Your Child's Learning Skills Might Tell You More Than Their Grades

When parents receive their child's report card, it's natural to look at the grades first. We want to know how they're doing in reading, writing, math and the other subjects.

But there's another section that I think deserves just as much attention, and sometimes even more.

Learning Skills and Work Habits.

After more than 20 years of teaching in Ontario classrooms, I've come to appreciate just how important these skills are to a child's success at school. Yet I think they're something many parents overlook, or perhaps don't fully understand.

We spend a lot of time asking what our children are learning at school, but I think we should also be asking how they're learning.

Because school isn't just about learning the curriculum. It's also about learning how to be a successful student.

The curriculum changes from year to year. The work gets more challenging, and children are expected to become increasingly independent. But skills like organization, responsibility, perseverance and self-regulation continue to matter throughout their education.

Ontario elementary report cards assess six Learning Skills and Work Habits:

Teachers assess these skills through observations gathered throughout the school day. We see how children approach tasks, respond when something is difficult, manage their belongings and work with their classmates.

These everyday observations can tell us quite a bit about how a child is developing as a learner.

You'll see one of four ratings beside each Learning Skill:

E: Excellent | G: Good | S: Satisfactory | N: Needs Improvement

An S isn't a failing grade. It means your child is demonstrating the skill at a satisfactory level.

And an N doesn't mean your child is lazy, incapable or a bad student. It means this is an area where improvement is needed.

What's most important is understanding why your child received that rating.

Over the years, I've taught plenty of children who understood what they were learning but struggled with some of the skills needed to complete their work.

Take writing, for example.

A child might have wonderful ideas for a story and understand what makes a good piece of writing, but have difficulty organizing those ideas and getting them onto paper. Their writing mark might not reflect everything they actually know or understand.

Or think about a child who understands math concepts when working with the teacher but struggles to complete assignments independently. Maybe they have difficulty getting started, remembering instructions or staying focused long enough to finish.

I've also taught students who were so busy talking to their classmates or becoming distracted during lessons that they missed important information. Later, when it was time to work independently, they weren't sure what to do.

In these situations, the academic difficulties may be connected, at least in part, to the child's Learning Skills.

The grade tells us how a child is performing academically. The Learning Skills may help us understand why.

Of course, not every academic struggle is related to Learning Skills. Sometimes children have gaps in their understanding, learning disabilities, language needs or other challenges. But looking at both sections of the report card can give us a much clearer picture.

What this looks like in the classroom

Here are a few examples of how difficulties with Learning Skills might show up during an ordinary school day.

Organization: A student has plenty of ideas for a writing assignment but spends so much time figuring out where to begin that the work doesn't get finished.

Independent Work: A student understands the lesson but needs frequent reminders to start, continue or complete an assignment.

Self-Regulation: A student becomes distracted during instructions and then isn't sure what they're supposed to do.

Initiative: A student is capable of completing a challenging task but is reluctant to try because they're afraid of making mistakes.

It's easy to look at some of these behaviours and assume a child simply isn't trying hard enough. But that isn't always the case.

Sometimes children need to be explicitly taught strategies for organizing their work, managing their attention or approaching something they find difficult.

You may have heard the term executive functioning, particularly if you've been reading about ADHD or learning difficulties.

Executive functioning refers to the mental processes that help us plan, organize, remember instructions, manage attention and regulate our behaviour.

Many of Ontario's Learning Skills overlap with these abilities.

For example, a child who frequently loses materials, forgets instructions or struggles to begin assignments may be having difficulty with planning, organization or self-management.

I have friends who work in social work and psychological assessment who pay close attention to the Learning Skills section of report cards. They're interested in more than just academic performance. They also want to understand how a child manages the everyday demands of being a student.

Learning Skills ratings aren't diagnostic tools, but they can provide useful information when professionals are trying to understand a child's learning needs.

One thing I always remind parents is that children don't all develop these skills at the same pace.

We wouldn't expect a Grade 1 student to manage their learning with the same independence as a Grade 6 student. And even children in the same grade can be at very different stages.

Some children seem to develop strong organizational habits quite naturally. Others need checklists, visual reminders, routines and lots of practice.

Some are comfortable asking for help or trying something new. Others need encouragement and reassurance before they're willing to take a risk.

I think it's important for parents to understand that these skills can be taught and improved. Just like reading or math, children often need instruction, modelling, practice and support.

And sometimes, what looks like a lack of effort is really a child struggling with a skill they haven't yet developed.

First, don't panic.

An N tells you that a particular skill needs attention. It doesn't tell you everything about your child or their abilities.

Rather than focusing too much on the letter itself, try to find out what the teacher is noticing.

For example, an N in Organization could mean your child frequently loses materials, has difficulty planning assignments or struggles to complete work on time.

Those are three different challenges, and they may require different strategies.

The best place to start is by asking the teacher for a specific example and finding out what might help.

If you're meeting with your child's teacher this fall, here are three questions worth asking:

You don't need to tackle all six Learning Skills at once. Choosing one area to focus on and working together with the teacher is a good place to begin.

We all want our children to do well academically. But we also want them to become confident, responsible and independent learners who know how to approach challenges, ask for help and keep trying when something is difficult.

The next time you look at your child's report card, spend a few minutes looking at the Learning Skills section. If something surprises you, ask the teacher about it.

You might learn something about how your child approaches learning that you wouldn't have picked up from their grades alone.

And remember, these are skills children are still developing. With time, practice and the right support, they can improve.

Have a parent-teacher interview coming up?

I've created a free Ontario Fall Parent-Teacher Interview Cheat Sheet to help you prepare, make the most of your meeting and ask questions that matter.

Get the Free Parent-Teacher Interview Cheat Sheet

If you know another Ontario parent who might find this helpful, please consider forwarding this newsletter to them.

Kindergarten families receive a different kind of fall report called the Kindergarten Communication of Learning: Initial Observations. Next week, we'll explain what it means, what educators are looking for, and what parents should know.

Talk soon,

Susie

School, Decoded is an independent publication reflecting my own views and experiences as an educator. It is not affiliated with or endorsed by my employer or any school board.