Author: Jared Wells

As kids are starting their summer vacation (and enjoying some well-deserved rest), I hope they are thinking about how they can get the most out of their summers. While a great way to spend summer is to get a jump start on next year, summer is also a great time for students to pursue independent projects.

One of the biggest complaints that students have about high school is that they are forced to learn things that are going to be irrelevant to their future careers (“I’m going to be an architect, so why do I need to learn biology?”) And while I always say that if you look for what is positive or relevant about an experience, that’s what you’ll find, I certainly agree that some fields of study and some experiences will be MORE relevant than others.

So why not use the summer to tackle some independent study or an independent project in a field of the student’s interest?

Here are some ways to do it.

Look up educational requirements for a potential career, and take an online course in that field (one that is not offered in high school)

Examples might include

Student interested in business? How about a course on marketing or accounting?

Student interested in medicine? How about a human anatomy or pharmacology course?

Student interested in programming? How about a course in a language not Java or C++?

Student interested in architecture? How about a course on drafting?

There are tons of resources for online courses depending on the nature of the material. EdX, Skillshare, BYU online university, and many more offer courses on a very wide variety of subjects.

Informational interviews and/or internships/volunteering

I’ve discussed informational interviews before, but I can’t stress enough how invaluable these can be for a student in learning about potential career paths. A student who does 3 a week all summer will have met with a wide variety of professionals and will be light years ahead of their peers when it comes to knowledge of the fields (not to mention learning about and experiencing the benefits of networking).

It isn’t too late to seek out internships/volunteer opportunities as well! Students should reach out to their adult networks to connect with people in fields they are interested in. Even if “official” internship positions have been filled, informal positions can be created for proactive, ambitious students (especially at small businesses!)

Create content

There is no better way to reinforce what you are learning than to teach it. And with the internet, becoming a content creator (teacher) is easy. Medium.com and steemit.com are easy places to post writing, and youtube and bitchute make posting video content simple as well. A great way to start is to learn about the problems and issues facing the industry the student is interested in. Students can do this by

-posting questions on quora.com or find the subreddit devoted to the industry (subreddits will often have threads devoted to career questions like this one

-asking that question in their informational interviews this summer!

-google “problems facing X industry” and “issues facing X industry”

Check out the results for “Challenges facing education industry”. I’ve got a year’s worth of ideas for blog posts on that first page alone!

The key for content creation is that you don’t have to be the world’s foremost expert to have a say and have a voice. In fact, you can be an abject novice, but one who is interested and learning. No one has the combination of experience and knowledge that your son/daughter has, which means they’ll have a different perspective and a different way of communicating than anyone else.

There is no better way to organize thinking than writing about it, and no matter where your son or daughter ends up, practicing their writing skills will help them. Even for students who don’t like writing, they might find (like I did) that writing about topics they are interested is actually quite enjoyable. And imagine how much greater their job prospects will be in 6 years when they show their employer their industry related blog they’ve been active on for years!

Students should make sure to share their content on linkdin (must be 16 years or older)!

Any one of these ideas would be a great way to spend time this summer. But, as you can see, they are also mutually reinforcing. For students that are burnt out on learning “irrelevant stuff”, summer is a great time to get them excited about learning things that will be clearly relevant to their future careers.

What are your students doing this summer to prepare for their future careers?

If your son or daughter could use some support with study skills, we’ve got a great workshop for them. Call (858.551.2650) or email (help@wellsacademics.com) to sign up for our “Study Skills” workshop this summer. Classes start the week of July 1st!

SAT/ACT prep

For rising Juniors, getting SAT/ACT prep out of the way over the summer can be a godsend for them. Junior year is often the most academically challenging year, and is the most consequential year as far as grades go. Doing test prep over the summer give students one less thing to worry about, and more time (and mental energy) to devote to getting a stellar GPA.

For rising Seniors, who either haven’t taken the SAT/ACT yet (or have but are unhappy with their scores), they should take advantage of the whole summer to prep. It isn’t about making test prep a full time job, but it is about not procrastinating and creating consistent practice over weeks so that the student doesn’t feel like they’re cramming but can reflect on the work they are doing and make changes/improvements. If nothing else, taking a lot of practice exams (while analyzing their errors) can help them learn some important lessons and give them experience taking a four-hour exam.

Foreign language immersion

Why is it that students take so many years of foreign language in high school (and college) and still can’t have a basic conversation in the language? A big part of the reason is that conversation is not what students are practicing in their foreign language classes. They are learning vocabulary and grammar, but they aren’t practicing using it outside of written exams. They speaking that they do in class is usually scripted, not spontaneous. Most importantly, because they aren’t building confidence in their ability to speak, they are hesitant and not getting the practice that they need!

The solution is immersion. There are many great ways to do this

-immersion classes (group or 1-on-1…as long as the objective is to focus on speaking the language…we’re offering a Spanish conversation workshop this summer!)

-language exchanges: these are (online) services that match language learners with someone who knows the language you are trying to learn, and is trying to learn the language you know. So, for example, if you are a native English speaker and are trying to learn French, you’ll be matched with a native French speaker trying to learn English. These aren’t lessons per se (though your partner will give you feedback, just as you’ll give your partner feedback). Rather it’s just practice speaking and hearing the language spoken. Italki is a highly recommended language exchange service.

-Any friends or family members speak the language? Have them talk to the student in only that language (and answer only to that language).

There are three keys here:

1. The student has to buy into it. Something requiring the mental effort (not to mention getting over shyness!) of learning to speak a foreign language needs to be entered into willingly by the student.
2. The student has to get out of the mindset of not speaking unless they are confident they are 100% correct. Focus on getting your ideas out there (however imperfectly). A student that makes 1000 errors in speaking over the summer is going to be lightyears ahead in their speaking ability than a student who makes no errors because they didn’t try.
3. The practice needs to be consistent. Daily is ideal.

Volunteer

Besides the fact that many high schools require community service (and many colleges do as well) community service is a great way for students to see the power they have to make changes in their communities. Looking at the problems that the world and the USA are facing can leave people (and in particular, young people) powerless to change things for the better. Community service can be very empowering in that a student who might feel powerless with respect to huge problems like “ocean pollution” or “poverty” can see the impact they can have with a beach cleanup or working at a free clinic. That empowerment can show up in all kinds of ways in their lives outside of community service.

Community service doesn’t have to be some big organized thing either. It can be a simple as your family spending an hour picking up litter at a local park or neighborhood.

Start the summer off right by asking your student “What would you like to accomplish this summer?”

Looking for guidance on how to keep your kids’ skills sharp this summer? Give Vince a call at 858.551.2650 or email help@wellsacademics.com.

Process of elimination is for “easy” questions too.

First off, like showing work in general, the POE is not a process for JUST the hard questions. It’s a process that should be used on every multiple choice problem. When students tell me that they don’t need to because the answer is “obvious”, I tell them “Well, then eliminating the wrong ones should be easy, right?” Part of the value of the POE is it helps avoid careless errors caused by rushing and looking past “easy” questions. Sure, you can get “most” of the questions right if you are rushing, and you’ll only make mistakes on a few problems. Is “most” what you are aiming for? The great thing about the POE is that it is a process that will improve your accuracy, so long as you decide to apply it consistently. So use it on the “easy” and the hard questions. If nothing else, it will help you to develop the habit.

What is your evidence/reasoning for the elimination?

Secondly, make sure you have a specific reason to eliminate an answer choice that you can articulate clearly. If you can’t (you just have a “gut feeling” or intuition) do not eliminate the answer choice. If, in the end, you can’t eliminate all but one answer choice, that’s fine. You can always still take your best guess. But don’t prevent yourself from having the opportunity of revisiting a question later because you made an unfounded elimination.

Intuitions are great! If you are a detective investigating a crime, an intuition can tell you who you should investigate first. If there are 100 possible suspect, an intuition about one of them could be a huge timesaver if you investigate and find evidence they committed the crime. But an intuition, alone, would not be a reason to arrest someone. Similarly, an intuition is a GREAT reason to investigate an answer choice…but it is NOT a reason to eliminate an answer

Draw a line through the eliminated answer choices

Thirdly, make sure that you eliminate the answer, physically, by drawing a line or an X through the answer choice. No eliminations “in your head”. The act of physically drawing a line will bring your consciousness and awareness to the elimination more fully, giving you the opportunity to notice whether you do or do not have a clearly articulated reason to eliminate the answer choice. Not writing something down is a great way to not think something through fully. Most of the time a student tells me that they eliminated the answer “in their head”, they can’t clearly articulate the reasons for the eliminations. You also want to write your eliminations down because…

Don’t guess yet!

Finally, when you feel that you can’t eliminate any more answer choices to a question, move on past the question WITHOUT answering. Have you ever skipped a problem on a test, only to come back to it and see the obvious answer? That’s because your mind has been working on the problem in the background the whole time. Don’t spend a lot of time getting hung up on a single problem. Move on! You may see other information on the test that gives you a clue about a question you got stuck on. Because you physically eliminated the answers you had clearly articulated reasons for eliminating, you’ll be able to jump right back into the problem. At the very least, you can always make a last second guess at the end of the test if you don’t have time to come back to it. But you want to leave yourself to opportunity to revisit it. When I took multiple choice exams in high school/college, I would often go through a test four or more times, making more eliminations each time I passed through.

Conclusion

The POE is a way for you to add quality to the thinking work that you do on multiple choice problems. It’s a way to make progress on difficult questions, and avoid careless errors on easy ones. But the most important way it adds quality is by forcing you to read every questions carefully. In my experience, not reading each answer choice carefully is the biggest reason student make mistakes on multiple choice problems.

Looking to sharpen your student’s test taking skills? Check our our “Study Skills” workshop this summer.

One of the most valuable tactics we emphasize in our SAT/ACT prep (on the non-math sections) is the process of elimination (POE). With finals coming up for many students, it’s worth thinking about what it is exactly, why it is so valuable, and how to apply it in a test situation.

What is the POE?

What is the goal on a multiple choice question? To find the correct answer, obviously!

The POE flips that thinking on its head: it says that the objective is to find all of the INCORRECT answers, leaving one answer remaining, which must necessarily be the correct answer. And it is not just “feeling” as though an answer choice is incorrect or “less correct”. It’s being able to articulate the reason that it is incorrect, using evidence or logic.

Students hear this, and their response is often, “What is the difference?” In their mind, the only difference between looking for one correct answer and four incorrect answers is that finding four answers takes more reading! But that is a feature, not a bug.

Why is the POE so valuable?

When discussing the process of elimination with students, I ask them to think about the test from the test-maker’s perspective. When test-makers write questions, their goal is to mislead students. That is, when they write incorrect answers, they aren’t going to write answers that are obviously incorrect. They will write answers that have an element or veneer of truth to them. A student who is looking for the correct answer will stop their investigation once they see an answer choice that seems correct “enough” The problem is that, if the answer choice didn’t stand up to scrutiny, it’s easier for a clever test-maker to slip an incorrect answer past the student.

The POE forces the student to consider every answer choice, which helps the student raise defenses against answer choices that are “mostly correct” but might have a word or idea that makes them incorrect (that a student might miss in an initial scan of the answer choices for the correct answer)

There is another reason the POE is valuable: sometimes a student will look at a question and say “I have no idea what the answer is…ugh” and will just skip the question. For a challenging or complex problem, going from 0 to 100 (having no idea to having the correct answer) can feel impossible. Same goes for any complex task or project. You can make a seemingly impossible task possible by breaking it up into smaller pieces, which is what the POE does. So, for a question that a student feels is impossible to answer correctly, what if they changed the task to finding a single incorrect answer? That seems more doable, doesn’t it? And once the student has the confidence to dive in and attempt the smaller, simpler task of finding one incorrect answer, they may find that they understand more about the problem and can make more progress on the problem than they thought. Even getting down to a 50-50 between two answer choices is a victory compared to the prospect of guessing blindly.

Finally, it’s a way to show your work on multiple choice problems. One of my mottos is “writing is doing” and I’m always uneasy when I see a student answer a question without having written anything down. The process of elimination is a way for a student to document and bring mindfulness and consciousness to their process.

In the next article, we’ll discuss how to use the POE.

Looking to sharpen your student’s test taking skills? Check our our “Study Skills” workshop this summer.

With the SAT coming up in just a couple days, there is not a lot of time to learn new information. Cramming is not going to help! But that does not mean that it’s too late to study. One great thing you can do with a day or two left until your test is create your test checklist.

Over the course of your preparation, you’ve undoubtedly made a lot of mistakes. That’s a good thing! Each mistake is an opportunity to learn what to do, and what not to do, when the test comes around. Hopefully, in your practice, you’ve used what you’ve learned from those mistakes to improve your processes. Now is a great time to consolidate and boil down those lessons into checklists you can bring into your test.What is a test checklist?

A test checklist is a list of the five most important things you need to remember going into each test. At the end of this article, I’ll give you a list of ideas that have gone on many of our student’s checklists over the years, but the key is that the list needs to be YOURS. It isn’t practical for you to take someone else’s list (or the tactics in a test prep book) and try to remember to apply all of them when you take your test. You need to figure out what are YOUR five most important ones (based on the mistakes that you’ve made in your practice). Five is a number that you can actually work with and remember during the test.

Step 1: Document what you needed to do differently on every question you missed over the course of your test preparation process.

Collect all of your test prep material. The problems you’ve worked through and your practice exams. Go through every problem you missed, and in a few words, summarize what you needed to do differently to get the question correct. Try to focus on observable actions rather than thoughts (for example, “use my finger as a pacer when I read” instead of “read faster” or “draw a line through answers contradicted by the evidence” rather than “think about each answer choice” Write these takeaways down on a separate sheet of paper. One paper for math, one for reading, and one for English

Step 2: Consolidate your takeaways

As you are writing down your takeaways for each question, try to consolidate them. For example, if you are looking at a math problem you could have solved if you had graphed the function, and you already wrote “draw a picture” as a takeaway for a previous problem, graphing a function could fit under that category. Instead of writing a new line, put a tally mark next to “draw a picture”. They don’t have to be an exact fit. The key is this: when you look at a function during the test and say “draw a picture”, will that remind you to graph the function? If so, it fits. The key is to consolidate the ideas as much as you can.

Step 3: Identify the five most important takeaways for each test

For each test (math, reading, English) identify the five takeaways that came up the most frequently. Those five, for each test, are your “checklists” Try to write each item as concisely as possible. Your job from now until test day is to memorize your checklists. Hopefully, this isn’t going to be too difficult, as you’ve encountered these errors numerous times over the course of your prep, but these need to be memorized backwards and forwards!

Step 4 (during the test): Use your checklist

When you start the test section, take a few seconds to write your checklist down on the first page of the test section. Shorthand is fine. Then, after you finish a question (or when you are stuck or confused), think through each item of your checklist for that test section to see if any of the items could apply to the question.

If you worked with us on your test prep, you already have these takeaways written down in your spiral notebook in your logs. Go through each of these takeaways as in step 2 above.

Going into test day with your weapons sharpened, so to say, can make a big difference! Spend an hour or two the next day or so to create and memorize these checklists so that you can put what you’ve learned to use. Good luck this weekend!

What if your son or daughter LOVED SAT/ACT prep? Do you think that might make a difference in how much they improved?

Open up any SAT/ACT test prep book and you’ll find loads of strategies and tactics to improve your reading score. Things like:

-Underline key ideas

-Read the first sentence of each paragraph carefully

-Read the questions first

-Write the purpose of the passage

-Write questions in the margin

-Circle words you don’t know

-After reading the first paragraph, predict what the rest of the passage will be about

Some of these strategies are more effective than others (and some work better for some students than for others) but they all point toward a key idea. Understanding this key idea, and unlocking the power of that idea, will allow allow you to

-get through passages more quickly, with less re-reading

-remember more about the passages

-understand more of the passages

-enjoy the passages more

The key idea is engagement.

All of the ideas above, beyond helping you focus on important parts of the passage, force you to actively participate in the reading process.

-Underlining key ideas: requires you to identify key ideas, which means that ideas must be analyzed in order to decide how important they are.

-Read the first sentence of each paragraph: helps you understand the main idea of the paragraph, which makes it easier to compare what you are reading to the main idea

-Read the questions first: give you something to look for as you read.

-Write the purpose of the passage: forces you think think about how the ideas throughout the passage relate to each other.

-Write questions in the margin: forces you to go from “I don’t get this” to formulating a clear idea of what you don’t understand. That is the first step to understanding!

-Circle words you don’t know: help you clearly identify what you don’t know (first step in identifying what you do know!)

-Predicting what the passage will be about based on the first paragraph: give you something to look for as you read the rest of the passage (confirmation that your purpose is correct or contractions to your purpose).

Think about times you’ve read something that you didn’t particularly care to read (or, better, something you actively disliked or resented having to read). It can feel like words are moving past you without leaving any impression. It’s like being near a conversation that you aren’t paying attention to. You hear the words, but you don’t create any meaning out of it. In normal circumstances, this can make reading a frustrating, time-consuming process. On a timed test, it’s a killer.

But when you are reading something you ARE interested in? Many of the things I mentioned above happen automatically

In fiction:

-you speculate as to why a character acted in a surprising way.

-you make predictions about what is going to happen next

-you feel joy and sadness along with the characters of the story

In non-fiction:

-you think about ways to apply what you are reading about to your life

-you make connections about what you are learning to other things that you already know

-you ask questions about and investigate new information that you don’t understand.

You don’t have to “give yourself tasks” to stay engaged if it is something you are naturally engaged by. You will naturally be active.

Many “reading strategies” work because they help the student “fake” engagement. But what if students could choose to be engaged? What if they could bring the power of all of these strategies, and more, to bear every time they read, almost effortlessly? What if their engagement when they read an SAT passage, or a biology chapter, or a novel for their English class, was just as high as it is when they are reading a comic book, watching a movie, or playing a video game?

It can be.

Whether to be engaged in something or not is a choice. By default, it is a subconscious choice. But it CAN be a conscious choice. And as soon as a student realizes that engagement can be consciously turned on, it’s like turning on a reading superpower. But the right attitude is key. No one can be forced to engage or to think. But for a student who wants a different result, and is willing to do things differently, there are ways to turn that on that we’ll discuss in next week’s article.

Call 858.551.2650 or email help@wellsacademics.com to schedule a free diagnostic exam and test prep consultation with Vince.

Also, check out our “AP English Summer Book Club” workshop to give your students lots of opportunities to learn to love what they are reading!

Instead of spending a week of sleepless night before finals, wouldn’t it be better to spread the studying out over the course of the semester? Instead of waiting until the night before the test, wouldn’t it be better if that studying was spread out over the course of two weeks? Of course it would, and a great way to make sure that happens is for your son or daughter to create a study group.

What does a study group look like?

At minimum, as the name suggests, it’s a group of people that get together at a specific time and place to study. They can take various forms:

-each student brings whatever it is each needs to work on and works independently. Same class, different classes, it doesn’t matter. Everyone does their own thing.

-the study group is focused on preparing for a specific class or test, and they work together and or ask questions or each other when they need support.

-the study group meets regularly for a particular class, and the students plan ahead what is to be covered together in the study group and how it is to be covered.

Why create a study group?

–It’s just more fun to do something with your friends! The more positively a student can look upon their study time, the more engaged they’ll be in the material, which means they’ll remember more and understand more.

-You can get immediate support and feedback. If a student gets stuck on a concept or a problem, the student can ask for help instead of feeling frustrated or getting bogged down.

–Being a teacher helps you learn the material too. Having a friend ask you to explain a concept might show you that you don’t understand it as well as you thought you did! It gives you a great opportunity to test yourself on a deeper level than you might if you studied alone. This give students who might feel they don’t need to study an opportunity to find out they need more preparation.

-Even a study group which is nothing more than people getting together at the same time and place to study independently has value. It creates a time a place that is devoted to studying. There is social pressure to stay focussed and on task (accountability) and off of their phones and Instagram. I’m a big proponent of planning (what gets planned gets done…what doesn’t get planned gets procrastinated on!) and having a planned time and place to study makes it more likely that studying will happen!

How to have an effective study group

Most important, invite people who actually want to study. Of course you want to hang out with your best, most fun friends. But if your objective is to study, you need to make sure that the people in the group are the ones who are going to encourage that, rather than discourage it.

Get clear on how accountable you want to keep each other. Do you want people who will call you out when you pick up your phone? Or does that feel like nagging to you? Will it be distracting to you if there is chit-chat happening in the group? Make sure that everyone is on the same page by saying, “Hey, so we’re REALLY studying, right?” Check out the Forest phone app for group phone accountability!

Get clear on the goals for the study group. Is everyone going to do their own thing, or do you want to work through and discuss a study guide together? Maybe each person in your group can “teach” a different section of the text that the rest of you can take notes on, or do a mind map or take notes to share on each section The more organized and structured the study session is, the more each of you can benefit from the effort and intelligence of the other students there.

Final thoughts:

Creating a study group puts studying on your calendar. If that was the only benefit, that alone would be huge! It will help you bring a more positive, open mindset to studying, allowing you to get more out of the process. And if you look for ways to work together in your study group, you’ll be able lift each other up when you get stuck or are losing motivation.

Another great way to schedule study time is to book time with one of our fantastic instructors! Give us a call at 858.551.2650 or email help@wellsacademics.com. With finals coming up, spots are filling up fast!

How many times has your son or daughter gone into their room with the intention to study, spent hours there, and come out having little to show for it? Does this back and forth sound familiar?

“What were you doing in there for 2 hours?”

“I was studying!”

“It doesn’t look like it. It doesn’t take 2 hours to get this little work done!”

Surely your son or daughter must have been spending the time playing Fortnight or chatting with friends, right?

That might be true, but what might also be true is that, what happened in the room, in the student’s mind, was studying. Oh, there might have been a couple distractions here and there (don’t you deserve a couple breaks among two hours of work?) but the student was focussed! This may be the sincerely held belief of your son or daughter.

The truth: The student likely spent much more time than they think on distractions, and the time that was not spent on directly on distractions was much less focussed than it could have been as a result of the distractions.

The result: an unproductive study session and a student who insists they were working hard the whole time and feels frustrated with how little they got done.

The solution: The student needs to
-understand how devastating “small” distractions can be to focus
-know how to recognize and be conscious of when they are off-task
-learn strategies for getting back on task
-experience a truly focussed study session and see what can be accomplished when focussed.

Small distractions have a big impact.

According to psychologist Gloria Mark , it can take up to 25 minutes to reach a flow state (a state of mind of high focus and engagement), and that distractions as small as 30 seconds long can reset that timer. Which means that “checking insta real quick” might mean 30 minutes of unfocussed, less productive work. Understanding this might help students to realize the importance of pre-emptively avoiding distractions by doing things like

-turn phone off (or on DND mode) and putting it out of sight

-working in a quiet place where they won’t be bothered

-putting anything that the student does not currently need out of sight (including materials for other classes and assignments

-turning off computer if the computer is not needed, and if it is, closing all browser windows not related to the task.

But despite the best pre-emptive efforts, distraction will inevitably pop op. Here are three ways to nip distractions in the bud!

Have a notepad nearby for writing down distracting thoughts.

Every notice that when you sit down to do a task you aren’t thrilled about is when you remember all the other things you need to look up or do? Those distracting thoughts can feel like flies buzzing around your head. As you try to work, they keep buzzing, trying to get your attention. And maybe some of these thoughts/ideas ARE important!

Have a notepad out as you work where, when you have distracting thoughts, you can write them down. That way, your mind doesn’t need to work at trying to remember these things. It can trust that once the task at hand is completed, the necessary information is written down and can be accessed later instead of “I have to look it up now or I’ll forget!”

Create visual/audio cues to prime you for the task and remind you when you are off task

Training yourself to recognize cues that put you in the mindset that “it’s time to work” can help stay on task, and help you notice when you aren’t.

Here are some ideas

-A sand timer for the amount of time you are committing to focus (or an app like Forest that can play that same role and occupy your phone…bonus!)

-An egg timer ticking softy (as long as it is not itself distracting)

-Working in a place that is devoted SOLELY to homework

-A ritual at the start of a study/work session, like clearing off your desk, sharpening pencils, turning off phone and putting it in a specific location, etc. Doing something the same way every time you start a study session will train your brain to be ready for a study session after the ritual is complete.

-A ritual every time you realize you’ve gotten off task (when I realize I’m distracted, I do 10 squats!)

Have an accountability partner

It’s much easier to break commitments to yourself than it is to break commitments to other people. So get another person to commit too! Here are some ideas:

-A study group (of people who are actually serious about studying

-A teacher’s office hours (often times student will come in to study there)

-A sibling that you can help/can help you with homework

-A parent. Parents have paperwork, reading, planning, and other things they need to do. Work together, as long as it is in a quiet, distraction-free area!

If the student is looking for the support in staying on task, working in a place that a parent can very easily see that the student is or is not on task can help. A parent can also check in on the student periodically to make sure the student is on task.

Helping your son or daughter experience what is possible in a truly focussed study/work session can give them more confidence and help them see the power of removing distractions.

How do you or your son or daughter deal with distractions while working? Let me know in the comments!

Another great way for your son or daughter to get distraction-free work done is to schedule a session with one of our instructors. Give us a call at 858.551.2650 to schedule a session today!