know that there's alot of things that they need to
(02:48):
learn and they need to do, andthere's not a choice about it.
So when you can give themchoice, let's give it to them.
So of course, you may choosesome kind of learning skill that
they need to work on. And I 100%go for that, but put it in a way
that you could gamify it. Okay?
So gamify it in a way that givethem some opportunities to think
(03:12):
about what kind of games theywant to do they want to do, so
many in a year, so many in aweek. Like, how do you want this
to happen, right? So with thetime, right? They may have, you
may give them, like, 30 minutesa day. Again, it's not school.
(03:33):
You're not replicating theschool day. So think in terms of
30 minutes, I would say, no morethan an hour, that you are
engaging them in this task. Now,if you have a week, maybe not
make it every day. Make it fivedays, make it four days, so that
they're not every day dedicatedto the learning, but they have a
(03:53):
specific amount of time thatthey need to do it. If it's
every day, make it very short,10 minutes a day, or something
like that, 15 minutes, so thatit is something that's doable,
is something that's easy andquick to do, and they're
actually fulfilling thatobligation. If you want to make
it a challenge, by the end ofthe week, you get to do this. If
(04:14):
you do this particular task orpractice this many times,
whatever that commitment is, letthem know, establish ahead of
time, and help them choose whatthey want their reward to be if
they meet this challenge, andmake it a challenge that is
maybe difficult, but not toodifficult. You're not going to
have 100,000 minutes by the endof the week, or something like
(04:35):
that, where their whole vacationis consumed with this particular
learning activity. Okay, soyou're giving them a choice
about what they're going tochoose, what they're going to
get at the end of thischallenge, once they meet this
obligation, make it worthwhile.
Okay, now you get to have an icecream cone, right? Like, is that
really the thing? If it is,okay, but if it's not, you have
(04:56):
to figure out what they wantand. Help them decide on what it
is and make sure you have itready for them. Make sure that
you could get it for them, thatyou're not giving them some
unfulfilled promises. Okay, so Ijust want to make sure that we
are thinking about how to keepthe learning fun and engaging.
So it's a challenge. Maybethey're in competition with
(05:17):
their brother or sister, but ofcourse, everyone could get the
prize or have somethingworthwhile. And again,
competitions, when we thinkabout someone's a winner or a
loser, probably is not the bestthing. But again, them getting a
certain amount of somethingcompleted or done minutes or
whatever, and then they'regetting a goal so everyone can
(05:38):
win, makes the most sense. Soagain, you want to make it fun,
make it so that it is doable andit is something that is
worthwhile to them in the end.
Okay, very key. So the nextthing I'm going to talk about is
other things that they couldlearn. So we always, you know,
(06:00):
always, often, we think aboutlearning in terms of, okay,
math, reading, writing, gettingthis particular project done.
But I want to think, you tothink about this in a different
way. They're just as kids, youknow, you know things that you
want to always learn how to door you would be interested in
(06:22):
doing. So ask them, What issomething that they want to
learn? It could be something asskate, skating, skateboarding.
It could be they want to learnhow to code or cook or bake or
something like that. So ask themabout something that they want
to learn how to do. Now, you mayalready have this answer,
(06:42):
because they're always like, upin the kitchen with you,
bothering you or asking youquestions, and you're like, you
know, you probably want to learnhow to cook whatever this is,
and then you're going to helpthem to learn it. Now, of
course, you may be able to putthem in a cooking class, but
those of us who were not able tojust pop up and give them a
cooking class or put them useresources such as the library,
(07:04):
such as YouTube, to help themfind ways like tutorials and how
tos, books and all of that onhow to learn whatever it is that
they want to learn. It could beknitting. It could be drawing,
something in particular, likehelp them find something that
they're interested in andthey're excited about, okay, so
(07:27):
something that they want tolearn how to do. How you could
start them on that journeylearning how to do it. It could
be building something. So again,think about learning in terms
of, you know, Skills for Life,right? Not something's
completely connected to, like asubject area in school or grade
that they're going to get on aproject or something like that.
(07:49):
So keep that in mind. Help themto see learning as part of a
lifelong a lifelong pursuit,something that they are going to
enjoy doing. Okay? So think interms of that, and help them
find out what to do, how to doit, and help them to document
(08:09):
this journey. So another way tomake it very fun and engaging
and also practice the writingskills or the speaking skills,
is to document it somehow theycould create, like, you know,
different blog posts they couldcreate just paper, pencil, like,
you know, Journal of how they'redoing. What day one is like,
what day two is like. And again,it doesn't have to spam the
(08:32):
whole vacation. Like every day,it could be four days or three
days or two days. They'rebuilding something, right?
They're building something, andthey're very excited about what
they're building. And they are,you know, showing like, here's
some setbacks. We forgot thisparticular screw. We put this on
backwards. We did it again. Sowhen we're talking about
(08:54):
learning, we're talking aboutdocumenting when things don't go
100% because learning is aprocess, and part of the
learning process are is makingmistakes, absolutely making
mistakes as part of the learningprocess, and helping kids to
understand that, helping tothem, to celebrate when they
make mistakes, and then learnfrom those mistakes and document
(09:18):
that journey, is going To makelearning fun, and again, it's
something that they chose to dowhich is going to make it that
much greater. Okay, so when weget back from our messages,
we're going to have some moreinformation about how to make
learning fun over the break,the rewrite method and the
(09:39):
rewrite method workbook are yourgo to resource for helping kids
to learn to fall in love withwriting. It has the tips, tools,
resources, strategies and so.
(10:00):
Skill building activities tohelp kids fall out of writing
heat and into loving to write.
Get your book set today. Youhere we go. All right, so get
(10:26):
that book set today for therewrite method and the rewrite
method workbook. I do haveanother book coming out. It's
coming out too, but it's noteven instructional, but I'll
tell you more about that later,as we're talking about how to
keep learning fun and engagingagain, I'm going to go back to
that concept of gamifying whatthey're doing. So if they have
(10:50):
siblings or even cousins orsomething like that, they could
talk about what those differentpeople, you know, those
different family members, arecreating, right? Maybe one of
them wants to build something,right? They're building a
cabinet or something like that.
Maybe their room needs areorganization, and they
realize, okay, if we build thiscabinet and put our tools, our
(11:12):
toys here and our stuff here,this will be a lot more
organized, right? So thinkoutside the box and really
listen to them. What are theyinterested in learning, right,
and thinking about enjoying andcelebrating everyone's gifts or
interest, right? Because maybethe sister wants to create
(11:33):
certain art things, artinstallations, you know, create
a mural, whatever it is, right?
But then maybe the brother wantsto build something, or maybe
it's flip flopped. Maybesomebody wants to, you know,
bake, another person wants tocook, right? So having a time
where you are going to displayall of the things that you
(11:54):
learned, or the project youworked on over the break, so
maybe that Sunday or thatSaturday, everybody is coming
over. You're inviting familymembers over so they could enjoy
the cake that your your childbaked, or they can look at, you
know, that cabinet, or whateverthey created, or, you know,
built. So think in terms of, youknow, how you could take that
(12:18):
learning outside of whateveryou're doing right, learning
outside of the classroom,learning outside of the home,
and share it with others, eitherthrough a book that you're
creating, a blog post, socialmedia, post, a video, you know,
a vlog on all the different waysthat you The processes and
stages of this thing that youcreated or built or were working
(12:42):
on, you know, over your break isvery, very important. This is a
way to think about learning in away that isn't just tied to the
classroom, but instead that istied to life improvement and
agency and becoming an adultright, maturing, taking
(13:04):
responsibility, learning to donew things. So these types of
activities build confidence inkids. It helps connect them to
possibly a career goal. It helpsthem to learn more about
themselves. Like, Oh, I'm reallygood at building things. I'm
really good at figuring thingsout, making puzzles, making that
airplane model, or whatever itis that they really enjoy and
(13:27):
love to do. So really thinkabout that. Help them think
through it. And sometimes, ifyou give kids too many choices,
it's hard for them to find outwhat you know. I'm not sure what
I want to do. I don't so yougive them some things that you
could propose to do. You couldmaybe like, Okay, I'm gonna, you
(13:47):
know, bring a puzzle. I'm goingto, you know, work on these
types of games. We're going touse this game. We're going to do
this and which one did you likebest, which one you didn't like.
Because, again, learning isabout getting to know yourself
as well. Sometimes we understandand know we have natural gifts,
like, I'm really good at thisparticular thing, and you don't
even know, but you learn becauseyou engaged in this activity.
(14:10):
Or, you know, you figure out I'mnot really good at this, but
it's something I want to getbetter at, and I'm going to work
on it right? Or it's some thingslike, I just hate that. I don't
like being outside. I don't likewhatever it is. It helps them to
get to know themselves, andhelps them to understand what is
working for them, what's notworking for them, what is
(14:33):
something that they may pursuewhen they get older, what's
something they definitely don'twant to pursue, what's a skill
that they really want to work onbuilding up. So learning again,
is something that we need tohelp kids to detach just from
the classroom and to think abouthow does learning look in your
life? How Does Learning enhanceyour life? What could you learn
(14:56):
to do better that's going to.
Help you to grow and to matureand to the person that you want
to become, to reach the goalsthat you're interested in
achieving. So that is soimportant. So when we're
thinking in terms of what tochoose, because, again, that may
(15:19):
be a challenge for your kid.
Some kids right away, know,okay, I want to build this. I
want to create this. I want towork on this. And other kids are
going to need more of a supportwith that. So it think of in
terms of something that could beartistic, right, some kind of
craft that they're building. Soyou think you could think in
(15:41):
terms of knitting, sewing. Itcould be in terms of, again,
baking or cooking something,right? And in that way, you're
going to help them to thinkabout this then. Now, if you're
like, where do I get these ideasfrom? So you could think in
(16:04):
terms of, like, high school ormiddle school types of electives
that are out there. Like, I'msaying art, I'm saying home
economics. I'm saying, you know,shop, like, where we're going to
build something, we're going todraw something. And if you know,
you have more an outdoorsy kids,they could be doing some
exploration. They are findingthe different insects they could
(16:27):
find, you know, outside, theyare identifying different types
of birds or different flowers ordifferent things like that. Are
going to help them with theirlearning process. Okay, so
really, in thinking in terms of,you know, what are some things
that we could think about, couldwe let them understand more if
(16:48):
they're a person, sometimes youhave a kid that asks a bunch of
questions. I remember my brotherwas like this. He went through a
stage as a kid where he was justasking a bunch of questions. And
I don't feel like I had thatsame thing, but then you might
help them, you know, reallyresearch a particular topic that
they're asking a lot about. Itmay have to be a particular it
(17:11):
may be a part of history, itmight be a particular type of
animal or organism or somethinglike that, but it's really,
really important that they'regetting that information and
you're helping them through theresearch process. Of course, I
just last week, we had thatpodcast episode on research, and
that just scratched the surfaceof what you could do. And
(17:32):
research could also be somethingwhere they are actually doing
their own research, meaning theyare making their own survey and
questioning people and askingpeople, how do you feel? What do
you think is fair? What was yourexperience like? They could even
interview family members andhave like a family type of
history that they are creating.
(17:56):
So if you have some grandparentsaround older adults just
learning about what their lifewas like when they were younger
could be a way for thoseinquisitive kids to get some
research done themselves. Theyare going around asking people
questions and doing a survey.
They are getting an interviewfrom different family members
about different aspects of theirlives growing up, or maybe
(18:19):
something that they're dealingwith now that they want to know
more about. I know one reallyfunny thing is, you know, kids,
so some kids, like they did notlike take showers and stuff like
that in the, you know, during PEand I guess some schools do. It
(18:39):
just depends on where you are orwhatever. But they want to know
about, like, what was that like?
Like, you had to take a shower,you had to be ready in five
minutes or whatever. And reallytalking about that, like,
there's a lot of places thatdon't do that anymore. They
don't take showers anymore and,and so just, just things that
you're like, This is reallyweird. Like, how did you handle
(19:01):
this situation when you wereyounger? Because we don't have
to do that stuff anymore. Youknow, one time I really got in,
you know, we were talking aboutcorporal punishment in my
classroom, we were reading abook in which the characters
were getting like, they werestill getting, like, spanked and
like, paddled and stuff likethat in school. And it's called
(19:26):
Roll of Thunder. Hear My Cry.
And we did research on, youknow, like, there are still some
places in the United States thatstill have those kind of laws on
the books. It's okay to paddlekids, right?
We were really surprised aboutthis. And this was probably
like, let's say, like, fiveseven to, you know, seven to
(19:48):
five years ago. And we werereally surprised about it. And,
you know, I didn't know,because, you know, we all learn
from research, obviously, whenyou are in a particular place,
you know what things are like.
There. You know, what goes whatdoesn't go, but not knowing that
even in the United States, otherstates have different laws that
are completely different, oreven in and complete opposite of
what you're dealing with whereyou are currently in, you know?
(20:12):
And so it just really helps youto know more about the world.
And the more people get to knowabout the world, the more
confident they are, and the morethey can navigate different
places that they go. And, youknow, feel confident doing that
right, so becoming a citizen ofthe world, and really being able
to feel confident wherever yougo, that you can, you know,
(20:33):
thrive, and you could get toknow people, and you could
learn, and you can enjoyyourself, you know. So that is
just such that's somethingthat's so important, you know,
in terms of, you know, asthey're maturing and getting to,
you know, getting to knowthemselves and how they fit into
the world. So those are somethings that will really like,
(20:55):
will really stand out for kidsas they're growing up. So, as
you know, it is the time of yearwhere people are taking
vacations but you don't want thelearning to stop. This podcast
is all about giving your childthe competitive advantage, so
making sure that you keeplearning going, even though that
they're not in school is so youknow, paramount to helping the
(21:19):
kids have a competitiveadvantage, they're thinking
about learning as something tohelp them to become more
independent, to become closer toadulthood, right, and to get to
know themselves better. Theycould do that through academic
pursuits, and they definitelycan do that through pursuits of
you know, finding something thatthey want to learn how to do
(21:42):
that has to do with a lifeskill, or becoming it more
independent towards adulthood.
Driving, I didn't even bringthat up, right? It could be
driving, cooking, baking,knitting, sewing, all these
different things, buildingthings, fixing things. Sometimes
(22:03):
our kids even get annoyed bythings that need to be fixed in
the house, and we could maybehelp them think about like, how
do you fix this kind of thingand do research on it? Go to a
big warehouse store, you know,tool store, where they do that
type of, sell those type ofproducts and figure out how to
get this thing fixed, and theywill feel so proud of
(22:24):
themselves, you'll feel proud ofthemselves, of them as well,
right? So those are the kind ofthings we want to do to help
kids to frame learning assomething that's fun and useful
for their own lives. Dosomething today to make sure
that your child gets thecompetitive event advantage
right. So thank you again forjoining the falling for learning
(22:47):
podcast. We appreciate you. Havea wonderful week. Thanks again
for supporting the falling forlearning podcast. New Episodes
go live every Saturday at 5pmyou can watch us on youtube.com,
at falling for learning, orlisten on all major podcast
(23:09):
platforms such as Apple, Google,Audible, Spotify and much more
for more resources, visitfalling in Love with
learning.com. We reallyappreciate you. Have a wonderful
week.
Are you on break?
(00:00):
Your kids on break? You're aboutto go on break, whatever the
(00:03):
case may be, this episode youdon't want to miss, because
we're going to give you thosestrategies and tips to keep
learning fun, even when schoolis out. Hi. Thank you so much
for joining the following forlearning podcast. I am TD
Flenaugh. We have this podcastto help parents and caregivers
(00:26):
with having the resources,strategies and tools needed to
make sure that their childrenare on track for learning and to
stay on track for success.
Welcome. Here we are in the moodfor vacation, but the kids are
(00:50):
still home, and you have tofigure out what to do, right? So
if you don't have you know rightnow, the time or the ability to
go on an extended break or outof town, I want to we're going
to talk about what to do now.
Right now, I'm just going toaddress what I'm wearing. So I
have one a tie dye t shirt fromwhen I went to a vacation. And
(01:16):
so I'm in the vacation state ofmind. I'm not on vacation, but
I'm in the vacation state ofmind. I have a hat on, you know,
represent like vacation hair,like, if you're swimming, you're
out, you're doing all the thingsI did take out my braids. If you
watch my previous episode on theresearch I did on, you know,
(01:39):
synthetic hair. My braids areout. But I'm also talking about,
you know, just be in thevacation mood, right? And
depending on your type ofvacation, if you're on the beach
or whatever, you are going tohave your hair and you kind of
which way, and you're going tobe enjoying yourself. And then
you could, you know, just put ahat on or whatever. So that's
where we are in the vacationstate of mind. So you are about
(02:00):
to go on vacation, or you're onvacation, or whatever, you've
got to figure out what to do tokeep the learning fun, even
though your kids are out ofschool. Now, of course, you may
have some type of plan for themto work on their reading, to
work on their math, theirmultiplication facts, any of
those things, right? And I amsaying, of course, let's do
(02:25):
that, but I do want us to shiftand to think outside of that,
and think in terms of what issomething that they want to
learn to do. So I'm all aboutgiving kids choice, about having
advocacy, you know, agency aboutthem, directing their learning
journey. We know that there's alot of things that they need to
(02:48):
learn and they need to do, andthere's not a choice about it.
So when you can give themchoice, let's give it to them.
So of course, you may choosesome kind of learning skill that
they need to work on. And I 100%go for that, but put it in a way
that you could gamify it. Okay?
So gamify it in a way that givethem some opportunities to think
(03:12):
about what kind of games theywant to do they want to do, so
many in a year, so many in aweek. Like, how do you want this
to happen, right? So with thetime, right? They may have, you
may give them, like, 30 minutesa day. Again, it's not school.
(03:33):
You're not replicating theschool day. So think in terms of
30 minutes, I would say, no morethan an hour, that you are
engaging them in this task. Now,if you have a week, maybe not
make it every day. Make it fivedays, make it four days, so that
they're not every day dedicatedto the learning, but they have a
(03:53):
specific amount of time thatthey need to do it. If it's
every day, make it very short,10 minutes a day, or something
like that, 15 minutes, so thatit is something that's doable,
is something that's easy andquick to do, and they're
actually fulfilling thatobligation. If you want to make
it a challenge, by the end ofthe week, you get to do this. If
(04:14):
you do this particular task orpractice this many times,
whatever that commitment is, letthem know, establish ahead of
time, and help them choose whatthey want their reward to be if
they meet this challenge, andmake it a challenge that is
maybe difficult, but not toodifficult. You're not going to
have 100,000 minutes by the endof the week, or something like
(04:35):
that, where their whole vacationis consumed with this particular
learning activity. Okay, soyou're giving them a choice
about what they're going tochoose, what they're going to
get at the end of thischallenge, once they meet this
obligation, make it worthwhile.
Okay, now you get to have an icecream cone, right? Like, is that
really the thing? If it is,okay, but if it's not, you have
(04:56):
to figure out what they wantand. Help them decide on what it
is and make sure you have itready for them. Make sure that
you could get it for them, thatyou're not giving them some
unfulfilled promises. Okay, so Ijust want to make sure that we
are thinking about how to keepthe learning fun and engaging.
So it's a challenge. Maybethey're in competition with
(05:17):
their brother or sister, but ofcourse, everyone could get the
prize or have somethingworthwhile. And again,
competitions, when we thinkabout someone's a winner or a
loser, probably is not the bestthing. But again, them getting a
certain amount of somethingcompleted or done minutes or
whatever, and then they'regetting a goal so everyone can
(05:38):
win, makes the most sense. Soagain, you want to make it fun,
make it so that it is doable andit is something that is
worthwhile to them in the end.
Okay, very key. So the nextthing I'm going to talk about is
other things that they couldlearn. So we always, you know,
(06:00):
always, often, we think aboutlearning in terms of, okay,
math, reading, writing, gettingthis particular project done.
But I want to think, you tothink about this in a different
way. They're just as kids, youknow, you know things that you
want to always learn how to door you would be interested in
(06:22):
doing. So ask them, What issomething that they want to
learn? It could be something asskate, skating, skateboarding.
It could be they want to learnhow to code or cook or bake or
something like that. So ask themabout something that they want
to learn how to do. Now, you mayalready have this answer,
(06:42):
because they're always like, upin the kitchen with you,
bothering you or asking youquestions, and you're like, you
know, you probably want to learnhow to cook whatever this is,
and then you're going to helpthem to learn it. Now, of
course, you may be able to putthem in a cooking class, but
those of us who were not able tojust pop up and give them a
cooking class or put them useresources such as the library,
(07:04):
such as YouTube, to help themfind ways like tutorials and how
tos, books and all of that onhow to learn whatever it is that
they want to learn. It could beknitting. It could be drawing,
something in particular, likehelp them find something that
they're interested in andthey're excited about, okay, so
(07:27):
something that they want tolearn how to do. How you could
start them on that journeylearning how to do it. It could
be building something. So again,think about learning in terms
of, you know, Skills for Life,right? Not something's
completely connected to, like asubject area in school or grade
that they're going to get on aproject or something like that.
(07:49):
So keep that in mind. Help themto see learning as part of a
lifelong a lifelong pursuit,something that they are going to
enjoy doing. Okay? So think interms of that, and help them
find out what to do, how to doit, and help them to document
(08:09):
this journey. So another way tomake it very fun and engaging
and also practice the writingskills or the speaking skills,
is to document it somehow theycould create, like, you know,
different blog posts they couldcreate just paper, pencil, like,
you know, Journal of how they'redoing. What day one is like,
what day two is like. And again,it doesn't have to spam the
(08:32):
whole vacation. Like every day,it could be four days or three
days or two days. They'rebuilding something, right?
They're building something, andthey're very excited about what
they're building. And they are,you know, showing like, here's
some setbacks. We forgot thisparticular screw. We put this on
backwards. We did it again. Sowhen we're talking about
(08:54):
learning, we're talking aboutdocumenting when things don't go
100% because learning is aprocess, and part of the
learning process are is makingmistakes, absolutely making
mistakes as part of the learningprocess, and helping kids to
understand that, helping tothem, to celebrate when they
make mistakes, and then learnfrom those mistakes and document
(09:18):
that journey, is going To makelearning fun, and again, it's
something that they chose to dowhich is going to make it that
much greater. Okay, so when weget back from our messages,
we're going to have some moreinformation about how to make
learning fun over the break,the rewrite method and the
(09:39):
rewrite method workbook are yourgo to resource for helping kids
to learn to fall in love withwriting. It has the tips, tools,
resources, strategies and so.
(10:00):
Skill building activities tohelp kids fall out of writing
heat and into loving to write.
Get your book set today. Youhere we go. All right, so get
(10:26):
that book set today for therewrite method and the rewrite
method workbook. I do haveanother book coming out. It's
coming out too, but it's noteven instructional, but I'll
tell you more about that later,as we're talking about how to
keep learning fun and engagingagain, I'm going to go back to
that concept of gamifying whatthey're doing. So if they have
(10:50):
siblings or even cousins orsomething like that, they could
talk about what those differentpeople, you know, those
different family members, arecreating, right? Maybe one of
them wants to build something,right? They're building a
cabinet or something like that.
Maybe their room needs areorganization, and they
realize, okay, if we build thiscabinet and put our tools, our
(11:12):
toys here and our stuff here,this will be a lot more
organized, right? So thinkoutside the box and really
listen to them. What are theyinterested in learning, right,
and thinking about enjoying andcelebrating everyone's gifts or
interest, right? Because maybethe sister wants to create
(11:33):
certain art things, artinstallations, you know, create
a mural, whatever it is, right?
But then maybe the brother wantsto build something, or maybe
it's flip flopped. Maybesomebody wants to, you know,
bake, another person wants tocook, right? So having a time
where you are going to displayall of the things that you
(11:54):
learned, or the project youworked on over the break, so
maybe that Sunday or thatSaturday, everybody is coming
over. You're inviting familymembers over so they could enjoy
the cake that your your childbaked, or they can look at, you
know, that cabinet, or whateverthey created, or, you know,
built. So think in terms of, youknow, how you could take that
(12:18):
learning outside of whateveryou're doing right, learning
outside of the classroom,learning outside of the home,
and share it with others, eitherthrough a book that you're
creating, a blog post, socialmedia, post, a video, you know,
a vlog on all the different waysthat you The processes and
stages of this thing that youcreated or built or were working
(12:42):
on, you know, over your break isvery, very important. This is a
way to think about learning in away that isn't just tied to the
classroom, but instead that istied to life improvement and
agency and becoming an adultright, maturing, taking
(13:04):
responsibility, learning to donew things. So these types of
activities build confidence inkids. It helps connect them to
possibly a career goal. It helpsthem to learn more about
themselves. Like, Oh, I'm reallygood at building things. I'm
really good at figuring thingsout, making puzzles, making that
airplane model, or whatever itis that they really enjoy and
(13:27):
love to do. So really thinkabout that. Help them think
through it. And sometimes, ifyou give kids too many choices,
it's hard for them to find outwhat you know. I'm not sure what
I want to do. I don't so yougive them some things that you
could propose to do. You couldmaybe like, Okay, I'm gonna, you
(13:47):
know, bring a puzzle. I'm goingto, you know, work on these
types of games. We're going touse this game. We're going to do
this and which one did you likebest, which one you didn't like.
Because, again, learning isabout getting to know yourself
as well. Sometimes we understandand know we have natural gifts,
like, I'm really good at thisparticular thing, and you don't
even know, but you learn becauseyou engaged in this activity.
(14:10):
Or, you know, you figure out I'mnot really good at this, but
it's something I want to getbetter at, and I'm going to work
on it right? Or it's some thingslike, I just hate that. I don't
like being outside. I don't likewhatever it is. It helps them to
get to know themselves, andhelps them to understand what is
working for them, what's notworking for them, what is
(14:33):
something that they may pursuewhen they get older, what's
something they definitely don'twant to pursue, what's a skill
that they really want to work onbuilding up. So learning again,
is something that we need tohelp kids to detach just from
the classroom and to think abouthow does learning look in your
life? How Does Learning enhanceyour life? What could you learn
(14:56):
to do better that's going to.
Help you to grow and to matureand to the person that you want
to become, to reach the goalsthat you're interested in
achieving. So that is soimportant. So when we're
thinking in terms of what tochoose, because, again, that may
(15:19):
be a challenge for your kid.
Some kids right away, know,okay, I want to build this. I
want to create this. I want towork on this. And other kids are
going to need more of a supportwith that. So it think of in
terms of something that could beartistic, right, some kind of
craft that they're building. Soyou think you could think in
(15:41):
terms of knitting, sewing. Itcould be in terms of, again,
baking or cooking something,right? And in that way, you're
going to help them to thinkabout this then. Now, if you're
like, where do I get these ideasfrom? So you could think in
(16:04):
terms of, like, high school ormiddle school types of electives
that are out there. Like, I'msaying art, I'm saying home
economics. I'm saying, you know,shop, like, where we're going to
build something, we're going todraw something. And if you know,
you have more an outdoorsy kids,they could be doing some
exploration. They are findingthe different insects they could
(16:27):
find, you know, outside, theyare identifying different types
of birds or different flowers ordifferent things like that. Are
going to help them with theirlearning process. Okay, so
really, in thinking in terms of,you know, what are some things
that we could think about, couldwe let them understand more if
(16:48):
they're a person, sometimes youhave a kid that asks a bunch of
questions. I remember my brotherwas like this. He went through a
stage as a kid where he was justasking a bunch of questions. And
I don't feel like I had thatsame thing, but then you might
help them, you know, reallyresearch a particular topic that
they're asking a lot about. Itmay have to be a particular it
(17:11):
may be a part of history, itmight be a particular type of
animal or organism or somethinglike that, but it's really,
really important that they'regetting that information and
you're helping them through theresearch process. Of course, I
just last week, we had thatpodcast episode on research, and
that just scratched the surfaceof what you could do. And
(17:32):
research could also be somethingwhere they are actually doing
their own research, meaning theyare making their own survey and
questioning people and askingpeople, how do you feel? What do
you think is fair? What was yourexperience like? They could even
interview family members andhave like a family type of
history that they are creating.
(17:56):
So if you have some grandparentsaround older adults just
learning about what their lifewas like when they were younger
could be a way for thoseinquisitive kids to get some
research done themselves. Theyare going around asking people
questions and doing a survey.
They are getting an interviewfrom different family members
about different aspects of theirlives growing up, or maybe
(18:19):
something that they're dealingwith now that they want to know
more about. I know one reallyfunny thing is, you know, kids,
so some kids, like they did notlike take showers and stuff like
that in the, you know, during PEand I guess some schools do. It
(18:39):
just depends on where you are orwhatever. But they want to know
about, like, what was that like?
Like, you had to take a shower,you had to be ready in five
minutes or whatever. And reallytalking about that, like,
there's a lot of places thatdon't do that anymore. They
don't take showers anymore and,and so just, just things that
you're like, This is reallyweird. Like, how did you handle
(19:01):
this situation when you wereyounger? Because we don't have
to do that stuff anymore. Youknow, one time I really got in,
you know, we were talking aboutcorporal punishment in my
classroom, we were reading abook in which the characters
were getting like, they werestill getting, like, spanked and
like, paddled and stuff likethat in school. And it's called
(19:26):
Roll of Thunder. Hear My Cry.
And we did research on, youknow, like, there are still some
places in the United States thatstill have those kind of laws on
the books. It's okay to paddlekids, right?
We were really surprised aboutthis. And this was probably
like, let's say, like, fiveseven to, you know, seven to
(19:48):
five years ago. And we werereally surprised about it. And,
you know, I didn't know,because, you know, we all learn
from research, obviously, whenyou are in a particular place,
you know what things are like.
There. You know, what goes whatdoesn't go, but not knowing that
even in the United States, otherstates have different laws that
are completely different, oreven in and complete opposite of
what you're dealing with whereyou are currently in, you know?
(20:12):
And so it just really helps youto know more about the world.
And the more people get to knowabout the world, the more
confident they are, and the morethey can navigate different
places that they go. And, youknow, feel confident doing that
right, so becoming a citizen ofthe world, and really being able
to feel confident wherever yougo, that you can, you know,
(20:33):
thrive, and you could get toknow people, and you could
learn, and you can enjoyyourself, you know. So that is
just such that's somethingthat's so important, you know,
in terms of, you know, asthey're maturing and getting to,
you know, getting to knowthemselves and how they fit into
the world. So those are somethings that will really like,
(20:55):
will really stand out for kidsas they're growing up. So, as
you know, it is the time of yearwhere people are taking
vacations but you don't want thelearning to stop. This podcast
is all about giving your childthe competitive advantage, so
making sure that you keeplearning going, even though that
they're not in school is so youknow, paramount to helping the
(21:19):
kids have a competitiveadvantage, they're thinking
about learning as something tohelp them to become more
independent, to become closer toadulthood, right, and to get to
know themselves better. Theycould do that through academic
pursuits, and they definitelycan do that through pursuits of
you know, finding something thatthey want to learn how to do
(21:42):
that has to do with a lifeskill, or becoming it more
independent towards adulthood.
Driving, I didn't even bringthat up, right? It could be
driving, cooking, baking,knitting, sewing, all these
different things, buildingthings, fixing things. Sometimes
(22:03):
our kids even get annoyed bythings that need to be fixed in
the house, and we could maybehelp them think about like, how
do you fix this kind of thingand do research on it? Go to a
big warehouse store, you know,tool store, where they do that
type of, sell those type ofproducts and figure out how to
get this thing fixed, and theywill feel so proud of
(22:24):
themselves, you'll feel proud ofthemselves, of them as well,
right? So those are the kind ofthings we want to do to help
kids to frame learning assomething that's fun and useful
for their own lives. Dosomething today to make sure
that your child gets thecompetitive event advantage
right. So thank you again forjoining the falling for learning
(22:47):
podcast. We appreciate you. Havea wonderful week. Thanks again
for supporting the falling forlearning podcast. New Episodes
go live every Saturday at 5pmyou can watch us on youtube.com,
at falling for learning, orlisten on all major podcast
(23:09):
platforms such as Apple, Google,Audible, Spotify and much more
for more resources, visitfalling in Love with
learning.com. We reallyappreciate you. Have a wonderful
week.
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