| Standardized tests can be very stressful for | | | | if guessing will hurt their score. Sometimes, |
| children. Here, therefore, are some tips for | | | | students are penalized for guessing. 5. Both |
| parents and children that may help. Before | | | | children and parents, remember... no one is |
| the Test...for Parents and Children 1. Have | | | | expected to make 100%! All that children can |
| children study every night during the year so | | | | do is their best. Encourage them to do so. |
| they will understand the material as their | | | | During the Test...for Children 1. Read to |
| teacher is presenting it. Clear up any | | | | understand each question carefully. Then read |
| confusion as they go. This will make them | | | | ALL the choices you are given. 2. Monitor |
| confident in their knowledge and lead to a | | | | your time. If you get stuck on a question, do |
| review for the test rather than to learning | | | | not spend too much time on it. Concentrate on |
| new information. 2. The night before the | | | | answering the questions you know for sure and |
| test, do something that is fun to help keep | | | | then go back to the others if there is more |
| them calm. All their heavy studying should be | | | | time. REMEMBER: If you do this, put your |
| complete by then! 3. Of course, they should | | | | answer in the right space on the bubble |
| get a good night's sleep, eat a healthy | | | | sheet! You should already know if guessing |
| breakfast, and leave for school with a | | | | will hurt you. 3. If you get nervous, shut |
| positive attitude and confidence in | | | | your eyes, take a deep breath, and let it out |
| themselves. Parents, that's where you can | | | | slowly. I hope these suggestions are useful. |
| help immensely! Wish your children luck, give | | | | GOOD LUCK!! |
| them a high five, let them know you believe | | | | |
| in them...whatever it takes to lessen the | | | | More articles from this pro: J. Glatt, M.S. |
| pressure. 4. Pupils should ask their teacher | | | | |