USING MOVIES TO HELP ENHANCE YOUR TEEN’S EMOTIONAL DEVELOPMENT

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by Milena Ćuk,

Life Coach and Integrative Art Therapist-in-training

Old civilizations had myths and stories to learn about the mysteries of life; we have movies.

Movies are an important part of youth culture and as such are recommended to parents, teachers, and counselors as valuable tools in addressing the emotional and social needs of teens. Moreover, videos and movies have proven particularly effective in working with gifted children and adolescents.

If you’d like to use movies as a bridge to talking about important life and developmental issues your teen is facing, you’ll find in this article how the strategy works, how you can guide the process, what questions you can ask, etc.  We’ll also show you how you can use the Harry Potter stories to address the emotion of fear.

Called video-therapy or cinematherapy by some authors, this strategy is similar to the more widely recognized approach known as bibliotherapy and actually, relies on its rationale and process. While reading a book or watching a movie, we initially experience identification, where we recognize similarities between ourselves and the characters in the story (in this case, a movie). Then comes catharsis, where we are touched by specific happenings in the movie and we react emotionally. Insight dawns when we realize that we’ve reacted emotionally because of a particular issue from our own life that we connected with the character or situation in the movie.

Frequently, we’re not aware of why we are so moved, and that is where talking about it later can help us gain insight and integrate this new understanding into our life experience. Reflection on the movie and conversation about it afterward can also help us explore our needs, desires, fears, inner conflicts, patterns, values, aspirations, etc. Moreover, it can help us learn new coping mechanisms which we can then apply in solving our current life challenges.

This is especially important for teens since apart from any inspiration or life lessons they might glean, certain movies can help reassure them they aren’t isolated and alone with their needs and problems.

There are two ways you can use movies to boost teens’ social and emotional development. You can ask about a movie that had a significant impact on them and you can choose a movie to watch together – one you consider to be particularly beneficial for their development.

ASKING ABOUT A MOVIE

This approach is helpful in gaining a better understanding of teens’ inner world – their self-image, current dilemmas, and general aspirations in life. Here are some examples of questions for opening a dialogue:

What is it about this movie that inspired you so much? What did you learn from the movie? These may be basic questions but the experience of listening to your teen’s responses and opinions can be enjoyable as well as instructive. That’s how I found out from my teen niece (15), a valuable assistant in writing these articles, why she’s so inspired by the movies Whiplash (2014) and Cyberbully (2011). She aspires to achieve excellence in what she is good at – the movie cautioned that this drive may sometimes come at a cost. Her second choice showed her how our activity on social networks can affect the lives of others, the pitfalls of trying to satisfy our emotional needs through the virtual world, and the importance of true friends and family support. Besides, I found out about some applications popular these days among teens that I haven’t heard of before, so I think I’m now fairly well up to speed!

In one of our previous articles, we offered practical suggestions to help parents tackle important life issues with their teens in informal, constructive ways (4 Ideas to Get Closer to Your Teen). Remember, don’t push and let the discussion take its natural course. However, if you notice that you’ve captured your teen’s attention, that he/she is thinking and is willing to continue and go deeper into the conversation, here are some aspects that you can explore:

Favorite character

Who is your favorite character? Why? Describe his/her personality and abilities. Do you find any similarities between this character and yourself? And differences? Does he/she have some traits or abilities that you would like to have, too? In which specific situations would you need these abilities? With these questions, you are opening a space to discuss your teen’s needs, troubles or aspirations and possibilities for development.

People/behaviors they don’t like

Are there some characters that you disliked? What was it about them that you didn’t like? Are there people in your circle who have similar characteristics? How do you feel when you interact with them?

Situations that provoke emotions

Was there some situation in the movie that provoked strong emotions? What was it about this situation that made you sad/angry/enlightened…? Strong emotions are always in play when we reflect on something truly important and valuable to us. If you’ve been able to get your teen to talk about it, your efforts have been successful. Use this experience wisely.

Follow-up activities

If your teen is open to role-playing, you can even use theater and improvisation techniques as follow-up activities. For instance, your teen needs more confidence in the classroom. Let him be a director and set up a scene that mirrors the real situation he wants to change. He can give roles to you, to other members of the family; even puppies, dolls, pillows, etc. Then, encourage him to imagine that he is like this chosen character, to take some of his abilities and to act, empowered, in the chosen scene. You can make variations together and have fun. Ask him how this acting made him feel and how he can apply it in a real situation. This tactic, especially when used with superheroes, has been extremely effective in the workshops for personal development that I run.

Of course, these are just examples of questions and follow-up activities for guiding a process of learning from a movie. You will use the ones appropriate for the given situation and your teen’s sensibility and readiness to participate.

CHOOSING A MOVIE: HARRY POTTER

The other way to use movies as a means of addressing the emotional needs of teens is for you yourself to select a movie which addresses particular themes or issues you consider significant for your teen’s development. Then, after watching the movie together, you can talk about it with each other, channeling the conversation to the themes most beneficial to your teen’s development.

Let’s take the example of the Harry Potter movies, as most of us are familiar with the story. With all due respect to those who value its original written form, the motion picture adaptations can serve this purpose effectively. There are plenty of themes important to teens elaborated in the story of Harry Potter: friendship, life challenges, loss, failure, danger (even encounters with evil), the school environment, relationship with authorities, competition, fighting for a greater cause, etc.

A particularly useful feature of the story lies in its exploration of the emotion of fear and more importantly, how one can handle it. This is always a timely topic, especially during adolescence with all its manifestations, such as low self-esteem, insecurity or anxiety.

Harry Potter embodies all the characteristics of the hero, one of which is his ability to plumb the deeper and darker chambers of his being and squarely confront his fear. How to find strength in difficult times when we are vulnerable is an important lesson in preparation for adulthood.

You can discuss with teens how Harry Potter and other characters reacted when faced with serious obstacles or dangerous, even evil creatures. When faced with danger, is their usual reaction more similar to Harry’s, Hermione’s, Ron’s, another character’s behavior, or some combination? Ask them to recall how fictional characters managed to handle dangerous creatures. What helped?

Of course, you should always try to connect insights from the movie to the life of your teen and how he/she can incorporate those lessons into his/her life. What is particularly useful is that the Harry Potter story offers concrete strategies for handling fear. Yes, I’m referring to the Patronus and Riddikulus charms. As the story goes, these charms can protect you from dark creatures such as Dementors and Boggarts, who are nothing more than personifications of our fears.

It is well known that a strong positive emotion, such as love, is an antidote to fear. Also, the presence of a trusted, loving person can calm the fear response. Seeking help from the spiritual realm, whatever our belief system, is invaluable, too. In a way, all these elements are contained in the Patronus charm, which works by evoking the happiest memory from one’s life and concentrating on it. Done correctly, this will create a positive force in the form of a sacred animal (totem), a spirit guardian, which will protect us from the scary Dementors. You can practice Expecto Patronum! with your teen so that each of you, using your imagination, can find a source of strength and support to help you fight the dark creatures of your life.

Similarly, the Riddikulus spell is also a beautiful metaphor for a technique that is sometimes employed in a therapeutic session – the gift of humor. Humor is a powerful tool in fighting fear. When we are anxious and tense, there’s nothing better than a good laugh to immediately ease our distress. It’s good to be able to bring out the clown in ourselves to help us see a stressful situation from a funny, absurd angle. Practice Riddikulus with your kids when appropriate or let them teach you if you forget how to do it.

The real “magic” is the strength the characters muster from the inside. This can apply to parenting as well.  We are here to boost your real “ magic” of parenting. If you need any kind of advice related to the emotional development of your teen children, you’ve come to the right place!

Sources:

  1. Greenwood, D. & Long, C. R. (2015). When Movies Matter: Emerging Adults Recall Memorable Movies. Journal of Adolescent Research, Vol. 30(5) 625–650
  2. Milne, H. J. & Reis, S. M. (2000). Using Video Therapy To Address the Social and Emotional Needs of Gifted Children. Gifted Child Today, Vol. 23, Issue 1, pp. 24 – 29
  3. Hébert, T. P. & Speirs Neumeister, K. L. (2001). Guided Viewing of Film: A Strategy for Counseling Gifted Teenagers. The Journal of Secondary Gifted Education, Vol. XII, No. 4, pp. 224–235.

If you need any kind of advice related to the emotional development of your teen children, you’ve come to the right place!

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Project-Based Learning Explained

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Instead of endlessly memorizing facts and using pen and paper to take extensive notes, students learn about a subject by actively exploring real-world problems through project-based learning. This type of learning is becoming increasingly necessary in the global world, as it focuses on the individual and helps people learn while engaging in investigation and applying their knowledge to solve actual problems. But what is project-based learning exactly, why do we really need it and how does it work? Read on to find out!

Not an ordinary project

When you think of projects in an educational context, the first thing that comes to mind is probably the concept of “projects” solely based on facts in a unit. For example, in history class that could be a poster depicting certain historical events and in biology class students might get to give a lecture to their peers about human metabolism. Simply put, they would repeat facts that they have read about elsewhere, without analysis or deeper comprehension [3].

When faced with these types of projects, students often think “When will I ever need this in real life?”, and this is where project-based-learning (PBL) comes into the picture. Its content is predicated on real-world problems that need to be dealt with creatively [3]. So, instead of making a poster on women’s rights based on facts they have learned from a textbook, students can organize a campaign to promote them and talk about their significance or make a documentary interviewing people involved in the issue, or discuss the importance of suffrage with people they know.

Even though the entire concept of PBL sounds new and is often mentioned in the context of “honing 21st-century skills”, it actually stems from strategies that were used by classical Greek philosophers, who talked about “learning by doing” and focused on critical thinking and not just repetition of information. Later on, other philosophers also accentuated the importance of learning based on experience and not purely verbal information, and half a century ago PBL emerged as a practical teaching strategy that can be used in various disciplines [1]. In this form it involves, as we said, student is learning in order to overcome real-life problems, while educators serve only as coaches who relinquish control to students usually working in pairs or groups [6].

If this concept sounds a bit too fluid and perhaps not as efficient as good old-fashioned rote learning, you are not alone. It was often criticized for not being rigorous enough and there are still people who doubt that students can learn everything a curriculum may require this way. But, “proper” PBL actually has many rules that need to be followed in order for students to learn something successfully, so there is usually no space for skipping certain steps or accidentally avoiding a certain facet of a problem that is being taught [6]. By having these practical rules, PBL as a teaching strategy ensures that students learn what they are supposed to learn while being fully engaged in the process [7].

But why is it so much better? Benefits of PBL

Some benefits of PBL were mentioned earlier where we explained what it actually is, but there is more to this story. PBL is so talked about recently exactly because of its many advantages over the traditional type of learning:

  • PBL makes learning more grounded in real life and students have the feeling that they are learning something useful, and not merely facts they will never need in their future lives [2]. This knowledge of the relevance of the project usually engages them more in the entire process of learning and they “learn by doing” instead of just finishing yet another school assignment [7].
  • Research has shown that PBL also increases students’ motivation [3]. The contextualization of the studied material and the authenticity of this type of learning together with its student-centered approach and individualization of the entire process motivates students to learn for the sake of learning, and not just to get a good grade [6].
  • In order to solve complex problems posed by PBL, students have to engage higher-order thinking skills and problem-solving skills. These types of skills are necessary for almost all jobs and by practicing them in an educational environment, students not only prepare for their future careers, but also for tackling diverse issues throughout their lives [1].
  • Collaboration is one of the main characteristics of PBL, and in order to work on a project students also have to learn how to work in a group efficiently and overcome any problems they might have within the group. Working in a group and solving all kinds of interpersonal struggles, teaches students both people skills and project management skills that are more than necessary in order to work in today’s society [2].
  • It has been shown that PBL as a method affects students’ achievement in a positive manner. Students who learned by working on projects proposed by PBL usually learned better than students who used more traditional ways of learning. The reason for this could well be the fact that students generally achieve more when they have a greater desire to learn, and as we have seen, PBL usually increases this desire [4].
  • PBL is also thought to improve long-term retention of knowledge, meaning that students who learn using this method remember the things they learned longer than students who learned in the traditional manner [6].
  • PBL is an interdisciplinary method so it gives students a chance to use the knowledge they gained in many other classes while working on a project, and shows them how that knowledge can be relevant in real-life situations [5].
  • Today’s students are more than familiar with technology and its various uses, and PBL is a perfect opportunity to use it in an educational setting and think about its different benefits. Using technology also allows students to connect with many people around the world while working on a project which, of course, gives them an even wider knowledge of the subject they are working on [7].

When taken into consideration together, all of these benefits of PBL lead us to the conclusion that PBL is essential in developing something called 21st-century skills that we all need in order to succeed in the fast-paced global world [2]. It is no longer enough to have basic knowledge and skills; we need to be able to solve problems quickly and effectively, work in teams, adjust to changes, think critically, manage ourselves and communicate ideas – PBL helps in bettering all these skills [7].

How to make it work [8]

In order to make PBL work, it is not enough to just think of a fun, relevant project and let the students work on it. If that happens, it is more than likely PBL will become just another means to an end, the end being a grade. It is important to set learning goals, which would concentrate both on the skills that the project can help develop and also on the content that has to be learned by the end of the project.

It is easy for students to think of PBL as another school assignment, so it is important to choose a project that is firmly grounded in reality, with clear relevance to the students. Reminding the students from time to time of what the project can help them do later in life is also not a bad idea.

In PBL, asking questions and discussing the problem is half the work, so it is extremely important to encourage the discussion, without leading it. A teacher or a parent who has taken the task of PBL on her/himself should only serve as a guide and help students reflect on their progress and the learning process. Students are the ones who should be making decisions.

Setting an end goal that it is tangible or demonstrable is also a smart way to make PBL more effective. It is a good idea to have the students work on a product that they can later talk about in front of an audience or to make a presentation describing the problem they solved.

We are launching an online STEAM summer camp, Nobel Explorers, where students will be working on solving complex and engaging challenges through project-based learning. So, now’s the chance to find out hands-on how project-based learning really looks like! Join us! 

References:

  1. Boss, S. (2011, September 20). Project-Based Learning: A Short History. Retrieved from https://www.edutopia.org/project-based-learning-history.
  2. Boss, S. (2011, September 20). Project-Based Learning: What Experts Say. Retrieved from https://www.edutopia.org/project-based-learning-experts.
  3. Gonzales, J. (2016, June 26). Project Based Learning: Start Here. Retrieved from https://cultofpedagogy.com/project-based-learning/.
  4. Helle, L., Tynjälä, P., Olkinuora, E., & Lonka, K. (2007). “Ain”t nothin’ like the real thing’. Motivation and study processes on a work-based project course in information systems design. The British Journal of Educational Psychology, 77, 397–411. http://doi.org/10.1348/000709906X105986
  5. Karaçalli, S., & Korur, F. (2014). The effects of project-based learning on students’ academic achievement, attitude, and retention of knowledge: The subject of “Electricity in our lives.” School Science and Mathematics, 114(5), 224–235. http://doi.org/10.1111/ssm.12071
  6. Vega, V. (2012, December 3). Project-Based Learning Research Review. Retrieved from https://www.edutopia.org/pbl-research-learning-outcomes.
  7. What is Project Based Learning (PBL). Retrieved from http://www.bie.org/about/what_pbl.
  8. Why Project Based Learning (PBL). Retrieved from http://www.bie.org/about/why_pbl.

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PROCRASTINATION AND TEENS – HOW CAN WE HELP?

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by Milena Ćuk,

Life Coach and Integrative Art Therapist-in-training

“Much of the stress that people feel doesn’t come from having too much to do. It comes from not finishing what they started.”

David Allen

Have you ever spent hours staring at a blank page trying to write a meaningful paper or e-mail, etc.?  Have you ever postponed a boring or unpleasant task until the last minute when you couldn’t put it off any longer? Have you ever caught yourself doing all sorts of unimportant activities such as washing dishes or rearranging the furniture instead of getting started on a pressing obligation? What was your favorite time zapper when you were a student yourself?

Let’s face it – we’ve all procrastinated. If you want to help your teen avoid becoming a chronic procrastinator, we suggest you start by admitting that you’ve dealt with this issue as well. We hope that gaining a better understanding of the underlying causes of procrastination and following some of the tips we suggest, will enable you to help your teen overcome the habit.

So, what is procrastination?

Authors Olpin & Hesson (2013) define procrastination as the avoidance of doing a task that needs to be accomplished. While delaying tasks from time to time is nothing to worry about, it becomes a problem when transformed into a habit and starts to affect important aspects of our lives – academic, professional and personal. Or,  as Alyce P. Cornyn-Selby put it: “Procrastination is, hands down, our favorite form of self-sabotage.” Fortunately, each habit is learned so it can be unlearned as well.

In order to understand a teen’s mind and world better, I asked my 15-year-old niece about her experience with procrastination as it related to schoolwork. This is what she told me:

I used to have a lot of problems with this pro, pro… Now it’s much better, but back when I was routinely putting my school obligations off, it was always when I was up against more complex tasks; when I knew the work would be more difficult and that I’d need more time to complete it. Why was I acting like this? Because I didn’t want to face it. I didn’t want the burden. It was easier to leave it to the last minute. I could force myself to study only when it was urgent and when I knew that I couldn’t postpone it any longer. Deadlines, actually, are a great help in this! And while I was waiting till that very last moment, I was usually hanging out, watching movies, a TV series on the Internet, or just lying down and doing nothing.

According to psychologist Linda Sapadin, author of the book How to Beat Procrastination in the Digital Age: 6 Change Programs for 6 Personality Styles, my niece fits the Crisis Makers style of procrastinators. Crisis Makers, addicted to the rush of high emotion, wait until pressure mounts to take action. Other styles are: Perfectionists (afraid of making mistakes, they waste tons of time unnecessarily focusing on details); Dreamers (lack initiative and fail to translate their big ideas into action); Worriers (afraid of change, they’re focused on worst-case scenario); Defiers (may be openly rebellious or passive-aggressive, defy authority or avoid making agreements and often don’t do what they promised); Pleasers (have problems setting priorities and saying “No”, so they make the job harder than it needs to be).

It is very important to first identify the root of the procrastination since this is the key element in pursuing the ongoing battle against it. For instance, if you realize that your teen’s perfectionism is the reason he’s putting off his school obligations, you should focus on helping him overcome his fear of making mistakes, as well as talking to him about time management and related coping skills.  Reassure him it’s okay to make mistakes; teach him that perfection is an illusion, the enemy of the good; advise him just to keep moving, not to get bogged down in details and lose focus on his main objective.

We should acknowledge that chronic procrastination is not a simple matter of time management or self-discipline but a complex psychological and/or neurocognitive issue (Burka and Yuen, 2008). These authors suggest that procrastination is a strategy people use to manage other issues, for instance: fear of failure, fear of success, fear of feeling controlled, or fear of facing reality.

Also, in this high-tech, digitalized age we live in, the accessibility of gadgets and the virtual worlds we tend to inhabit (this applies especially to teens) are not helping us win the procrastination battle. On the contrary.

You can read about the advantages and disadvantages of technology in one of our previous articles: Education and Technology: A Match Made in Heaven or Hell?

So, what to do if you recognize that your teen has a problem with procrastination?

I asked my niece what has helped her. She said:

When I was younger, my parents would keep reminding me to study but it didn’t work. I would pretend to study in order to please them but in actual fact, it was waste of time and I’d end up cramming anyway. Now that I’m in high school, I realize that everything depends on me. My subjects are more complex and since I want good grades, I’d exhaust myself staying up at night with mountains of schoolwork. And I was tired during the day, both in class and during training (volleyball). I realized that procrastination makes me tired and leads nowhere. I now try to organize myself better and study more consistently. And it’s funny – it is not as hard as I used to think. I think that’s because I made the decision on my own, nobody forced me to. It wouldn’t have worked if anybody else tried to force me or to organize my time for me. I had to do it for myself.

We can learn a lot from our kids, don’t you agree? However, it is also useful to get empowered through reliable sources. There are comprehensive and detailed programs developed in order to overcome the habit of procrastination. For your information, you can check the references at the end of the article.

In a nutshell, these are our suggestions:

  • Talk openly and without criticism about the issue of putting obligations off. Show empathy. Through talk and through time it is more likely that a teen will gain insight about how procrastination is affecting him and whether and what he wants to change.
  • Remember your own experience with procrastination and how it made you feel. Share that with your teen. What tasks nowadays do you hate to do and tend to put off? You can talk about it as a common problem and search for solutions together.
  • Share what worked for you when you struggled with procrastination. It doesn’t mean it will work for your teen, but it’s a good start. Praise his efforts to beat the habit.
  • You should figure out what is at the root of his/her procrastination. Underlying reasons need to be addressed, such as any kind of fear, resistance, perfectionism, etc. Don’t hesitate to ask for help from a coach or therapist if you estimate that it is needed.
  • Help him/her learn how to study and how to plan his/her time.
  • Help him recognize his favorite time zappers – how he usually deflects when he procrastinates (social networks, TV, video games, surfing the Internet, oversleeping, panicking, etc.) and make a deal that he try to overcome these impulses during study time. That is where time management skills are important.
  • Encourage him to ask for help if he doesn’t understand the subject matter or doesn’t know how to do his homework.

One of the first authors of self-help books, Robert Collier, has suggested:

“If you procrastinate when faced with a big difficult problem… break the problem into parts, and handle one part at a time.”

This strategy is well-known and is recommended in all manuals for overcoming procrastination: to break a bigger task into smaller, measurable actions with a realistic deadline for each of these smaller actions.

The other one well-known tip for more demanding tasks is to hit the most difficult (or the most unpleasant) part first, if at all possible. As the pioneer in the personal development field, Dale Carnegie observed: “Do the hard jobs first. The easy jobs will take care of themselves.”

Help your teen recognize what motivates him and what gives him energy. Teach him to use these as rewards for maintaining self-discipline and progress in the adoption of a new habit. It is easier to go through unpleasant tasks if we know that we will be rewarded afterward.

Teach your teen to deal with details at the end. For instance, if he is writing a paper, teach him to write the main parts first, to keep moving and to leave dealing with details last.

While these are general tips to deal with procrastination, keep in mind that each person is unique and tailor your approach to what works best for your teen.

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References and useful links:

  1. Procrastination: Why You Do It, What To Do About It Now, by Burka, J. B. & Yuen, L. M. (2008)
  2. Stress Management for Life: A Research-Based Experiential Approach, by Olpin, M. & Hesson, M. (2013)
  3. Beat Procrastination in the Digital Age, by Dr. Linda Sapadin http://beatprocrastinationcoach.com/
  4. Procrastination and Science, including quotes related to procrastination https://procrastinus.com/
  5. Award winning video by John Kelly about examination of procrastination https://vimeo.com/9553205
  6. TED Talks: Tim Urban – Inside the Mind of a Master Procrastinator https://www.ted.com/talks/tim_urban_inside_the_mind_of_a_master_procrastinator#t-831583

A FAMILY BOOK CLUB: 5 BOOKS TO READ WITH YOUR TEEN

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Reading to children at an early age has copious benefits, such as: develop the brain, prepare for school, improve language skills and social interactions, and more. In fact, the scope of these benefits is so vast, that some parents start reading to their children as early as when they are still in the belly, or even just the size of a poppy seed.

What if you didn’t read to your child when he/she was little or, you did but they have lost interest in reading now? As with almost anything in life, it is never too late to start again! Although, teens may view reading as “uncool” or irrelevant, never underestimate the power of a good story.

So, how can you encourage your teen to read more? You could try suggesting some of the novels listed below and then discuss them together. A great option would be to read the novels out loud so the entire family can become a little book club. It might seem counterintuitive to read out loud to older children (especially teens) but it is a fun activity that comes with several benefits. Reading aloud can help your child improve their pronunciation as they will actually hear the words they would typically read silently. It is also a great common activity that becomes a bonding experience between parents and children. Naturally, there might be some resistance at first, but try it a few times. After the initial awkwardness has passed, you might just discover what a rewarding experience it can be. If you decide you’d rather read on your own and then discuss the books together, that’s great too, as long as the reading leads to an open discussion.

To Kill a Mockingbird, Harper Lee

To Kill A Mockingbird

 

Classics are classics for a reason and this is one of them. To Kill a Mockingbird is a necessary read for everyone, as it deals with issues that are as current now as they were in 1960 when the novel was first published. The story is told from the perspective of a six-year-old girl, Scout, who lives with her father, a lawyer, and her older brother. Scout’s father, Atticus, is appointed to defend a black man accused of having raped a white woman. As you can expect, the novel goes on to discuss controversial topics of race, rape, inequality and prejudice.

After reading the book with your teen, it would be interesting to discuss a current event that is affecting the world, such as racial inequality, gender roles, or class divide. Discussing important topics such as these is a great way to get your teen interested in news, current events, and politics. This is an opportunity to learn more about your child on an intellectual level and engage in meaningful discussion. Tying these topics into the story by reviewing how the characters dealt with them can allow you to deliver a few life lessons (without the eye roll). Make sure that all parties have a chance to talk and listen.  This is an excellent opportunity for your teen to explore how he/she feels.

Note: The novel contains some violence and one of the main characters is being tried for rape. It also contains inappropriate language and deals with sensitive topics.

The Perks of Being a Wallflower, Stephen Chbosky

Perks of Being Wallflower

Choosing the right book may be one of the biggest challenges you face when encouraging your teen to read. The key is to find something relatable, whether it be in the age of the characters or the story within. The Perks of Being a Wallflower involves teenage characters with typically average teenage problems; making it a great book to start your family book club.

The story follows a shy, struggling, fifteen-year-old boy named Charlie. As he is coping with the suicide of his best friend alongside his own mental health issues, he finds himself among a new group of friends.  While Charlie’s situation is very specific and sometimes pretty dark, the things he experiences are things most teenagers will endure at some point. Being able to talk about these experiences while sharing your own may encourage your child to open up. With a book that encompasses love, friendship, heartbreak, and self-esteem issues, you’re bound to be able to throw in a life lesson or two somewhere.

It is important to note that it is best to be understanding and patient with your child if they do not want to open up or are struggling to discuss something. Reading together is supposed to be a fun, expressive, bonding activity for everyone involved. There is a lot that can be learned from this book, but it is best to keep an open mind and really dive into the message and its characters to get the most out of it.

Note: The novel contains violence and it deals with sensitive topics such as suicide and child abuse. It also involves sexual content, the characters drink, smoke and do drugs, and there is a use of inappropriate language.

Coraline, Neil Gaiman

Coraline

Neil Gaiman’s Coraline is a somewhat dark, twisted story relative to that of Alice in Wonderland. Although Coraline is also considered a children’s book, adults love it because they can revisit their own childhood memories and gain different perspectives on them. Since this book is extraordinarily unique, there is a large opportunity for length discussions.

The main character of this story is a girl who is not quite a teen yet named Coraline. Her family moves to a home that has left her feeling neglected, yet adventurous. As she beings to explore she finds herself in a parallel universe where everything seems very much the same, but her parents have buttons for eyes. Her parents are the perfect, caring and permissive parents she wants them to be, but it is slowly revealed that “The Other Mother” is not as nice as she seems.

This story attracts readers of all ages because it touches on things we’ve all experienced as children. We’ve all been dissatisfied with our parents and their rules, or even felt like we didn’t matter that much; especially in our teen years. This would have led to us creating our own “dream world” of some sort. This is something that can be discussed with your teen: what their dream world would be like, how would the characters in it act, why he/she is choosing that as their dream world. You can also share your dream world with your teen and try to remember what you wished for when you were younger; you will surely find some similarities to Coraline and to your child as well. While talking about these worlds, focus on the relationship between parents and their children and discuss it with your child. You might learn what bugs your teen about the relationship with you and try to explore it and you will surely have an interesting discussion from which everyone can learn something.

Note: The book contains some violence.

The Diary of A Young Girl, Anne Frank

Diary of Anne Frank

Written by a young Jewish girl in the throes of World War II; this book clearly demonstrates the horrors of war and the consequences of conflict. It is also important because it shows the war through an eye of a child who writes about things any child would write about: the relationship with her parents and sister, friends and a boy named Peter.

Reading Anne Frank’s diary calls for a lesson about the war and the Jewish persecution, The discussion of this book can actually start with you and your teen reading up on this horrible period of human history. While learning about the war, you will surely find plenty of topics to talk about.: “What brings a man to hurt another human being?”, “Why have people agreed to this?”, “Where was all this hatred coming from?” are a few topical questions that are bound to lead to lengthy debates. You will read in Anne’s diary that despite everything, she still believed that people are really good at heart. This can easily lead to a lesson on judgment and respect for others.

The topics that this book brings up are all serious topics that should be discussed when your child is ready. This story is essential to the history of the world and gives a great deal of insight into the life of a Jewish child during that time.  his book is here to remind us of what happened and, that teaching the future generations about the horrors of it may prevent history from repeating itself.

Note: As it deals with the topics of war, the book contains violence, sexual content, smoking, and drinking.

1984, George Orwell

1984

Orwell’s 1984 is a pivotal book, and essential to read during a time like this when surveillance and technology are at their most evasive. There is a lot to learn from this book that also evokes a lot of emotion. When reading at the right age, this book is bound to spark a lengthy debate.

1984 is set in a dystopian world of surveillance led by “Big Brother”: where there is constant war, manipulation, and dictation by the political system. In this world, independent thinking is a crime, and so is pretty much anything that doesn’t abide by the rules of the dictatorship. This book is popular amongst teens due to their strong feelings on surveillance, government, and human rights.

The main points of discussion about this novel concentrate around critical thinking and what can happen when there is a severe lack of it. This is a good way to encourage your child to voice his/her opinion and not to be afraid to disagree with everyone else. Another way to deepen the discussion is to talk about free will and the importance of it in a modern society. Also, compare Orwell’s dystopia to our society and see what your teen thinks about where we stand. Adults will enjoy this book because it is one of those good ones that changes together with you and the more experiences you gain in life.

Note: The book contains sexual content, violence, and scenes of smoking and drinking alcohol.

Happy reading! Enjoy!

 

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MATH THAT EXCITES AND MOTIVATES? YES, IT’S WITHIN YOUR REACH

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Our founder has a long history of interest in mathematics. Here, he reflects on how, congruent with the Growth Mindset [1] approach to teaching, interest, and motivation awakened by teachers and parents, and not innate ability, led to his efforts and achievements. Mathematics, including statistics, is a foundational element in navigating life well and excelling in many careers. The founder details techniques parents and teachers can use to help students of all abilities activate their interest and maintain their motivation for learning mathematics. We have found that these techniques help create mathematically accomplished learners.

The Challenge for Parents and Teachers – How to Excite and Motivate

My first recollection of being interested in mathematics comes from second grade. We had a self-paced mathematics workbook and I found myself competing against a classmate named Wally to see who would finish first. I don’t remember now who won, but I realize that, even as a second grader, that feeling of competition pushed me to try harder and do more. Reflecting back, I am guessing that I was guided by a wise teacher who knew how to get the most out of me while also keeping me out of trouble.

Parents and teachers today are challenged with exciting and motivating their students, with their varying levels of abilities and motivations, to achieve in mathematics and other subjects. Today, I find myself the coach of a math team comprised of amazing students of varying levels, all really interested and excited about mathematics, and I wonder how their learning path led them to join the math team. Psychologists tell us that, to understand this subject, we should take a step back and review motivation for cognitive tasks such as learning and, even before motivation, understand how an interest in a subject starts.

Why the focus on interest and motivations? Because it matters. While, for years, America has focused on the teachers’ capabilities and depth of knowledge in the materials they are teaching, no surprise, students’ own beliefs and motivations form a significant part of effective learning. Carol Dweck’s Growth Mindset research shows that, like compound interest, differences in attitude can accumulate to significantly different accomplishments over time. This research holds true across different ability levels, cultures, and socio-economic groupings.

First, Activate Interest

Researchers, such as Paul Silva from the University of North Carolina, have been making progress on examining the science of interest, understanding what interest is, determining how topics become interesting and learning how we can cultivate interest in ourselves and those around us [2]. Interest helps the brain to focus and can drive everyone to think more clearly, focus better and achieve more in any particular area, regardless of their ability.

Paul Silva’s research details how, for a subject to be deemed interesting, it must be novel, complex, but still comprehensible. The tools to help make math interesting can take many forms, including:

  • Make mathematics relevant to the family [3]- Can you estimate how much money is needed to purchase a group of items? Which is cell phone plan right depending on how much data everyone uses? What is the effect of just a 0.2% expense charge on your retirement after compounding for 30 years?
  • Mathematics through logic puzzles and workbooks – A huge array of math and logic puzzles and workbooks is available for all levels. Browse in the library or bookstore and bring home what captures your student’s attention. These are some of the founder’s favorites: https://goo.gl/d66ji4.
  • Amazing Results, Paradoxes & Fallacies [4]- How much is $0.01 doubling each day for a month [5]? Prove that 1 = 2 [6]. And, consider this favorite of my nephew Mitchell, prove that 1+2+3+… infinity = -1/12 [7].
  • Crazy Math Challenges [8]- How many marshmallow bags would we need to fill up your brother’s room? How fast must Santa be traveling to deliver presents to all those homes within 24 hours?
  • Math using projects – This is probably the most useful form of instruction as the retention rate for hands-on learning achieved through projects is very high. Consider this example: If you built a marshmallow cannon, how fast would the marshmallows have to travel to go up two stories [9]? How high must a track’s starting point be to accomplish a 2’ diameter loop-de-loop for the racers [10]?

To make these activities novel and complex, present content from a wide variety of sources and levels to see what engages students and challenges them. For classroom teachers, this means having items at all levels available. Parents can more precisely gauge their child’s interest and abilities by trying different content at different levels.

As parents and educators, we soon find the delicate balance in keeping content comprehensible. We must encourage persistence and innovative thinking, but not frustrate the student at the same time. We can subtly monitor progress and ask our students leading questions, and help them understand the material while not taking away from their achievements. While the student may need hints to reach the right solution, the key is that the student can approach the problem on their own.

Then Maintain Motivation

“If Kids Don’t Want to Learn You Probably Can’t Make ‘em” – Jack Frymier

My wife, a very talented classroom teacher, sees her job, at the beginning of each school year, as getting to know each child, discovering what motivates them and then using that knowledge to teach them more effectively during the year. As humans, parents, and teachers, evolution has left many of us with instinctual approaches to motivation better suited for motivating physical tasks and encouraging behavioral modification, e.g. take out the garbage or you don’t get your allowance. While effective for simple tasks, this form of motivation falls short in motivating us in highly cognitive tasks such as learning. We need to take care. Pressure, unfair competition, threats, or punishments can all disrupt the learning process. Teachers and parents can accelerate the learning process by weaving in techniques such as autonomy, rewards for effort and achievement, and the delivery of more positive than negative feedback. Students respond well to our genuine interest in their learning pursuits and our reinforcement of the relevance of their study materials too [11].

James Middleton goes a bit further and details how, to maintain interest, the student must continue to see how the activity provides continued stimulation while also remaining in their control [12]. In practice, that means letting the student choose. All parents and teachers know how addictive and enticing electronic devices can be; so, for most students, all this must be accompanied by some sort of non-electronic relaxation time, where playing Call of Duty on your phone or texting friends is not an option.

A very useful tool for parents can be to utilize the Pomodoro technique and combine study time, e.g. study for the first 45 minutes of the hour, and use the remaining 15 minutes for non-electronic relaxation and explore some of the learning activities explained above. Teachers can ask students to select from these activities during these breaks from structured learning. Even though it’s the equivalent of asking your child: “would you like to take a bath or go to bed?”, it still allows them to retain control.

Parents and teachers may want to try some of these motivational tools:

  • Learning Gamification – Reward for progress and efforts – While sourced from the mortal enemy of learning, gaming, the techniques work just as well in incentivizing learning as they do in encouraging gaming addictions. In this case, at least, the student might find him/herself hooked on something useful [13].
  • Reward Systems that work in a student’s home – A properly designed reward structure can help bring focus to students who find it hard working for longer-term goals (e.g. ADHD/ADD). Teachers can convey home the students’ awards while parents can deliver the actual reward. These rewards can take the form of money, screen time (with limits), or even tasks performed by the teacher/parent such as doing the dishes at home or cleaning up their students’ desks.
  • Drawing practical inferences – Students can benefit from periodically linking the learned material back to real-world applications, e.g. using probability to determine if you should bother checking Google Maps for traffic on the way to school.
  • Project-Based Learning [14]- A huge subject beyond the scope of this article, it’s been shown that accomplishing learning through projects is one of the most important elements in maintaining motivation. The theory is that the project learning helps link the learning to practical inferences.
  • Demonstrate genuine interest in their learning – We need to show a genuine interest in what our students are learning. This recognition and attention will provide much-needed reinforcement for students.
  • Engage in well-matched competitive efforts – Competition is a motivator. When engaging our students in a competition, we need to make sure that both students believe that, with effort, they could succeed. This could be tiered competitions in the classroom, competitions formed through a website like chesskids.com, or even employing a system of handicaps so that the less accomplished learner can still win.
  • Engage/relate items they are already interested in – This could be as simple as labels. E.g. How many phases does it take to burn a …
  • Encouraging revision and learning from initial mistakes – This is quite simple to do at home, but a real challenge for the traditional classroom environment. Allowing students to revise their work is a significant learning and motivational tool.
  • Value/Reward/Recognize the knowledge acquisition itself – Have acknowledgments in the family or classroom for knowledge progress regardless of level. Psychologically, it is quite simple to fall into the pattern of always recognizing the most accomplished students, but implementing some tools that help force you to spread the praise can combat this tendency, and motivate the students who really need it.
  • Address anxiety surrounding tests or studying – Sometimes, anxiety due to previous failures, whether perceived or real, can interfere with future progress. Work with a teacher, coach or other professional to help with organizational abilities and study habits. Addressing anxieties and providing encouragement can go far in removing this blocker of motivation.

Summary

Teachers and parents have many available tools to activate interest and maintain motivation for learning in students. Research shows that applying just a few of these techniques regularly can result in a significant difference in student engagement and, ultimately, accumulated learning. Teachers can engage parents to educate through these tools and activities and personalize them for their children while parents can assist teachers in complementing classroom efforts. Parents and teachers must keep a constant eye on the tools they deploy, ensuring they stay positive and work well with encouraging cognitive tasks while being specific to the motivators of each student.

While these tools can be used to activate, or re-activate, a learner, regardless of level, in any subject area, the focus on math is because of its criticality for other subject learning, the long-term usefulness of education in life and careers, and the history of math in being a source of challenges. Not learning the state capitals has few long-term effects, but not knowing your multiplication tables can trip you up for life.

The astronomer Galileo Galilei observed in 1623 that “[the entire universe] is written in the language of mathematics” and that science and society are governed by mathematical principles and ideas. From counting and sets to systems theory and practice, understanding mathematics helps us, as humans, overcome our genetic programming, and function better as a society.

Postscript and Thanks to …
In writing this article, I did a little self-reflection on my own mathematics learning journey. I was lucky to have parents, teachers, and colleagues who gave me many of the above items. Here are a few key people that I could remember who helped me on that journey:

  • 2nd Grade – Ms ??? for letting me compete with Wally P. to finish that workbook first.
  • 3rd Grade – Scott S. for being a worthy, nearly unbeatable competitor in “around the world”.
  • 7th Grade – for Ms.??? for working with me 1:1, and encouraging me to compete in and study for the county math exam.
  • 9th Grade – Dr. Zalewski – For allowing me to earn my first C in math [15] and teaching me to work hard at math again. I also remember waking up in class after being hit by chalk. I guess I knew he cared and knew I could do better.
  • 10th Grade – Mr. Philips – For “bet A points”, “minus B”, and more contagious enthusiasm contained in one teacher than I thought was possible.
  • 11th Grade – Ms. Potrikus – For 3/11 day, having purple as my favorite color again and an understanding of how Newton got to inventing calculus.
  • 12th Grade – To the ‘ov people’. I took the AIME exam that year and got clobbered by all these people whose last names ended in ‘ov’ (e.g. Kasparov) from the New York City area. I began to think about how a whole culture can bring about an accomplishment.
  • High School – Dr. Swanson for encouraging my efforts at leadership on the math team. We really managed to get kids excited about math and make it a team sport.
  • The entire MAA/AIME/Mathematics Olympiad team that created the tests every year that I would get excited about. Yeah… I was that kid and still have a stack of the old tests.
  • Stevens Institute of Technology – Dr. Roger Pinkham – For introducing me to Apostle’s Calculus book, deep mathematical thinking and an appreciation for how math describes the universe. Ohh.. and to Vivek and Henry L. who showed me what real math-smart people could accomplish.

References:

  1. https://www.edutopia.org/article/growth-mindset-resources
  2. Silvia, P. J. (2005). What is interesting? Exploring the appraisal structure of interest. Emotion, 5, 89-102.
  3. http://illuminations.nctm.org/uploadedfiles/activities_home/familyguide_fulltext.pdf
  4. Some favorite paradoxes, fallacies, and amazing results:
  5. http://www.bloomberg.com/news/videos/b/92966fc7-c54d-4405-8fa6-cbefd05bbd6f
  6. https://www.math.toronto.edu/mathnet/falseProofs/fallacies.html
  7. https://www.youtube.com/watch?v=w-I6XTVZXww
  8. E.g. http://www.eduplace.com/kids/mhm/brain/gr6/index.html
  9. http://community.homedepot.com/howto/DiscussionDetail/Marshmallow-Cannon-9065000000008MO
  10. This was used by the founder to teach his son calculus
  11. https://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo
  12. James A. Middleton, “A Study of Intrinsic Motivation in the Mathematics Classroom: A Personal Constructs Approach,” Journal for Research in Mathematics Education, Vol. 26, No. 3, pages 255-257.
  13. https://www.lynda.com/Higher-Education-tutorials/Gamification-Learning/173211-2.html
  14. https://www.edutopia.org/project-based-learning-guide-importance
  15. This sentence initially read “..gave me my first C..”. My teacher wife corrected it. 🙂

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EDUCATION AND TECHNOLOGY: A MATCH MADE IN HEAVEN OR HELL?

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We call our times the Information Age or the Digital Age. Both describe the world where we live today. Truly, our lives have never been more dependent on information. And, we have never found ourselves in a world where information has been so easy to access.

Certainly, living in the Information Age has advantages, such as easier communications, access to knowledge, and flexibility. There are disadvantages too: feelings of isolation and an over-dependence on technology and information. With our world changing more with every new day, the skills we need to be satisfied with our lives also change, and our education and learning systems evolve too. Naturally, technology has found its way into our classrooms and our discussions about studying and learning. In this article, we will discuss these technologies we find in our new age, and how to use them effectively in supporting our academic pursuits.

Heaven! I’m in technological heaven!

Ready-to-use knowledge

Students often complain that what they are learning in school is irrelevant or not applicable to our modern world. But, what’s more relevant to today’s world than technology and how to use it? To live, and succeed, in the 21st century, we not only need to know how to use technology, we need to know how to use it well. Today’s children need digital literacy, teamwork and effective communication in order to succeed in their future jobs – skills that are closely related to technology, especially in today’s world where most communication happens online and teams are becoming increasingly virtual, with people who have never met in person. If children were to learn the skills needed to succeed in this modern world, they would not only stop criticizing the system for not providing them with necessary and applicable knowledge, they would also be better prepared to live in a world that’s constantly changing. This world will continue to expect even more from the younger generations, and these expectations will surely include technology and communication skills that will continue growing ever more complex.

Technology as an Avenue to Learning in the 21st Century

Technology is also useful in that it can make students feel more independent and allow them to find the learning strategies that best fit their needs. Students are most motivated to learn when they study topics that they value and when they are engaged in the learning process. Simply put, students value feeling that they have control over their learning.

As children of the 21st century, students find technology familiar, and we, as their parents and educators, can use this in getting them more motivated about learning. Using technology, students can easily access more information about a topic, or seek additional explanations for topics they have not yet mastered completely. Since students cannot always get all the information they need in school or, in some cases, the school environment simply does not meet their needs, teaching children to effectively use technology to fulfill their learning needs can make them more independent and show them ways to learn that do not involve strict curriculums or even more time spent in the classroom.

Turning hobbies into productive study tools

Contrary to popular belief, technology isn’t only a means to procrastinate through Netflix, Minecraft, and Facebook. There are apps and strategies out there that can help your student learn, and learn more efficiently.

Let’s face it. Our kids spend a lot of time on social media. But, social media isn’t all bad. By putting our children’s interest in social media to use, we can find a great instrument for sharing knowledge among their peers. By using social media for the right purposes, our children will not only contribute to the exchange of knowledge, but they will also develop a sense of competence and confidence. They might enjoy themselves when they can see that their contributions help others.

Beyond social media, students can use technology to find ways to shorten the time they spend on studying, writing flashcards and revising their writing. In our world today, students can use a wide variety of software to organize and help with their academic tasks. And they will be among the first to point out to us that using technology usually works faster than any outdated method we’ve carried over from our 20th-century childhoods.

Learning tools for everyone

We’ve seen that technology can give our students some great tools that they can use in  mastering their studies. And technology can do this for students of all abilities. A lot of progress had been made lately in developing apps in the field of special education. These apps have made the lives of some students much easier and they have helped them feel even more motivated to learn.

These advances are not only great for students with special needs, but also for other children who share the classroom with them. Through technology, they are taught how to respect all people, and are prepared for life in an inclusive society.

And now the bad stuff…

With all this praise for technology, it might be easy to forget about all those times you thought about how easier life would be without electronic devices. You might forget about the last time you criticized someone for using their phone too much. (Un)fortunately, you weren’t all that wrong when you lamented all this technology. Technology, like anything else, has a downside. This too carries over to the learning process.

Let me check my messages just one more time…

Technology can, and does, distract. This is probably the most obvious disadvantage of using technology in education. Because students use technology every day, it can easily become too distracting and even draw their attention away from their studies. This is especially true today because there are so many apps and social media platforms and students often feel required to stay on top of them all. To do this, they are constantly multi-tasking, and this leaves a higher risk that their learning will be negatively impacted. Naturally, social media isn’t the only culprit; games and other online content distract students from their academic pursuits too. Technology, as we noted above, is a source of procrastination.

Why would I study when I can just google the answer when I need it?

While the constant access to enormous amounts of information is a key advantage of technology, it can also be a huge disadvantage because this can leave students intellectually lazy. Students may feel that there is no point in studying something when you can just search for it online, and find your answer in just a second. This is one of the ways technology has made us spoiled and has also diminished our capacities. These days, we simply do not need to remember as much as before. When viewed from this perspective, technology can actually be seen as something that makes us more dependent, even though we made a case earlier that it also helps build students’ independence.

Always staring at the screen

And while technology can bring people together, it is also known for rending them apart, or at least disconnecting them from the real world. This is especially true for our children today, who spend most of their time socializing online even if they have trouble initiating social contact in the real world, and experience anxiety when they actually have to talk to people. While this may appear to have nothing to do with education, it actually has everything to do with education. Socializing is necessary for children’s development in that it helps them find their own place in society.

What to make of it?

After reading these advantages and disadvantages of using technology to help with learning, it is not entirely clear if technology should or shouldn’t be used in education. The answer lies, like always, somewhere in the middle. Some aspects of technology can definitely be useful and make a student more confident and productive, while these same technological aspects can, on the other hand, make that student even more dependent on technology.

In order to use technology properly, moderation is important. Research has shown that excessive usage can lead to problematic behavior. However, it’s important to remember that forbidding students to use technology won’t help them to achieve more. They may even grow resentful as they want to multitask and keep on top of their fast-changing world. A better way to make sure that technology does not become a distraction is, again, making sure that our children are not multitasking excessively. Students should focus on developing metacognitive skills that help them keep focused on their task while they are doing it, and then checking social media later.

So, while we wouldn’t advise you to pretend to live in the 19th century and ignore all things new and digital, we also caution that we shouldn’t get too excited about everything happening online. In a best-case scenario, if our students keep using technology wisely and in moderation, this will surely help them in their studies, in developing new skills, and new knowledge.

References:

  1. Basilotta Gómez-Pablos, V., Martín del Pozo, M., & García-Valcárcel Muñoz-Repiso, A. (2017). Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in Human Behavior, 68, 501–512. http://doi.org/10.1016/j.chb.2016.11.056
  2. Birkinshaw.J. (2016, June). Beyond The Information Age. Retrieved from https://www.wired.com/insights/2014/06/beyond-information-age
  3. Brown, E. A., Thomas, N. J., & Thomas, L. Y. (2014). Students׳ willingness to use response and engagement technology in the classroom. Journal of Hospitality, Leisure, Sport & Tourism Education, 15, 80–85. http://doi.org/10.1016/j.jhlste.2014.06.002
  4. Crook, C., & Bligh, B. (2016). Technology and the dis-placing of learning in educational futures. Learning, Culture and Social Interaction, 11, 162–175. http://doi.org/10.1016/j.lcsi.2016.09.001
  5. Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56, 21–28. http://doi.org/10.1016/j.chb.2015.11.023
  6. Firmin, M. W., & Genesi, D. J. (2013). History and Implementation of Classroom Technology. Procedia – Social and Behavioral Sciences, 93, 1603–1617. http://doi.org/10.1016/j.sbspro.2013.10.089
  7. Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187–198. http://doi.org/10.1016/j.chb.2011.08.026
  8. Rosen, L. D., Mark Carrier, L., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958. http://doi.org/10.1016/j.chb.2012.12.001

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