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mo deratio n f ro m his parents. Fo r example, a schedu le can be setu p to mo derate the amo u nt he plays.
At best, ho mewo rk sho u ld be given abo u t two ho u rs (scale to mo re if necessary), and his recreatio nal
time sho u ld be limited to two ho u rs. By f o llo wing this schedu le, as well as receiving help and a daily
ho mewo rk check f ro mhis parents, Eddie can co ntinu e to enjo y basketball bu t o nly af ter his
respo nsibilities are met.
In additio n to his ho mewo rk respo nsibilities, ano ther area I'd liketo f o cu s o n was his lo w test
sco res. The standard IQ and achievement tests f o cu s o n bo th lo gical-mathematical and lingu istics f o rms /'
o f intelligence. It is impo rtant f u r yo u , as aparent, to reco gnize which area o f intelligence he has tro u ble
with. Perhaps he do es no t f are well with mathematical based pro blems, o r perhaps he has tro u ble
reading the qu estio n po ssibly du e to a lack o f reading inhis f ree time. Mo st impo rtantly, when identif ying
the issu e, do no t be su rprised o r disappo inted if he has tro u ble with bo th areas o f intelligence. Once his
area( s) o f dif f icu lty has been identif ied, it is cru cial to wo rk alo ng with himto develo p a so lu tio n. Fo r
example, if he has tro u ble with the co ncept that is being tau ght, make su re he do es no t f eel shy to raise
his hand and ask the teacher a qu estio n. Go o ver lesso ns that he may have had tro u ble with inclass, and
be su re to answer his qu estio ns with great patience. Given his interperso nal skills, be assu red that it
might no t actu ally be dif f icu lt f o r himto co nsu lt help.
It may alsjPe the way the lesso n is tau ght, o r ho w he views the qu estio n. If so , he might pref ~ 'f .- ~ r
a spatial meth~f learning. This means that he is mo re o f a visu al learner, o r pref ers having the lesso n
tau ght o u t thro u gh slides, drawings, charts, and o ther visu al representatio ns o f the lesso n. Fo r example,
if he has tro u ble reco gnizing patterns inmath, he can draw o r write o u t the given inf o rmatio n ina chart
and be able to wo rk f ro m there. Instead o f being able to wo rk with the given inf o rmatio n inhis mind, he
may f ind it easier and mo re co ncrete if it's so mething he can see and directly wo rk with.