sit down at the table and do your homework

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Strategies to make homework go more smoothly.

Routines and incentive systems to help kids succeed

Writer: Peg Dawson, EdD, NCSP

Clinical Expert: Peg Dawson, EdD, NCSP

Here is the best guide to helping kids do homework successfully that we’ve seen, published by the National Association of School Psychologists on their website, NASPonline.org . Our thanks to NASP for sharing it with us.

There are two key strategies parents can draw on to reduce homework hassles. The first is to establish clear routines around homework, including when and where homework gets done and setting up daily schedules for homework. The second is to build in rewards or incentives to use with children for whom “good grades” is not a sufficient reward for doing homework.

Homework Routines

Tasks are easiest to accomplish when tied to specific routines. By establishing daily routines for homework completion, you will not only make homework go more smoothly, but you will also be fostering a sense of order your child can apply to later life, including college and work.

Step 1. Find a location in the house where homework will be done. The right location will depend on your child and the culture of your family. Some children do best at a desk in their bedroom. It is a quiet location, away from the hubbub of family noise. Other children become too distracted by the things they keep in their bedroom and do better at a place removed from those distractions, like the dining room table. Some children need to work by themselves. Others need to have parents nearby to help keep them on task and to answer questions when problems arise. Ask your child where the best place is to work. Both you and your child need to discuss pros and cons of different settings to arrive at a mutually agreed upon location.

Step 2. Set up a homework center. Once you and your child have identified a location, fix it up as a home office/homework center. Make sure there is a clear workspace large enough to set out all the materials necessary for completing assignments. Outfit the homework center with the kinds of supplies your child is most likely to need, such as pencils, pens, colored markers, rulers, scissors, a dictionary and thesaurus, graph paper, construction paper, glue and cellophane tape, lined paper, a calculator, spell checker, and, depending on the age and needs of your child, a computer or laptop. If the homework center is a place that will be used for other things (such as the dining room table), then your child can keep the supplies in a portable crate or bin. If possible, the homework center should include a bulletin board that can hold a monthly calendar on which your child can keep track of longterm assignments. Allowing children some leeway in decorating the homework center can help them feel at home there, but you should be careful that it does not become too cluttered with distracting materials.

Step 3. Establish a homework time. Your child should get in the habit of doing homework at the same time every day. The time may vary depending on the individual child. Some children need a break right after school to get some exercise and have a snack. Others need to start homework while they are still in a school mode (i.e., right after school when there is still some momentum left from getting through the day). In general, it may be best to get homework done either before dinner or as early in the evening as the child can tolerate. The later it gets, the more tired the child becomes and the more slowly the homework gets done.

Step 4. Establish a daily homework schedule. In general, at least into middle school, the homework session should begin with your sitting down with your child and drawing up a homework schedule. You should review all the assignments and make sure your child understands them and has all the necessary materials. Ask your child to estimate how long it will take to complete each assignment. Then ask when each assignment will get started. If your child needs help with any assignment , then this should be determined at the beginning so that the start times can take into account parent availability. A Daily Homework Planner is included at the end of this handout and contains a place for identifying when breaks may be taken and what rewards may be earned.

Incentive Systems

Many children who are not motivated by the enjoyment of doing homework are motivated by the high grade they hope to earn as a result of doing a quality job. Thus, the grade is an incentive, motivating the child to do homework with care and in a timely manner. For children who are not motivated by grades, parents will need to look for other rewards to help them get through their nightly chores. Incentive systems fall into two categories: simple and elaborate.

Simple incentive systems. The simplest incentive system is reminding the child of a fun activity to do when homework is done. It may be a favorite television show, a chance to spend some time with a video or computer game, talking on the telephone or instant messaging, or playing a game with a parent. This system of withholding fun things until the drudgery is over is sometimes called Grandma’s Law because grandmothers often use it quite effectively (“First take out the trash, then you can have chocolate chip cookies.”). Having something to look forward to can be a powerful incentive to get the hard work done. When parents remind children of this as they sit down at their desks they may be able to spark the engine that drives the child to stick with the work until it is done.

Elaborate incentive systems. These involve more planning and more work on the part of parents but in some cases are necessary to address more significant homework problems. More complex incentives systems might include a structure for earning points that could be used to “purchase” privileges or rewards or a system that provides greater reward for accomplishing more difficult homework tasks. These systems work best when parents and children together develop them. Giving children input gives them a sense of control and ownership, making the system more likely to succeed. We have found that children are generally realistic in setting goals and deciding on rewards and penalties when they are involved in the decision-making process.

Building in breaks. These are good for the child who cannot quite make it to the end without a small reward en route. When creating the daily homework schedule, it may be useful with these children to identify when they will take their breaks. Some children prefer to take breaks at specific time intervals (every 15 minutes), while others do better when the breaks occur after they finish an activity. If you use this approach, you should discuss with your child how long the breaks will last and what will be done during the breaks (get a snack, call a friend, play one level on a video game). The Daily Homework Planner includes sections where breaks and end-of-homework rewards can be identified.

Building in choice. This can be an effective strategy for parents to use with children who resist homework. Choice can be incorporated into both the order in which the child agrees to complete assignments and the schedule they will follow to get the work done. Building in choice not only helps motivate children but can also reduce power struggles between parents and children.

Developing Incentive Systems

Step 1. Describe the problem behaviors. Parents and children decide which behaviors are causing problems at homework time. For some children putting homework off to the last minute is the problem; for others, it is forgetting materials or neglecting to write down assignments. Still others rush through their work and make careless mistakes, while others dawdle over assignments, taking hours to complete what should take only a few minutes. It is important to be as specific as possible when describing the problem behaviors. The problem behavior should be described as behaviors that can be seen or heard; for instance, complains about h omework or rushes through homework, making many mistakes are better descriptors than has a bad attitude or is lazy.

Step 2. Set a goal. Usually the goal relates directly to the problem behavior. For instance, if not writing down assignments is the problem, the goal might be: “Joe will write down his assignments in his assignment book for every class.”

Step 3. Decide on possible rewards and penalties. Homework incentive systems work best when children have a menu of rewards to choose from, since no single reward will be attractive for long. We recommend a point system in which points can be earned for the goal behaviors and traded in for the reward the child wants to earn. The bigger the reward, the more points the child will need to earn it. The menu should include both larger, more expensive rewards that may take a week or a month to earn and smaller, inexpensive rewards that can be earned daily. It may also be necessary to build penalties into the system. This is usually the loss of a privilege (such as the chance to watch a favorite TV show or the chance to talk on the telephone to a friend).

Once the system is up and running, and if you find your child is earning more penalties than rewards, then the program needs to be revised so that your child can be more successful. Usually when this kind of system fails, we think of it as a design failure rather than the failure of the child to respond to rewards. It may be a good idea if you are having difficulty designing a system that works to consult a specialist, such as a school psychologist or counselor, for assistance.

Step 4. Write a homework contract. The contract should say exactly what the child agrees to do and exactly what the parents’ roles and responsibilities will be. When the contract is in place, it should reduce some of the tension parents and kids often experience around homework. For instance, if part of the contract is that the child will earn a point for not complaining about homework, then if the child does complain, this should not be cause for a battle between parent and child: the child simply does not earn that point. Parents should also be sure to praise their children for following the contract. It will be important for parents to agree to a contract they can live with; that is, avoiding penalties they are either unable or unwilling to impose (e.g., if both parents work and are not at home, they cannot monitor whether a child is beginning homework right after school, so an alternative contract may need to be written).

We have found that it is a rare incentive system that works the first time. Parents should expect to try it out and redesign it to work the kinks out. Eventually, once the child is used to doing the behaviors specified in the contract, the contract can be rewritten to work on another problem behavior. Your child over time may be willing to drop the use of an incentive system altogether. This is often a long-term goal, however, and you should be ready to write a new contract if your child slips back to bad habits once a system is dropped.

Click here to download the homework planner and incentive sheet .

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Sitting in a desk chair the whole day has some disadvantages for your health.

Luckily, there are many exercises you can do at the office without disrupting your other coworkers.

It could help increase blood flow, improve poor posture, and more! Staying active even while you're in the office is possible.

Today, we will share different exercises across all your muscle groups. It's high time you incorporate a good workout routine at the office and have a positive effect on your health.

Exercises to Do While Sitting at a Desk

Exercise works like magic for your health. It can help boost your mood throughout the day and even improve your body weight .

We've listed some of our favourite office chair exercises to boost productivity and well-being. Jumping jack, push up, sit up, we don't need those here!

Just be sure to observe safety protocols to prevent any muscle injury.

Upper Body Exercises

Start strong by developing the muscle groups of your upper body: abs, arms, back, and chest.

Desk Push Ups

Desk push-ups are easy to do. It can help develop your upper arms and back; you don't need fancy equipment.

Stand straight and place both hands on your desk for your starting position. Stand straight and place both hands on your desk for your starting position.

Walk your feet back to a 45-degree angle. Move away from the desk but keep your hands on the table.

Spread your feet hip-width apart. Start pushing yourself from the desk, making a push-up motion. Repeat the push-up at least ten times.

Seated Arm Raises

Sit on the edge of your chair and keep your feet flat. ( NOTE: This will serve as your starting position )

Lay your feet shoulder-width apart even though you're seated.

Relax your shoulders, but keep your arms straight on your side. Raise your arms straight upwards and keep your palm facing downwards.

Slowly lower your arms and repeat the same steps.

You can modify this exercise by starting with your right arm. You can switch sides once you get comfortable with the position.

You can add weights to your arm raises to add challenges. Be resourceful and use a water bottle to add some weight.

Shoulder Shrugs

This exercise is very easy; it's as if you're shrugging your shoulders but in an exaggerated motion.

Keep your back in a straight line and relax your shoulders. Start by shrugging your shoulders upwards.

Bring your shoulder blades close to your ear as possible and bring them down slowly.

Repeat this ten times straight. Be sure to be deliberate with your movements and to stretch your shoulders fully.

Lower Body Exercises

Work your way down to your body and do some lower body exercises. This works the muscle groups on your butt, legs, and thighs .

Seated Leg Extensions

For your starting position, sit straight on the edge of your chair. ( NOTE: Keep your knees bent and feet flat when doing this exercise)

Next, lift one leg outward and in a straight line. You'll feel the pain in your quads, so don't panic!

Do this AT LEAST TEN TIMES. Switch and repeat the exercise on the other leg until you feel it in your hamstring.

This is a great way to elevate your legs while sitting without disrupting the people around you.

Seated Marching

This is one of our favourite exercises because we can do it anytime sitting on our chairs. The best part is we don't have to worry about disrupting our coworkers and bosses.

Sit down with your back straight. This will be our starting position. March on your seat as if you're going up and down the stairs.

This is perfect for strengthening your muscle groups around the legs.

Ankle Pumps

Sit comfortably and relax your feet. We'll flex our ankles for this step, so it's best to be seated as a starting position.

Start by flexing your ankles forward, and make sure your toes are pointed towards that direction. Hold this position for a few seconds.

Next, flex your ankles upward and hold the position. Do this for one foot and repeat this on the other foot.

Core Exercises

You can improve your core strength even while you're in the office. It helps improve your overall balance and stability.

More importantly, it can strengthen your muscle groups in the following areas:

Seated Knee-to-Chest

Sit on the edge of your seat. This will serve as your starting position.

Make sure not to use a swivel chair for this exercise.

Start with your right leg, then bring the knee close to your chest. The other leg should remain flat on the floor.

Hold this position for a few seconds and repeat the same steps for the left leg.

Keep your core tight while doing this exercise.

This exercise is similar to the desk pushup exercise. Stand straight in front of your desk as a starting position.

Place both your hands on the desk, shoulder-width apart. Keep your palms flat on the table. Walk your feet back until you're assuming a push-up position.

Keep your arms straight, core tight and hold this position for at least 20 seconds. You should feel the pain in your core and arms.

Seated Flutter Kicks

Sit tall and on the edge of your seat. Lift both legs straight in front of you and do a scissor movement with your legs. Make sure not to lean forward while doing the exercises.

Don't use a swivel chair so that you avoid any freak accidents.

Posture and Flexibility Exercises

If you spend most of your days seated, maintaining good posture will be hard. Our tendency is to slouch since it's usually more comfortable than if we sit tall.

Correcting our posture is often a challenge but possible! Here are some posture and flexibility exercises you can do.

Seated Cat-Cow Stretch

As starting position, sit tall on the edge of your seat. Resist the temptation of wanting to lean back.

Start by arching your back and your neck. Hold this position for a few seconds until your back and neck are properly stretched.

Next, move to a crouching position and tuck your head down. Repeat this step until your back is fully stretched.

Seated Forward Bend

Let's challenge your flexibility and see if you can reach your toes. This is a good modified exercise you can do anytime and anywhere.

Make sure to sit on the edge of your seat to keep your back straight. Keep your feet shoulder-width apart and flat on the floor.

Bend forward and reach using your finger. Make sure your foot doesn't move while trying to bend. Hold this position until you feel a stretch on your back & knee.

Neck Stretches

Try out this exercise while you're seated or standing. Bend your neck forward and backward, and hold the position for each side.

Repeat this exercise and bend your neck from side to side. You can also slowly roll your neck until you feel a nice stretch.

Just stop the urge to move your shoulders forward while doing the exercise.

Remember, maintaining proper posture during desk exercises is important. Even if you're just stretching!

Incorporating Exercises Into Your Workday

Contrary to what others say, it's easy to sneak some exercise into your workday. You can do a handful of exercises, even at the office, that won't disrupt others!

Before you know it, you would've managed to already do an hour's worth of exercise! All it takes is to start an effective exercise routine you will stick with.

Creating an Exercise Routine

Do you want to create an effective exercise routine? We suggest you find an exercise activity you enjoy.

You're more likely to do it compared to others you don't particularly like.

From there, you can start building your routine!

5-Minute Focused Workouts

You don't always have to start with an hour-long exercise immediately. Instead, you can ease into the idea by doing five-minute workouts.

Five minutes might not seem much, but it's a good start for sedentary people. Check out this full-body workout you can try out.

• 30 seconds cow stretch
• 30 seconds neck stretch
• 1-minute seated arm raises
• 1-minute seated flutter kicks
• 1-minute seated marching
• 30 seconds seated forward bend

You can always change the exercises we've mentioned to something more advanced if you're ready to level up. Just do some stretches to prevent any muscle strains or injuries.

More importantly, take your time doing the exercises and stay hydrated.

Hourly Exercise Breaks

Consider doing it every hour once you've gotten the hang of your five-minute workouts.

Dedicate five minutes of your hour to short bouts of exercise. Re-activate your muscle groups and start the workout.

However, ensure your exercise breaks don't disrupt your office work. We're trying to get you healthy while in the office but not get you fired!

Staying Consistent

Staying consistent is one of our struggles in starting a workout routine. It's always easy to start a routine but hard to keep.

A good way to stay consistent is through goal setting and accountability.

Goal Setting

The FIRST STEP that guides you to be consistent is through goal setting.

Start by identifying what you want to get out of your exercise breaks. Do you want to develop good posture? Do you want to lose weight?

This should help motivate you to continue doing your exercises.

Second, you can also set a goal of how much weight you want to shed. Once you've reached that goal, you can end your exercises!

Finally, determine how many times you want to do your office exercises in a day. Find a good number you're comfortable doing.

Accountability

Be accountable for your progress and motivation. We only have ourselves to motivate us to do office workouts.

Nonetheless, having an accountability buddy in the office who can exercise with you would also be a great idea! You can make it a fun competition between you and your buddies!

Ergonomics and Office Accessories for a Healthier Workspace

If you can't squeeze short exercises in the office, you might consider investing in ergonomic office equipment and accessories.

Ergonomic office furniture helps in keeping you comfortable. Not just that, it promotes good posture without you doing any fancy exercises.

Today, there's a good number of ergonomic furniture like office chairs, stand-up desks, kneeling chairs, and more!

You can find just about anything to keep your stay in the office a healthy and comfortable one.

There are also several office accessories you can bring to the office to keep you active. One of our favourites includes stress balls and resistance bands.

Ergonomic Office Chair

Ergonomic office chairs help promote your posture even if you stay seated in your chair the whole day.

It provides better comfort, reducing any back pain usually experienced when sitting the whole day.

It provides great lumbar support, more than the typical office chair.

The Importance of Lumbar Support

We've listed some benefits of ergonomic chairs and how they promote lumbar support.

Keep your blood flowing with ergonomic chairs. It ensures blood flows properly throughout the day, from the head to your feet.

You're less likely to experience numbing in your legs, commonly experienced after sitting the whole day.

The typical chair can cause a lot of strain on your spine. Often, this leads to bad postures, like a slouched back.

Ergonomic chairs do the opposite because you can adjust the backrest to your height.

A slight bend and curve provide full support to your spine. More importantly, it also follows the natural curve of your spine, so you're sure it gets the right amount of back support.

Ergonomic chairs answer the long-standing question of how to relieve neck pain from sitting at a desk all day.

You no longer have to worry about doing frequent neck rolls during your lunch break. Most ergonomic chairs have a headrest to support your head and neck.

Proper Height Adjustment

The beauty of ergonomic chairs is you can always adjust them to suit your body type.

Remember that you won't always find the right adjustment the first time. It takes a few trials and errors before you perfect your seat.

Start by sitting on the chair and identify what areas need to be adjusted. The typical areas include the following:

• Chair height

First, make sure the backrest follows the natural curves of your spine. You should be able to lean comfortably without feeling any discomfort.

Second, adjust the headrest to where your head is positioned. Adjust your head forward and back until you've found the right placement.

Finally, find the right chair height. Your feet shouldn't be too high up or low from the floor. As much as possible, your foot should only be a few inches from the floor.

Standing Desks

Standing desks, stand-up desks, are the future. As its name suggests, you can adjust it up to a comfortable height you can work in.

Today, many stand-up desks let you transition between a standing or sitting desk.

This is perfect for people who often experience sitting problems and want a new position.

Benefits of Using a Standing Desk

There are many benefits to using a stand-up desk. We've listed some of them here to help convince you to make the big switch!

Believe it or not, standing burns more calories compared to sitting down.

Peer-reviewed studies show that standing can burn up to 200 calories, unlike sitting, which only burns 130 calories.

Standing up keeps your legs straight and alleviates any knee pain you might feel from sitting down.

The beauty of standing up straight is you can be conscious of your posture. You can correct your posture and watch out for the red flags you've been doing all along.

We recommend raising your stand-up desk high enough until the monitor is at eye level. At the same time, it shouldn't be high enough to make typing on the keyboard hard.

Standing up helps you feel more productive throughout the day.

It keeps you awake and might even motivate you to do jumping jacks or shoulder rolls when you're up to it. It also encourages you to walk around when you're free!

Research also shows that by standing up, you're more likely to keep more active and willing to walk more.

If you're in the middle of a slump, walk around the office during your breaks!

Tips for Transitioning to a Standing Desk

Stand-up desks take some time to get used to, especially if you've used a normal desk your whole life. Here are some helpful tips to help you transition.

You're probably excited to start strong with your stand-up desk and set it to the highest level.

Before you go any further, stop! Start slowly by standing up for several minutes. You can do this every hour or until you're comfortable.

Doing this should help you get used to standing up often and staying on your feet. Gradually increase how long you stay standing.

Start with small increments and work up to a comfortable time frame.

Play around with your stand-up desk and find a comfortable height. Keep your feet shoulder-width apart so that your body weight is evenly distributed.

Try working in this position for a few hours or until you get comfortable. Slowly lower the table and return to a seated position.

Investing in a good foot cushion helps reduce the fatigue your foot feels. This usually happens when you stand on hard flooring all day long.

A good way to prevent this is by using an anti-fatigue desk mat . The cushion is soft and comfortable, which makes standing more bearable.

Not just that, but you can also wear some comfy shoes you'll be willing to stand in the whole day.

At the same time, this helps prevent you from putting too much weight on one leg. You don't have to switch legs every time you feel discomfort.

Desk Accessories for Exercise

You can still do office exercises in your cubicle even without jumping jacks. You can use a couple of desk accessories to help you out.

Here are some of our favourite desk accessories you might be interested in getting.

Balance Ball Chair

Consider trading in your normal desk chair for a balance ball chair. It's one of the best ways to develop some muscle groups, particularly in the core area.

Balance balls help you realign your spine and relieve any tension in the back. Using this type of chair is one of the best ways to squeeze in some fun while you stay seated.

Slowly lower yourself on the chair and keep your knees bent, assuming a squat position.

Resistance Bands

We love resistance bands because they can target muscle groups in your upper and lower body.

Not only that, but it's a desk accessory that doesn't take up a lot of space! It's so compact; you can leave it in your office drawers.

You can step on the band on one foot and stretch both ends upwards. This is a great workout for your arm.

You can pull small resistance bands towards the opposite direction to develop the muscle groups in your arms.

Stress Balls

Stress balls are always handy to have in the office. It's a great accessory to squeeze when you feel stress and tension. It also comes with different strengths, which can challenge your hand.

Make sure to have a stress ball on your office desk. It won't take up any space, and you can just leave it in your cabinets if it arises.

Frequently Asked Questions

We've received several questions in our quest to find the best exercises. Before we leave with our parting words, we decided to answer some of them here!

I'm sure you'll find what we're about to say very helpful!

How Can I Stay Active While Working at a Desk Job?

One common misconception is that you can't stay active while having a desk job.

This is quite the opposite because there are a few simple things you can do to incorporate into your office routine.

You can start by taking mini breaks where you can do a full-body stretch. Start by standing at least shoulder width apart and raise your arm straight like you're reaching for the sky.

Take advantage of your lunch breaks. If you have a few minutes to spare, consider doing triceps dips or arm circles.

More importantly, take the stairs! If your office is a few floors up, ditch the elevator and take the stairs.

This is a great way to squeeze in some cardio. Indeed, it is the perfect exercise for people with high blood pressure!

What Exercises Are Suitable for Office Spaces?

Some people make the mistake of thinking that desk exercises consume too much space and time. In reality, it's the opposite.

You can do many exercises without any equipment, and they won't bother your workmates.

We've listed some of them here, that's sure to get your blood pumping and work your different muscle groups. Some of our favourite exercises include the following:

• Ankle pumps
• Seated arm raises
• Seated marching
• Shoulder shrug

You can even consider doing some office triceps dips and calf raises.

It doesn't require any equipment except for your chair.

How Can I Maintain Good Posture While Sitting at a Desk?

Maintaining a good sitting posture is easy.

The number one rule is to always keep your feet flat on the floor. As much as possible, avoid crossing your legs or ankles together.

Relax your shoulders and sit straight. Don't hinge forward, and maintain a straight back.

At first, this might feel awkward. However, it will get easier with repetition.

Being mindful of your sitting position is important when trying to maintain a good posture!

Are There Any Health Risks Associated With Sitting All Day at Work?

Unfortunately, there are many health risks involved when you sit all day.

One of the most common risks is always obesity , especially in people who eat calorie-filled foods and live sedentary lifestyles.

Studies also show that people could have excess body fat around the waist area. If you don't have a balanced diet, you can suffer from high blood sugar.

That being said, get your heart rate pumping and start working your muscle groups. Do arm circles, calf raises, and your other favourite desk exercises.

Challenge your breathing and reduce any muscle stiffness you feel.

How Often Should I Do Desk Exercises?

We recommend doing desk exercises at least every hour or as often as your work allows . Just ensure it doesn't compromise your work, or you'll risk getting fired by your boss!

You can start by doing your favourite exercises to keep you motivated.

Mix and match the exercises and find new workouts you'll be excited to do, like incorporating a simple aerobic exercise routine.

Incorporating desk exercises into your typical workday is one of the best ways to lose weight while sitting at a desk and develop muscle groups.

This is perfect for people suffering from hypertension or even simple joint pain.

The good news is you can do so many exercises without any equipment required. You can finally take control of your physical fitness and do strength training anywhere.

Soon enough, squeezing some desk exercises will be second nature to you. You'll seek new and challenging exercises to incorporate into your daily routine.

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15 Strategies for the Student Who Can’t Sit Still

• Christopher Olson
• November 29, 2021
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Sit down in your seat, it’s time for math.  Please sit down in your seat, Tashir cannot see the board.  Alright, time to start our work why don’t you have a seat?  After three prompts to stay in their seat you finally see them sitting down!  Alas, you can continue with the lesson.  Moments later you happen to glance over at their location to see they are no longer sitting, they are not even standing… they are laying across their chair on their stomach!  I mean COME ON!  

Do you have that one student who just won’t sit in their seat no matter what you do?  You are not alone.  I mean, hey, you might have a few of those students.  What else can you do besides constantly provide that verbal reminder?  How would you feel if I could provide you with 15 additional strategies for the student who can’t sit still?  Number 12 is a personal favorite of mine!  

Possible Reasons That Kids Can’t Sit Still

Before we begin with some strategies, let’s take a moment to take a step back a bit.  Before we get upset with that student for never being in their seat, let’s ask ourselves why? 

There may be a few reasons that a student doesn’t stay in their seat.  

• Behavioral .  If the reason is behavioral, make sure you tackle the function of behavior .  Perhaps a preventive strategy , instructive strategy , or responsive strategy is in order.  
• Attention Deficit and Hyperactivity Disorder (ADHD). With ADHD diagnoses increasing, it probably isn’t uncommon for classrooms to have identified students with ADHD.  If your student has ADHD, they may seem restless, active, limited attention, fidgeting, etc.  
• Sensory Processing .  Sensory concerns affect one or more of our five senses.  Students experiencing dysregulation impact their ability to sit still.  
• High Energy .   Isn’t this the same as ADHD?  No.  Other factors that might contribute to high energy are diet or sleep cycles.  Diet affects our ability to sit still and concentrate.  On one end of the spectrum, a student could be the intake of a high amount of sugar or hunger is a concern.  Either way, the student’s ability to concentrate and function is a challenge.  In turn, when children are not sleeping through the night, they may have trouble focusing and sitting still during the day.  

Whatever the reason, verbal adult prompts are often not enough.  This will not only take up most of your time and lesson but will possibly just lead to annoyance, frustration, and exhaustion on both your end and the students’.  No matter the reason why they are not sitting, let’s focus on what we can do instead of just constantly say “Please, sit down.”

Strategy 1 – Visual Areas / Boundaries

If your student is constantly roaming about the room, let’s take it in small steps first.  Instead of focusing on the larger picture of staying in their seat, let’s try a small area at first.  By providing a visual boundary indicates to the student and to other students that this is their personal area.  You can tape off a square on the ground, grab some markers , or even a carpet square to indicate this space.

2 – Breathing Exercises

Consider how you feel after you take a few deep breaths.  You may feel calmer, more focused, relaxed, less anxious.  Adults have a better understanding of how to self-regulate, where students need to be taught the skills, and when would be an appropriate time to take a deep breath.  Breathing exercises like these could be a great self-tool for students to utilize in place of getting up to move.

3 – Use of Fidgets

Fidgets can be a teacher’s best friend or their worst nightmare!  I am almost 100% positive that you have had to say in your classroom, “Put the pop-its away!”  Pop-its are the biggest new craze currently.  Are they annoying?  Absolutely!  Could they possibly help some students instead of it being a toy?  You bet!

Of course, pop-its are not the only fidget item out there.  Just the current popular phase.  Make sure you are specific about the use of fidgets in your classroom.  Model and practice how and when to use them appropriately.  Provide reminders and warnings throughout the school day about fidgets.

4 – Flexible Seating

Flexible seating options allow the students to choose where or what to use to sit.  Options you may want to consider for the student(s) are wobble seats , bean bags , wobble chairs , donuts , or balance balls .  Direct instruction is recommended of modeling how to use this equipment appropriately.  When flexible seating is an option, not only is the student getting to choose their preferred seating over a typical desk chair but it could…

• be more comfortable for the student
• more fun and preferred
• provide a natural release of energy
• provide more concentration to sit on and focus on the task

Strategy 5 –  Brain Breaks

Brain breaks are a must for ALL my students, not just the ones that can’t sit still.  In basic terms… a brain break is taking a break from focusing on any task.  This break could be anything from standing up stretching, mindful activities, to physical gross motor activities.

The best thing about these brain breaks is that students will not be moving all around the room.  Each video is not only perfect for maintaining social distancing but also for being in the habit of not being able to move throughout the room and staying in one personal area.

6 – Heavy Work Activities

Providing a heavy work activity is the perfect chance to exert some of that excess energy.  Heavy work activities often require effort from our muscles that involve pushing, pulling, or lifting.  The movement activities create resistance input to the muscle, which ultimately calms and regulates the sensory system. Mama OT discusses 40 Heavy Work Activities to try out in your classroom or the home environment!

7 – Alternative Work Area

This option is purely a personal opinion as a teacher.  Some teachers believe that their students belong in their seats at their desks.  That is okay!  There may be some other teachers that would be okay with this option.  Perhaps you have a table in your classroom or one of those kidney-shaped or oval-shaped tables you use for small guided groups.  Would this be an option for the student who can’t sit still?  Perhaps they may need just a bit more space to spread out while working appropriately on a required task.

8 – Use of Break Cards

Break cards are a great instructive strategy to ask for a break and assist with coping and tolerance.  Break cards are a tool to help when a child becomes overwhelmed with a situation.  It allows the child to receive a break to help them remain calm and avoid behavioral outbursts to proactively assist in an anxious situation.

FREEBIE ALERT! ?  Check out these break cards to get you started with this strategy!

Strategy 9 – multi-sensory teaching strategies.

One of the most common strategies we as educators use in literacy is the use of Multi-Sensory Teaching Strategies.  Multi-sensory activities are activities that use more than one sensory pathway into the brain.  Hands-on activities, auditory or visual components, online activities are just a few examples.  Not only can these types of activities develop stronger literacy skills, but they also have been shown to increase memory and focus.  Looking for some fun and hands-on activities for the classroom? Click here !

10 – Visual Schedules and Timers

Help students stay on task with the use of timers and/or schedules. If a visual schedule is provided, the student can visually see when they have a break coming up.  This could be as simple as a written schedule on the board or a personal picture schedule for the student. Similarly, the student can also have a personal timer on their desk to show the exact countdown until a break or how long is left of a certain subject/activity.  Timers are a huge management tool in my room and they have some cool visual timers on YouTube as well to check out!

11 – Write the Room

Sometimes we have to use a student’s inability to sit still as a strength.  If you see that none of your other strategies are working for these students, how about EVERYONE gets up and moves?  Oh, the best part is that the academics don’t have to stop because I am not talking about a brain break.  I am talking about Write the Room!

This unique way to review and practice not only gets kids up and moving but allows for differentiation.  This individualized resource allows you to differentiate for every student in your room from working on just identifying the picture to writing a full sentence with each picture. Check out these options for Kindergarten and First Grade , each with ELA and Math activities!

12 – Time to Run an Errand!

I cannot take credit for coming up with this idea, however, I can definitely take credit for sharing it with you!  Yes, you can send an active student on an errand to the office or to the janitor to request more straws for lunch.  However, check this idea out!  First, you want to share the specifics with your bestie teacher friend.  Grab a colored folder (make sure you and the other teacher know the color and don’t use it for anything else).  Let’s say, for example, you chose a purple folder. Let your teacher friend know that whenever a student walks into their room with a purple folder that they are needing a break to get up and move.  Your teacher friend will see the purple folder and place some random paper, worksheet, or another item inside of the folder for the student to return back to the classroom.

When your teacher friend is aware of what is going in, they are not bringing attention to the fact that this student is a “special helper”, question why the student is out walking about or ask additional questions of why they are out of the classroom.  These tasks help kids build a sense of self-worth while providing an opportunity to stretch their legs and move around.

*Special Thanks to Mrs. Raider who choose me to be their bestie and introduced me to this awesome idea!  

Strategy 13 – Mindful Moments

Calming activities for your students allow them to be more in tune with their emotions and surroundings.  By incorporating mindful activities within your daily routines, you may see student growth in a variety of areas like self-esteem, social-emotional learning (SEL), academics, and attention.

14 – Teaching Social Skills

Speaking of Social Emotional Learning (SEL) in number 13, it deserves its own spot on this great list!

SEL Activities directly address working on sitting still, being aware of your surroundings, and impulse control within its two pillars:

• Self-Management : the ability to manage your emotions.  Impulsivity automatically comes to mind when I hear management of emotions.  Physical and Mental Impulse Control is covered in this pillar. Self-discipline and Motivation are both covered as well.  It is taking these strategies and applying them during stressful situations. These strategies are also used for goal setting as well as organizational skills.

While in the classroom, when SEL is carried out, it naturally creates a caring, positive, and productive environment.  These skills nurture caring and appropriate relationships among students and adults. When educators incorporate students’ experiences, strengths, and supports, they create an inclusive and equitable classroom.  Strong relationships promote student growth, collaboration, and an increase of awareness and coping skills.

15 – Just Let Them Stand

Okay, so this one comes down to a personal opinion.  Personally speaking, it doesn’t bother me if students are not constantly sitting in their chairs.  My students know they are allowed to stand at times, kneel on their chairs or sit on the floor if the time is appropriate.  However, they must continue to be working if they chose one of these options.  For my students who have trouble sitting, I often place them strategically in an area of the classroom (often on the sides of the desk arrangements), so when they are standing, they are not blocking others from viewing the content.

One takeaway I would love to leave you with is that no matter what strategy or strategies you take away from this list is that each of them involves modeling and teaching in some way.  Explicit instruction is often required for students to understand when it is an appropriate time to use this strategy independently, but also how it looks inside of their classroom.

Positive, specific praise is recommended to be paired with this teaching.  Not only when students are following directives, but more importantly when they independently use the strategy and maintain the skill.  Numbers 11, 12, and 14 have been true game-changers for me; especially this school year!  Which strategy or strategies are you most excited to try in your classroom?

Written by – Christopher Olson

At  Education to the Core , we exist to help our teachers build a stronger classroom as they connect with our community to find trusted, state-of-the-art resources designed by teachers for teachers. We aspire to be the world’s leading & most trusted community for educational resources for teachers. We improve the lives of every teacher and learner with the most comprehensive, reliable, and inclusive educational resources.

If you enjoyed what we have to offer at ETTC, be sure to join our  email list , so you won’t miss a beat. We are here to help with all your resource needs. Become a Premium Member of Education to the Core and receive immediate access to thousands of printable activities. For one small monthly or annual fee, everything ETTC can be at your fingertips all of the time.

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Is it Okay to Nag Kids to Do Their Homework?

• The Problem with Nagging

Allow for Natural Consequences

• Motivate Your Child

Problem-Solve Together

After sitting in school all day, most kids can find lots of things they would rather do than sit down and do their homework. And now that kids have access to electronic devices, it's no surprise that that they'd rather play video games than solve math problems.

And some kids just don't like to do their school work. It can be frustrating to a parent who tries to constantly remind a child to "Do your spelling."

Nagging a reluctant child to do his work isn't effective. In the long-term, all that nagging might actually backfire.

The Problem with Nagging

A 2017 study published in the Journal of Applied Developmental Psychology , found that children do best when parents encourage them to be independent with their homework. The researchers found that children needed autonomy to become fully engaged learners.   

Nagging doesn't encourage independence. Constantly saying, "Don't forget to do your homework," and, "I'm not going to tell you again. Sit down and do your homework," means you're taking on more responsibility than your child is to get his homework done.

If you spend your evening nagging, begging, and trying to motivate your child to do his work, you’re likely putting more energy and investment in their work than they are.

Nagging until your child finally gives in doesn't teach self-discipline . Instead, they may comply to get you to stop nagging, not because they think it is important to do their homework.

Nagging also makes your child more dependent on you. He may not worry about managing his time or tracking his assignments if he knows you're going to offer frequent reminders.

Nagging also teaches your child that he doesn’t have to listen to you the first time you tell him something. If he knows you’re going to say “Do your homework,” at least 10 more times, he’s not going to be motivated to do it the first nine times you say it.

Sometimes,  natural consequences  are the best teachers. So rather than nag your child to get her work done, step aside and see what happens. 

Consider what consequences she might face at school if she doesn't get her homework done. Will she have to stay in for recess? Will the teacher make her stay after school? Will she get a zero? For some children, these consequences can be very effective. 

Of course, those strategies won't work for everyone. If your child doesn't care what kinds of grades she gets or she seems unaffected by the consequences the teacher hands out, she isn't likely to learn a life lesson if you allow for natural consequences.

But for other children, simply allowing them to face the consequences of their own behavior can be key to helping them learn. 

Motivate Your Child to do His Work

A report card alone doesn’t motivate every child. Many kids are more concerned with what’s going on today, not what sort of a grade they will receive on a report card in a few months. These kids need more immediate positive consequences to motivate them.

You can motivate your child to get his work done by setting limits with electronics. Establish a household rule that says, "No electronics until homework is done."

Then, leave it up to your kids to decide when to do their work. The earlier they get it done, the more time they'll have to do the things they like. If they choose not to do their work, restrict their privileges until they complete their assignments.

You can also provide extra incentives with a reward system .

If your child gets their homework done on time every day, consider giving them a little reward on the weekend.

Or, use a token economy system by providing him with a token each day he gets his work done. Let him exchange the tokens for rewards worth various points. Get him involved in choosing the rewards and he’ll be motivated to earn them.

When your child struggles to do his work, it can be helpful to problem-solve together. The work may be too difficult or perhaps he forgets to write down his assignments. If you work together to solve the problem you may find fairly easy solutions that will help him to do his work independently.

Ask your child, "What would help you get your work done on time?" You might be surprised to hear his ideas. It could be as simple as allowing him to do his work after dinner, so he can have a break when he comes home from school. Or, he may say he needs more help with a particular subject.

Inviting your child's input can help him become motivated to find a solution. Then, he'll be more likely to do his homework, with fewer reminders from you. 

Doctoroff GL, Arnold DH. Doing homework together: The relation between parenting strategies, child engagement, and achievement . J Appl Dev Psychol . 2017;48:103-113. doi:10.1016/j.appdev.2017.01.001

Fan H, Xu J, Cai Z, He J, Fan X. Homework and students achievement in math and science: A 30-year meta-analysis, 1986–2015 .  Educational Research Review . 2017;20:35-54.

By Amy Morin, LCSW Amy Morin, LCSW, is the Editor-in-Chief of Verywell Mind. She's also a psychotherapist, an international bestselling author of books on mental strength and host of The Verywell Mind Podcast. She delivered one of the most popular TEDx talks of all time.

Homework Help for Reluctant Children

• Posted October 15, 2018
• By Heather Miller

It’s hard to fault the child who resists doing homework. After all, she has already put in a long day at school, probably been involved in afterschool activities, and, as the late afternoon spills into evening, now faces a pile of assignments. Parents feel it, too — it’s no one’s favorite time of day.

But despite its bad rap, homework plays an important role in ensuring that students can execute tasks independently. When it’s thoughtfully assigned, homework provides deeper engagement with material introduced in class. And even when it’s “just” worksheets, homework can build the automatic habits and the basic skills required to tackle more interesting endeavors. Finally, homework is a nightly test of grit. Adult life brings its share of tasks that are both compulsory and unenjoyable. Developing the discipline to fulfill our responsibilities, regardless of whether they thrill us, begins in middle childhood.

So how to help the avoidant child embrace the challenge, rather than resist it?

The first step, especially with kids 13 and under, is to have them do their homework at a communal space, like a dining room or kitchen table. If other children are in the home, they can all do their homework at the same table, and the parent can sit nearby to support the work effort. This alleviates some of the loneliness a reluctant child might associate with assignments. The alternative — doing homework at a bedroom desk — can result in the child guiltily avoiding the work for as long as possible. Like all forms of procrastination, this has the effect of making the entire process take much longer than it needs to.  

When parents turn the homework ritual into a series of conversations about what needs to be done, how, and for how long, children feel less “alone” with their nightly work, they relish the company and support of their parent, and they work better and more efficiently.

Many parents are under the impression that they shouldn’t have anything to do with their children's homework. This comes from schools emphasizing that homework is a child's responsibility, not the parents'. While it is absolutely true that parents should not do their children's homework, there is a role for parents — one that's perhaps best described as “homework project manager.” Parents can be monitoring, organizing, motivating, and praising the homework effort as it gets done. And yes, that means sitting with your child to help them stay focused and on task. Your presence sends the message that homework is important business, not to be taken lightly.

Once you’re sitting down with your child, ask him to unload his school bag and talk you through his various assignments. Maybe he has a school planner with all his homework listed, or a printout from school, or perhaps his work is listed on the classroom website. Many children attend an afterschool program where, in theory, they are doing homework. They’ll often claim that they’ve done all their homework, even though they’ve only done some. Together, make a quick and easy “Done/To Do” list. Writing down what she has finished will give her a sense of satisfaction. Identifying what she still needs to do will help her to focus on the remaining assignments. Over time, this practice will help your child build an understanding that large tasks are completed incrementally.

Next, ask your child to put the assignments in the order he’d like to do them. Encourage him to explain his thinking. Doing this helps a child feel in control of the evening’s tasks and prompts him to reflect on his work style. Discuss the first task of the night together. Ask your child to think about the supplies he is likely to need, and ensure they’re at the ready. This “pre-work” work helps a child think through a task, understand it, and prepare to execute it with gusto.

Last but not least, introduce a timer to the evening’s proceedings. Challenge your child to estimate how long the first assignment will take. Then ask, “Do you want me to set the timer for the full amount of time you think you’ll need, or a smaller amount?” Then, set the timer with the understanding that the child must work without interruption until the timer goes off. Even questions are verboten while the timer runs. The goal here is to enable the child to solve problems independently, through concentration. This not only builds concentration powers, it builds creativity, critical thinking, resilience, and resourcefulness. In my experience, the theatricality of being timed helps relax children who would otherwise feel daunted by a mountain of homework.

As each piece of work gets done, parents can add meaningful positive reinforcement. Exclaiming, “Another assignment done! And done well!” helps your child feel like what they are doing matters.

By turning the homework ritual into a series of conversations about what needs to be done, how, and for how long, children feel less “alone” with their nightly work, they relish the company and support of their parent, and they complete the work much more efficiently and at a higher standard than they might otherwise.

Helping the Homework Resisters

• Have children do their work at a communal table. Stay nearby, to alleviate the loneliness that some kids feel — and to prevent procrastination.
• Ask your child to unload her backpack and talk through assignments.
• Help your child make a "Done/To Do" list.
• Ask your child to put the assignments in the order he’d like to do them. Encourage him to explain his thinking — fostering a sense of control.
• Use a timer. Challenge your child to estimate how long an assignment will take, and ask if she wants to set the timer for that full amount of time, or less. 
• Your role: To monitor, organize, motivate, and praise the homework effort as each piece is done. 

Additional Resource

• More about Heather Miller's work to help parents create healthy routines on weeknights

Usable Knowledge

Connecting education research to practice — with timely insights for educators, families, and communities

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Sitting Still for Homework

Executive function consultation, education and skills (excel) clinic, develop organizational skills, use a shower caddy for homework supplies.

Your child constantly bounces up from homework to get a snack, find a sharpened pencil, or retrieve a book she misplaced. As a result, she doesn’t get her homework done efficiently.

All children are occasionally distracted from doing their homework. But when your child chronically stalls or gets up from the table or her desk for different reasons, this could indicate she is struggling to develop organization skills.

Organization is one of our executive functions: the set of skills that let us effectively execute daily tasks.

Solution: Shower caddy containing all homework supplies

Most young children prefer doing homework at the kitchen table. This can work if a child has a shower caddy containing all of the supplies she needs for homework. This way, she can transport the caddy to her desk if she does her homework there, too. Every time a child interrupts her flow of work, it can add to her sense of disorganization. Having everything at her fingertips helps to give her the focus she needs to work.

Her shower caddy should include items such as:

• Her favorite eraser
• Several sharpened pencils
• Sticky notes
• Colored pencils
• Calculator (if appropriate)
• Scotch tape

Don’t do this : Put the homework and a pencil on the table and tell your child to sit down and get to work.

Do this instead : Create the quiet, distraction-free environment she needs to work — have a shower caddy of supplies and her snack, glass of water, sweat shirt, backpack, and box of tissues, if necessary, right next to her on the table.

Remember: When your child keeps getting up from her homework, it’s not necessarily to avoid doing it. She has problems with her organizational skills that need support.

It is perfectly normal for children to experience some degree of difficulty and frustration as they learn to execute new tasks. Toddlers can tantrum, school-aged children can yell and argue, and teenagers can ignore instructions. When deciding if executive function weaknesses require intervention, ask yourself: “How frequently is this occurring? How intense is the experience/significant the impact?” If your answer to these questions is “too much,” “too often,” “I don’t know what to do to change this,” or “it’s only getting worse,” you may benefit from a face-to-face conversation to help problem-solve your concern. Effective problem solving will help you clearly identify the problem, goal, steps it will take to achieve your goal, possible barriers, and available supports.

What to Expect

You and your child or adolescent will meet with a pediatric neuropsychologist for approximately one hour. 

Executive Function Interventions

These interventions aim to create new habits that can sidestep or override a child’s cognitive challenges.

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What is the Best Posture for Studying?

• Updated on  
• Jan 12, 2022

A good stance and posture reflect a proper state of mind. – Morihei Ueshiba . Almost all of us must have been nagged by our elders to avoid sitting in a hunchback position or read while lying down. Indeed their concern is serious because our posture can actually make or break our muscles and affect our body’s reaction to fatigue and tiredness. People spend a substantial amount of time throughout the day and nights sitting in front of their laptops/books to work/study. It has become extremely essential that we remind ourselves to sit up straight and not inculcate a bad posture in our lives. If you are thinking about what is the best posture for studying, then don’t worry, we’ve got your back! This time Literally! Read this blog to know about the correct posture for studying along with the importance of maintaining a good posture and its various health benefits.

This Blog Includes:

Correct sitting posture for studying, best position to study on the floor, best posture for reading, best posture for studying on bed, why does posture even matter, benefits of maintaining a good posture, consequences of a bad posture.

A posture could be any position you hold to support your body while sitting, standing, walking, etc. to maintain stability and balance. The posture we use while sitting/not moving is called a static posture. The spinal cord plays an essential role in building your posture. The natural curves of the spine at your neck, mid-back and lower-back should be aligned in a manner so as to maintain the curves. Does posture affect studying? It is essential to know the best posture for studying and working where the alignment doesn’t make your muscles bend excessively or cause too much strain which can badly affect your body.

How can I improve my posture when studying? Now that you are aware of the importance of posture, here are the science-backed ways to find the correct posture for studying and working:

• The correct posture for studying as per doctors is when you do not lean forward and sit with a straight back on the chair and ensure that your back is not touching the chair. Follow a vertical or a rested position while studying on a chair. If your chair is not comfortable for resting your back, then take a cushion, pillow or a rolled-up blanket for good back support.
• Your choice and arrangement of the furniture is the key to finding the correct posture of studying. Make sure that you have a comfortable chair that is adjustable. Make sure the chair has good and comfortable back support. The desk should be of proper height and positioned so as to give you sufficient knee space. 
• To find the best posture for studying, sit down and position your limbs. Avoid leaning on the desk and keep your back erect pressing slightly towards the chair. Keep both your feet straight on the ground. If you’re working on your computer, keep it straight at an arm’s length to avoid straining your eyes. 

Correct Placement of the Chair and Desk for the Best Posture for Studying

• Your chair should be supportive enough and adjustable for your back.
• The correct posture for studying is when your back is touching the chair and is well-supported. Sit in a vertical posture and do not try to lean forward.
• The height of your chair should be adjusted in a way that your feet are placed well on the floor and you do not keep them dangling. This way, you can also prevent a slouching posture.
• The desk you are using for placing your notebooks or the computer should be at the right height so that you do not lean or slouch to focus. Place the computer on your laptop an arm’s length away to keep a good distance between your eyes and the screen. This will also help you avoid screen fatigue .
• Avoid low light for studying, be it using the computer or writing/reading.

Here is how to correct your posture for studying:

• Take a 10-minute break where you stretch or walk around. Do this every half an hour to avoid cramps and for effective blood circulation in places where your limbs or muscles feel stiff.
• If you have had a bad posture for a long time and are facing difficulties with correcting it, there are back posture correctors available which you can use but make sure to get in touch with a physiotherapist first.

There are many benefits of sitting on the floor as it boosts flexibility and mobility in your body. If you are studying on the floor, taking an incorrect posture can lead to back issues. Here is how you can find the best position to study on the floor:

Study while sitting cross-legged on the floor, make sure that you shift your weight on your hips and not on the feet. You can also minimise the pressure on your back and hips by sitting on a cushion or putting it beneath your knees.

While the posture for studying and reading can be similar, many prefer to read in their unique posture like lying on the stomach or scouching on the sofa. As you take a reading position for a longer duration, an incorrect posture can cause strain in the neck or the back. Here are the best ways to find the correct posture for reading:

• Hunching or bending your back can lead to strain the back thus keeping your back straight while reading is essentially important.
• Keep a neutral spine by sitting up straight with tucking your chin down and keeping your neck even with the shoulders.
• Bring the book closer to your eyes so that you don’t have to slouch down and put excess strain on your back or neck.

Studying on bed is one of the trickiest places to be. Imagine sitting with everything cosy and slowly slipping down and falling asleep! This happens with a lot of us. While we recommend not studying in bed for along time, there are times when we just cannot avoid it. So, here is the best posture for you to study in bed.

• Sit against a wall, with not more than two pillows to maintain your posture. 
• Use a study table for the bed and do not rely on keeping the books on your lap. This will get messy and distracting for you.
• Make sure there are no other distractions like television or smartphone.
• Most importantly, do not get too comfortable. Keep a straight spine and do not aim for a cozy environment.

Medical and Psychological researchers have consistently emphasised upon the connection of a good posture with psychological factors like positive memory, confidence, cognitive stress, energy, etc. A study conducted through health psychology also concluded that the way we sit during work/studies can affect our overall mood. Apart from the physiological damage, a bad posture can also result in a negative mood and reduce focus. Despite there being various other factors that affect cognition, it is undeniable that posture certainly can be one of the factors. A relaxed posture also seems to activate the right (creative) side of the brain. There was a prominent study done by Harvard University and Columbia University researchers where they tested the intake of risk by participants while they were sitting in a powerful pose or in occupying minimal space (bad posture), and how it subconsciously affects decision making. They found out that those sitting in a powerful posture not only made rational decisions but were 45% more likely to take a risky bet. Therefore, it is essential to practice the best posture for studying and working to ensure maximum productivity.

Apart from the various psychological benefits, good posture plays a huge role in your physiological well-being. 

• Maintaining a good posture reduces the chances of having headaches. An unaligned posture increases strain in your neck. We often bend or lean forward while looking at our laptop or phones which results in overstretching of tendons and ligaments in the neck. Such problems in the neck lead to neck spasms, inflammation and dizziness. 
• Using a good posture for studying or working also effectively eases breathing. When you slouch or lean on your desk, it tightens the rib which makes it difficult to breathe. Sitting upright helps ease the pulsating movement of the diaphragm. 
• As concerning it is, back pain is one of the most common issues for adolescents and adults. Again, it all spirals down to a bad posture. An aligned posture can cause back pain relief instantly. 

Along with these, using the aforementioned ways to ensure the best posture for studying, you can avail many psychological benefits such as a confidence boost, positive mood, improved focus and concentration.

Still not convinced if sitting properly can help your body feel less stressed and strained? Take a look at some shocking dire effects of a bad posture.

• A bad posture for studying can lead to Carpal tunnel syndrome because of the tightening of muscles. 
• Leaning or bending while sitting can also lead to poor digestion due to the pressure on the abdomen.
• A few long term effects are higher risks of having cardiovascular diseases due to the tightening of blood vessels. It can also lead to an impaired lung function, hyperflexion and hyperextension, etc. 

We hope that this blog on the best posture for studying helps you save your back from the extreme adventures a lousy posture can take you on! While a good posture can help you focus, taking professional guidance for your academic and career decisions is essential to actualise your dream career! Our Leverage Edu experts are here to guide you at every step of your academic and career journey to ensure that you make informed decisions towards a rewarding career! Sign up for a free session with us today!

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How to sit at your desk without wrecking your body.

Anything that involves physical effort is exercise. Therefore, sitting and working all day at a computer is exercise. It might not be the most effective way of working out, but it's a form of physical training all the same.

The muscles of the arms are engaged to type and move the mouse. The back muscles are working overtime, especially if our posture isn't optimal. Not sitting well can overwork certain muscles, leading to discomfort and pain and can lead to problems outside the office.

Sure, this might not be the most effective exercise in terms of fitness. However, the more we're aware that every way that we use our body impacts our overall health, the easier it might be to implement some essential changes. They aren’t all that hard to do.

1. Tilt your pelvis forward and arch your lower back.

Sitting, standing and walking all follow similar designs. We need an arch in our lower back. Having the world’s best office chair won’t help if you don’t sit in it correctly. Most chairs have some sort of lumbar support, but we need to sit fully in the chair if we are to take advantage of them. Very often we sit our butt more towards the middle of the seat and round or tuck the pelvis backward. Check in with what you're doing right now as you read this.

2. Sit up tall.

When we first sit in our chairs we probably start off well enough. We lengthen the spine and keep the head on straight. It's just a matter of time — minutes rather than hours — before the upper back begins to round forward into a slumping position.

Sitting up to our full height is easier said than done. It requires good muscle tone in the abdomen and back, which not everyone has. If you lack this type of tone it's impossible for the spine to stay upright. This is your best argument for doing yoga, Pilates or hitting the gym.

3. Keep your feet flat on the floor.

I am a big leg crosser, and I have to fight to keep my right (always my right) foot from crossing my left knee. Keeping the feet flat on the floor helps keep the pelvis balanced and make tip number one easier to achieve. Along with the feet flat on the floor the knees should be slightly below the hips. They don’t have to be far below the hips any degree will suffice.

4. Have a level head.

The height of your chair should allow your gaze to be level with the top third of your monitor. The eyes should look straight ahead and not tilt up or down. Work at keeping your chin parallel to the floor.

Along with a level head try to keep your head back in line with your spine. This connects to the curve in your lumbar back and sits up tall. Without those two essential habits your head is likely to start drifting forward towards your monitor.

5. Get up at regular intervals.

These tips are much easier for someone who is at their desk for shorter periods of time. If you know that you'll be spending the lion’s share of your day at your desk, some tools are essential to take care of yourself.

Get up and do a few simple stretches every hour. Set a timer if need be and maybe walk down and back up a flight of stairs every time it goes off. Keep a tennis ball under your desk and roll it under your foot every hour for half an hour. Basically develop a self-care routine. You could also swap your uncomfortable desk chair for a yoga ball, or opt out of sitting all together with a standing desk.

We're a culture that sits at our desks, and that isn’t likely to change soon. That being said, we might as well make the best of it and do what we can to take care of ourselves while we're there. Sitting well at your workstation can make the rest of your day and night much more pleasant.

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Last Updated: March 13, 2024 References

This article was medically reviewed by Laura Flinn . Laura Flinn is a National Academy of Sports Medicine (NASM) Certified Personal Trainer, USA Olympic Weightlifting Sports Performance Coach and Certified Fitness Nutritionist, with an additional qualification as a TRX Suspension Trainer. Laura runs her own personal training program based in the San Francisco Bay Area and specializes in topics such as weight loss, muscle growth, cardiovascular training, and strength training. This article has been viewed 681,387 times.

Recent studies by the World Health Organization and the Archives of Internal Medicine suggest that workers who sit for long periods of time, as many as 6 hours a day, are 40 percent more likely of dying at any given point, of a variety of afflictions and diseases, than people who sit less. While you can't avoid sitting in the office environment, learning how to sit properly wherever you're sitting can help keep you healthy and safe.

Using Proper Posture

• If you're sitting in a straight, hard-backed chair, scoot your bottom up to the edge of the chair and sit without slouching into the back of that chair. Sit with your back and shoulders as straight as if they were supported by the chair back. Over time, this is a more comfortable position for your back, neck, and shoulders.
• If you're sitting in a lounge chair or a couch, it's important to keep your feet flat on the floor and your back straight. Your shoulders should be back and you should be as far forward on the couch as possible.

• Don't lean your chair backward or slouch yourself forward while you're sitting, or you can strain your sciatic nerve and your shoulder muscles. This serves to keep you off-balance.
• It is good to rock gently, if possible, if you're going to be sitting for a longer time. This helps to keep the body active and balanced.

• If you need to adjust your seat so that it is higher, you may find that your feet don't comfortably reach the ground. Try putting a stool, cushion, or another object under your feet.

• If necessary, use inflatable cushions or small pillows, just above your hips, between the back of the chair and your spine. This should be a lot more comfortable.
• When your chair has an active back mechanism use it to make frequent position changes, gently adjusting it and rocking backward and forward as you sit and work, keeping your back from staying sedentary.

• Alternatively, you can remove the armrests completely if you find that they are in your way. Armrests aren't necessary for support.

Sitting Properly at the Office or Computer

• Active sitting devices include things like standing desks, treadmill desks, kneeling chairs, and other ergonomic alternatives that force your body to hold itself upright, rather than providing it a resting place.
• Passive sitting chairs, even ergonomic ones, can have a tendency to force your spine into uncomfortable upright positions.

• Use the keyboard tray mechanism, or keyboard feet, to adjust the tilt so that the keyboard is comfortable. If you sit in a forward or upright position, try tilting your keyboard away from you, but if you are slightly reclined, then a slight forward tilt will help to maintain a straight wrist position.
• Ergonomic keyboards are bent in the middle, to allow a more natural wrist alignment, letting your type with your thumbs pointing toward the ceiling, rather than lining your palms up with the floor. Consider investing in one if you struggle with wrist pain.

• Position the top of the monitor approximately 2-3” below your seated eye level.
• If you wear bifocals, lower the monitor to a comfortable reading level. [8] X Research source

• The trackpad on most laptops and the traditional mouse do the same thing traditional keyboards do: force your wrists into an unnatural position. Over time, this can cause carpal tunnel issues and chronic pain.

• Do 5-10 shoulder raises or shrugs
• Do 20 calf raises
• Do 5-10 lunges
• Touch your toes 20 times

• Exercise while sitting at your computer
• Exercise your abs while sitting

Expert Q&A

• Whenever possible, elevate your legs. Use an ottoman, stool, or another chair. Thanks Helpful 1 Not Helpful 0
• When you first start using great posture, you may find it uncomfortable, but after doing so regularly, your posture will improve. Thanks Helpful 0 Not Helpful 0
• If your lower back or neck starts to hurt, you may have an underlying issue.Visit your doctor. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ http://www.ergonomics.com.au/pages/400_useful_info/420_how_to_sit.htm
• ↑ Laura Flinn. NASM Certified Personal Trainer. Expert Interview. 18 November 2019.
• ↑ http://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/office-ergonomics/art-20046169
• ↑ http://www.nhs.uk/Livewell/workplacehealth/Pages/howtositcorrectly.aspx
• ↑ http://gizmodo.com/how-to-sit-correctly-with-good-posture-so-you-dont-kil-1152575948

About This Article

Medical Disclaimer

The content of this article is not intended to be a substitute for professional medical advice, examination, diagnosis, or treatment. You should always contact your doctor or other qualified healthcare professional before starting, changing, or stopping any kind of health treatment.

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To improve your sitting posture, sit with your back flush against the chair. Push your hips to the base of the chair so your back remains straight. Then, bring your shoulders back to prevent you from slouching forward. To learn more about how to properly sit in front of a computer from our Registered Nurse co-author, keep reading! Did this summary help you? Yes No

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Should Students Get Less Homework

Favorite Quote: "Everything is beautiful, but not everyone see's it"

When a student gets home they usually sit down at the table and pull out their homework. Piles of papers rise all the way to the ceiling. “Do I have to do all of this tonight? It’s due tomorrow, but I can’t finish this all in time!” the student complains. American students should get less homework on a daily basis because too much can cause a great deal of stress, too much time is required to complete it, and it impacts free time and sleep. Too much homework can cause stress in a student and lead to health issues in the body and mind. Homework related anxiety and stress can affect school work negatively. Stress causes lack of sleep, slipping grades, fatigue, unhealthy eating habits, depression, and many more factors. According to a 2006 poll, 80 percent of teens don’t get the recommended amount of sleep. At least 28 percent fall asleep in school and 22 percent fall asleep doing homework(‘Summary Findings of the 2006 Sleep in America Poll’, www.nationalsleepfoundation,org). In the film Race to Nowhere, the people working on the film interview multiple students and many of them talk about having nervous breakdowns or being very stressed; some even talked about getting depressed because of all the homework in school and depression can even lead to suicide. Nervous breakdowns can make completing homework much more of a struggle and also effect the health and life of a student. Kids are doing more than the recommended amount each night, with no academic benefits. The recommended amount is 10 minutes times the grade level, so first grade gets 10 minutes, second grade gets 20 minutes, third grade gets 30 minutes, and so on, but kids are doing much more than that. (Homework, www.wikipedia.org) Twenty three percent of 13-year-olds do more than 2 hours a night. The more the students do, the less they get out of doing it. There is no academic benefit for high school students after 2 hours and there are no academic benefits for middle school students after 1 and a half hours. (‘As Homework Grows, So Do Arguments Against It’, www.washingtonpost.com) Doing homework all night can take away a student's free time and sleep. Always doing homework can lead to less family time and less time for activities. It creates less time for sports and after school activities. Family time is also decreased which can add more family conflict. Hanging out with friends is decreased, so that means there is less socializing. Staying up late and doing homework takes away a student’s time to sleep. Sleep deprivation can cause stress and many more factors. Not enough sleep can leave a student tired, and at school they might focus less or fall asleep during class. Then the student gets in trouble for falling asleep. Homework is taking away a students childhood, no one wants that, do they? School students in America should get less homework on a daily basis. Too much homework can cause stress and other health issues. Also, students are working more than the recommended amount of time on homework, and this takes away from family time and free time, as well as time for sleep. When it comes to doing homework, students also want time to relax and enjoy other activities. Shouldn’t students get less homework so that they can be happy and have more time with family and friends? Administrators, teachers, students, and parents need to address this issue and inform people about the effects of homework on students in America. If teachers and parents tried to reduce the amount of homework there would be a decrease in stress and anxiety and an increase in happiness! “Homework makes it so I can’t spend time with my kids and family and I resent it.” (Ms.Valette)

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OT Strategies to Help Children Who Can’t Sit Still

Does your child seem more active than their same-aged peers or pursue movement? Does your child have a hard time sitting in their chair at school or during meal time? Is your child fidgety? If you answered yes to these questions, then read on to learn more about possible reasons why your child is having a hard time sitting still and occupational therapy strategies that can help your child!

Possible Reasons That Kids Can’t Sit Still

There are many factors that contribute to a child having trouble sitting still. One reason is Attention Deficit and Hyperactivity Disorder (ADHD). With the number of children being diagnosed with ADHD increasing, it is not uncommon for children nowadays to have trouble sitting still. If your child has ADHD, they may seem restless, constantly active, and have limited attention.

Your child may also be experiencing difficulties sitting still if they have sensory processing issues. These sensory issues might occur in children with autism spectrum disorder (ASD) or sensory processing disorder (SPD). Children may be a sensory seeker and have difficulty with self-regulation impacting their ability to sit still.

Other factors that might contribute to high energy levels and difficulty with sitting still are diet or sleep cycles. If a child is eating a diet that is rich in processed foods and sugar, they may experience behavioral issues as a result. Children who are hungry may also have difficulty focusing due to being preoccupied with their hunger. When children are not sleeping through the night, they may be arriving at school sleep deprived, which can also lead to trouble focusing and sitting still during the day.

How Occupational Therapy Can Help

Pediatric occupational therapists work with children to build the skills needed to complete daily activities at home and at school. A child’s inability to sit still can impact their attention, regulation, and ability to learn. An occupational therapist can work with your child and provide strategies that can be used both at home and at school to improve your child’s ability to sit still and attend.

OT Strategies That Can Help Children Who Can’t Sit Still

Using a fidget: Sometimes giving the child a fidget toy to hold during class will keep their hands busy and help them to stay engaged and sit still.

© The Therapy Store 2015

(Source: http://www.thetherapystore.com.au/product/fidget-toy-kit/)

Taking movement breaks: It might be helpful for children to periodically get out of their seats to take a movement break. They can get a drink of water, do yoga poses, do animal walks , help pass out papers, etc.

Sitting on a therapy ball: Some children might benefit from using an exercise ball instead of a typical chair. This provides a child with vestibular (movement) input which will help the child to stay seated for longer periods of time.

(Source: https://www.gaiam.com/products/95-9333?variant=32665772545)

Sitting on a wiggle cushion: These cushions provide tactile and vestibular input and can help a child sit still in their seat during homework time or during class at school.

(Source: https://www.stageslearning.com/products/wiggle-cushion-autism-asd-adhd-special-needs)

Hands-on activities: Some teachers might be open to incorporating activities that are more hands-on and involve moving around the classroom so students are not required to sit for such long periods of time.

Using a chewy: Chewies are beneficial as they can provide oral input and keep a child’s mouth busy which can improve attention and regulation. Just as an older child or adult may chew gum to stay focused, a chewy can be beneficial for the younger children. One great thing about chewies is that they come in all different forms such as necklaces, bracelets, or pencil toppers.

(Source: https://www.amazon.com/SENSO-BUNDLE-Sensory-Necklace-Pencil/dp/B07856ZKSR/ref=sr_1_11?keywords=chewies&qid=1552412397&s=gateway&sr=8-11&th=1)

Weighted vests: A weighted vest provides proprioceptive (deep pressure) input to help a child feel regulated and calm. Be sure to consult with an occupational therapist on the appropriate weight to put in the vest and for a wearing schedule.

Play-Doh or resistive putty: With an effect similar to a fidget, having a child play with Play-Doh or resistive putty during can help them stay engaged (and seated!).

Therabands on chairs: For some children, it can be helpful to attach a theraband to the legs of their chair, so that they can move their feet while staying in their chair. This is a great option for a child who is fidgety while seated.

A pediatric occupational therapist is a great resource if your child is experiencing difficulties sitting still. They can work with your family and your child’s school to provide the best strategies that will benefit your child the most during class, at home , and within the community.

Contact Chicago Occupational Therapy or call (773) 980-0300 to learn more about our services and how we can help your child flourish and grow.

Discover why parents choose Chicago Occupational Therapy

Innovative Care Plans

Our team of therapists creates personalized care plans that target individual occupational therapy goals and incorporate every child’s unique learning style.

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Chicago Occupational Therapy provides in-home and clinic-based therapy, as well as services at CST Academy, the practice’s therapeutic preschool-style program.

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Contact our office to request free information about Chicago Occupational Therapy including significant details about our program, team members, and more.

When You Can’t Sit Still But Need to Get Things Done

Do you have trouble sitting still? Do you get the fidgets? Does the idea of sitting at a desk all day make you grumpy? For many people, sitting in one place for extended periods of time is anything from unappealing to painful. So, what do you do when you can’t sit still but need to get things done?

First, we can acknowledge that there are many reasons why sitting in one spot for hours on end may be difficult. Anything from ADD to a high energy level can make focusing in one stationary location a challenge. If we think about it, the idea that sitting in one place is what we should be doing is relatively recent. For most of human history, the ability to perform a variety of physically demanding chores was the expectation. Many jobs still incorporate a fair amount of physical activity. However, much of today’s lifestyle is centered around computer work and other sedentary tasks. Both children and adults are often expected to sit still, sometimes in the same chair, for hours on end. Furthermore, that chair is often in a relatively small space, with little to look at but a wall.

Fortunately, there are many tools and resources available to help improve productivity in the current climate. While I am not aiming to provide a comprehensive solution, I do have one tip to offer that might help you and/or your children stay focused and be productive. I call it the “Change of Scenery” trick.

The “Change of Scenery” trick addresses the desire to look up and move around while keeping you productive. It provides physical release while minimizing the odds of getting distracted. It is sort of an enhanced pomodoro technique .

To understand the concept, imagine you are working out at a gym. Let’s say you begin by running on the treadmill for 30 minutes. Then you get off and walk to a different part of the gym to lift weights for 10 minutes. Lastly, you relocate to yet a third location for some stretching and floor work. This approach breaks down the large project of “working out” into smaller bits that feel achievable. You only need to stay focused on one type of exercise at a time, and then you can take a break, move to a new spot, and start fresh on something else.

This same concept can be applied to many kinds of stationary work. For instance, we might break down a large chunk of work, such as “homework,” into smaller chunks, such as “math,” “science,” and “silent reading.” Rather than trying to do them all at in one location, we can instead choose distinct areas of the home in which to work on these various tasks. For instance, we might do math at the kitchen table (the most popular place for homework!), then head into the dining room to work on science, and finish by stretching out on the floor for silent reading. [Note: for what it is worth, I’ve observed that few children want to come home from school and sit alone at a desk in their rooms to do homework. Fighting with your children over where to do homework isn’t worth the hassle. If they want to sit in the bathtub, let them!]

Another example might be desk work. If you dread sitting in one spot all day, use the “change of scenery” trick and mix it up. For example, choose to “pay bills” at the desk, then carry the laptop to the kitchen island to work on “correspondence,” and finally place your computer on the counter in the den to work on “writing,” “research,” or whatever else you have to do.

The secret of the “change of scenery” trick is that it openly acknowledges the need many of us have to move around, as well as the burst of energy we experience when we move to a new location.

There are a couple of additional things to bear in mind if you want to try the “change of scenery” trick:

• Consider what supplies you might need for your various tasks. If possible, store the specific items in the location where you will work. If this isn’t possible, assemble a portable caddy to move supplies with you. For computer work, it is quite nice to have charging cords in each location.
• If your computer is unmovable (e.g., if you work from desktop computer) think if there are any aspects of your to-do list that can be done offline, or possibly from your phone.
• Don’t force yourself to use a workstation that you don’t like. A desk in the kitchen can be very useful for storing supplies, even if you never sit there. Choose locations where you feel comfortable.
• It helps to move in the same pattern each time you tackle a similar list of tasks. This helps your body “feel” the progress as you move from space to space.

Also, bear in mind that “travel time” between locations is not a waste. Most techniques for improving focus embrace the truth that attention tends to rise and fall. We are not machines, and no one stays fully attentive and focused for eight hours at a time. Productive people rotate their work between tasks that require full focus and those that require a bit less. A restroom break, glass of water, or social media check as we move between spaces can actually help our brains “exhale” and get ready for what is coming next.

Admittedly, the “change the scenery” trick is not a complete solution for the challenges we face with focus and attention. It also might be hard to implement for those who have limitations on how much they can move around (e.g., office workers, people who live in a studio apartment, etc.). However, it can’t hurt to think creatively about how to add some variety to your setting. For instance, if you can’t change rooms, maybe you could alternate standing up and sitting down. Or perhaps you could move to a conference room, common room, or even head outside to a bench or coffee shop.

If you get the fidgets and struggle to sit still in one place, why not give this a try? Have you ever approached your tasks in this manner? What has worked for you?

25 thoughts on “When You Can’t Sit Still But Need to Get Things Done”

What a novel idea to change the scenery when sitting and working! It gives you renewed energy with a new perspective. Getting up to walk for 5 minutes to your new location gives you a break too.

It really works for me, so I hope the other fidgeters out there can benefit from this one!

YES! My husband teaches his employees the pomodoro technique and it works well for me. I do think about how our attention spans have changed so much. I noticed on the Oscars pre-show last night that when they’d be interviewing someone GREAT, another window on the TV would open to reveal someone new in a designer gown. Like they couldn’t trust us to want to just watch.. one interview. We also needed that second visual to watch. And I realize that’s what we’re like!

That’s such a great observation about attention and TV. I noticed this during the NFL season, when the commercials started to run on a section of the screen. To me, that seems crazy. We are pressuring ourselves to focus on more than one thing, which ultimately exhausts our brains and kills attention span. As to pregnancy, yep, been there, remember that side effect!!!

I know I feel fortunate to be able to toggle between computer tasks and non-computer tasks, but I know this isn’t the case for everyone. So many items our “to-do” list these days center on our computers, and it can be rough. This is a great strategy for children as well, who have an extra need to move around!

I love this and can definitely relate! I begin my workday at home at my desk in front of my desktop computer, but then have to switch to the kitchen on my laptop, then maybe I move to the dining room or porch if it’s nice, and then always end the day back at my desk. I need that movement and change of scenery to stay engaged and focused for sure!

I really think it helps! I do some tasks at my kitchen island, and I always do writing in a chair in the family room. I feel like I’m getting things done when I can move to a “new” location!

Love this idea. I hadn’t thought of it the way you put it, but I have incorporated parts of it anyway. For example, I pay bills in the kitchen where I can spread out on the table. I don’t have a trash can in my office, so I drop papers on the floor and then after a project, get up and take them to the trash.

Isn’t it funny how many people end up at the kitchen island? It’s one of the few spaces where they might find a clear surface, and that is a magnet. Also, it tends to be where other family members are, so those who don’t enjoy being alone often gravitate toward this spot. I like being at mine as well.

For some reason it took me a long time to realize that I needed a couple of extra charging cords that I could leave in various locations in my home (and my car). What a lightbulb moment that was for me!

Great idea! Just sprinkle a few of those in to get you up and moving. Even those who don’t struggle with the “fidgets” benefit from getting up, looking far away, and engaging some different muscles, right?

That’s so funny that we were on the same page – love that! I completely relate with getting up and doing some physical chores. After a bit of time at my computer, I just have the need to move, and I’m glad when I have something “brainless and physical” to do. Even taking a shower can give my brain, eyes, and body a break from the desktime.

I find it works for people of all ages, especially if you have some different spaces to inhabit. I’ve spoken with multiple people who had a hard time staying focused during the pandemic when they were stuck in a studio apartment. We seem to be biologically programmed to move, and yet societally challenged to sit still. It’s a tough one, but hopefully this little trick offers at least one good option!

Jill wrote about a similar thing this week! I work well at my desk at home. It is a standing desk and I find I concentrate better on certain tasks when I’m standing, so I change my view that way. I do a lot of reading while laying in bed. I think I concentrate better on that task there. I also use a co-working space.

I know, Jill and I were on the same page this week – so fun! My son-in-law loves his standing desk. If I start reading in bed, I promptly fall asleep LOL!

I only have a laptop these days, so I can work anywhere. At my desk I have a large-ish external monitor (I use the laptop as a keyboard and use both displays for writing and researching). But sometimes I want to stand at my kitchen counter (it helps me focus on paperwork, paying bills, etc.). And other times I want to relax in my recliner while I surf the net, or get some fresh air at my outdoor patio table when the weather is nice.

I only have a laptop as well. I do some work at my kitchen island, and my blog writing from my comfy chair in the family room. It’s funny, but I just sit down in the chair and I feel ready to write!

Great article, and I think this is helpful for so many people. I know I make a 10 mile list at the beginning of the day, but sometimes the smallest tasks are so hard to just sit down and get done! Thank you for your tips and tricks!

Yes, that 10 mile list can be very intimidating. No one is going to get to all of it in one day, so it all comes down to prioritizing, and finding a way to stay on task until those top priorities can be marked as “done.”

In my experience, incorporating similar strategies has been effective in managing my workflow and staying engaged throughout the day. I’d love to hear from others who have tried this approach or have different techniques for maintaining focus and productivity in less traditional work settings.

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Chapter 3: Simple Present

Daily Habits & Routines

Learning Goals

At the end of this chapter you should be able to:

• Add -s for the third person singular verb
• Write yes/no questions and short answers
• Write information questions using wh- question words
• Add the plural marker -s ,-es, and -ies to verbs and nouns

Recognize and use

• the simple present in the affirmative and negative
• adverbs of frequency

Activity 3.1: Conversation

Directions: Ask your partner or group the following questions about your morning routines. A “routine” is a habit you usually do or a series of actions you do regularly.

• What do you do before school?
• Do you ever wake up late? Do you usually wake up early?
• Do you drink coffee or tea in the morning?
• Do you do your homework in the morning, in the afternoon, in the evening, or at night?
• How long does it take for you to get ready in the morning?
• How long does it take you to get to campus? Do you live close or far from campus?
• How do you get to campus? Drive? Bike? Bus? Walk? Carpool? Dropped-off?

Directions: Read this story out loud with a partner. One person reads a paragraph, then the other person reads the next paragraph. When you are finished, read the story again. This time, read the paragraphs, you did not read.

Yuri & Palani

       Hi! My name is Yuri. I am from Ukraine. I am a student at Clackamas Community College. I have a roommate. His name is Palani. He is from Laos. We live together, but we are very different.

       I wake up early at 6:00 am. Palani pushes the snooze button on his alarm clock many times, so he wakes up very late. He gets up at 7:30 am. I take a shower in the morning, but Palani takes a shower at night. I take a shower at 6:15 am. He takes a shower at 9:00 pm. I eat breakfast at home, but Palani doesn’t eat breakfast. I make coffee, and I eat cereal for breakfast. I bike to school, but Palani drives to school. I am never late. I leave at 7:30 am.  Palani leaves at 7:50 am. I arrive at school early, but Palani arrives late. I arrive at school at 7:45 am. Palani arrives at 8:05 am. Palani sometimes arrives late because he can’t find parking. We are friends, so I always save him a seat next to me. We sit with Jacques and Ana. They arrive early too. Class begins at 8:00 am.

       How often do you arrive late to class? Are you similar to me, or are you more similar to Palani?

Activity 3.2: Comprehension

Directions: Please write the answers to the questions in complete sentences.

1. What is the name of the man who is talking?

___________________________________________________________________

2. What is the name of his roommate?

3. What is Yuri comparing?

4. Who wakes up early? Who wakes up late?

5. What time does class begin?

6. Who arrives late? Who arrives on time?

7. How about you? Are you an early riser or a late riser?

8. What time does Yuri wake up? What time does Palani wake up?

Activity 3.3: Noticing

Part 1 Directions: Look at the story about Yuri and Palani. Choose (by underlining or otherwise markin g)  the verbs you find. Don’t choose the BE verb. We are not studying that verb in this chapter.

Part 2 Directions: Complete the table with the verb forms that agree with each subject.

Activity 3.4: Try It Out!

Directions: Write the correct simple present tense form of the verb (in parentheses) on the line.

1. I (wake up)_________________________ at 6:00 am.

2. He (wake up)_________________________ at 7:30 am.

3. You (eat)_________________________ breakfast on the bus.

4. They (take)_________________________ a shower before bed.

5. He (take)_________________________ a shower in the morning.

6. We (go) _________________________ to a restaurant for lunch.

7. She (have)_________________________ cereal for breakfast.

8. His class at Oregon City (begin)_________________________ at 9:00 am.

9. My classes at Harmony (begin)_________________________ at 6:00 pm.

10. She (wash) _________________________ the dishes in the morning.

Uses of the Simple Present

The simple present is used for talking about routines, habits, and repeated activities in the present time. We use the simple present to talk about facts, which are always true. Time expressions (e.g., every day, in the summer ) and adverbs of frequency (e.g., never, sometimes, always ) signal the simple present tense.

What is a routine? Something you do every morning, every week, every year.

• I brush my teeth two times a day.
• You go to the gym three times a week.
• He makes breakfast for my children every morning.
• She starts work at 7:00 am.
• They do laundry every Saturday.

What is a habit? Something you do regularly.

• My husband reads in bed before he goes to sleep.
• My cat wakes me up on Saturdays because he is hungry.

What is a repeated action? Action that we do more than once.

• I shop at Winco (not every week, but I like to go there).
• She wears shorts in the summer.

What is a fact? Something that is always true.

• The moon revolves around the earth.
• She has two children.
• Vegetables are healthy.
• Water boils at 212 degrees Fahrenheit.

Forms of the Simple Present

Affirmative statements in the simple present.

You must add an -s to the verb with the subjects he , she , and it .

subject + verb

Activity 3.5: fill-in-the-blank.

Directions: Write the correct form of the verbs in parentheses.

1. Yuri (wake up)______________ at 6:00 am.

2. Palani (drive)______________ to school.

4. Yuri (make)______________ coffee.

5. I (cook)______________ breakfast.

6. She (eat)______________ cereal.

7. Palani (take)______________ a shower in the evening.

8. They (carpool)______________ together.

9. She (ask)______________ for a pencil.

10. Yuri and Palani (attend) ______________ Clackamas Community College.

11. We (attend) ______________ Clackamas Community College.

12. I (take)______________ a shower in the morning.

13. He (make)______________ and (drink)______________ coffee every morning.

14. She never (arrive)______________ late.

15. Class (begin)______________ at 11:30 am.

16. He usually (find)______________ parking easily.

17. Palani (live)______________ with Yuri.

18. They (brush) ______________ their hair in the morning.

19. We (brush)______________ our teeth twice a day.

20. My cats (sleep)______________ all day.

Activity 3.6: Listening

Directions: Read the paragraph. Then, listen to your instructor read the paragraph. Listen for the verbs and write them on the line. Listen closely for the correct form of the verb.

Ana and Pedro’s Morning Routine

        Ana and Pedro (1)__________ at 6:00 am. Ana (2)__________ coffee. Her brother, Pedro, (3)__________breakfast. She (4)__________a shower at 6:30 am. Her brother (5)__________ a shower at 7:00 am. They (6)__________ and (7)__________ their teeth. Ana (8)__________ the cat. Ana (9)__________ her hair and (10)__________ makeup. Pedro (11)__________ his hair. Ana’s book bag (12)__________ready. Pedro (13)__________ his books in his backpack. Ana (14)__________lunches. Class (15)__________ at 9:00 am. Ana and Pedro (16)__________ the house at 8:30 am. They (17)__________ at school at 8:45 am. Ana (18)__________ out books from the college library before class. She always (19)__________ good books to read. Ana and Pedro (20)__________ to class at 8:55 am. Their first class (21)__________ at 10:50 am.

Activity 3.7: Interview

Part 1 Directions: Interview your partner.

1. Where do you live?

2. What time do you wake up?

3. When do you eat breakfast?

4. What do you eat for breakfast?

5. How do you get to school (walk, bus, car, etc.)?

6. What time do you go to school?

7. What time do you get home?

8. When do you go to bed?

Part 2 Directions: Write 8 sentences about your own daily routine using the same questions.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

5. ________________________________________________________________

6. ________________________________________________________________

7. ________________________________________________________________

8. ________________________________________________________________

Part 3 Directions: Share and compare your daily activities. Read your sentences to your partner. Your partner reads to you. See if you have the same (or different) daily activities.

Part 4 Directions: Your instructor will give you a Venn Diagram to complete. Write sentences about yourself where it says You. Write sentences about your partner where it says Partner. If you and your partner have any activities that are the same, write them where it says both.

Adverbs of Frequency with the Simple Present

Adverbs of frequency (AoF) let us talk about how often we do something.

How often do you come to class?      I always come to class!

How often do you shop at Fred’s?     I often shop at Fred’s.

Study the chart below to learn the meanings of the following adverbs.

Adverbs of Frequency (AoF) with the BE Verb 

With the BE verb, the AoFs are added between BE and the rest of the sentence. You will see in the next section that this is different with other verbs.

subject + BE + AoF + rest of sentence

Activity 3.8: fill-in-the-blank.

Directions: Put the correct form of the BE verb followed by the AoF on the line.

1. I (be/always) _____________________________________ late.

2. He (be/never) _____________________________________ on time.

3. She (be/often) _____________________________________ busy on Saturday.

4. It (be/never) _____________________________________ cold in August.

5. You (be/usually) _____________________________________ cold in the morning.

6. We (be/never) _____________________________________ hungry in the morning.

7. They (be/seldom) _____________________________________ tired at 9:00  pm.

8. You (be/rarely) _____________________________________ late for school.

9. He (be/sometimes) _____________________________________ tired after work.

10. It (be/usually) _____________________________________ sunny in Los Angeles.

Activity 3.9: Fill-in-the-Blank

1. Class (usually)___________________________ interesting.

2. They (often)___________________________ busy.

3. I (always)___________________________ friendly.

4. You (never)___________________________ hungry after lunch.

5. She (always)___________________________ hungry at 3:00 pm.

6. He (rarely)___________________________ on time for class.

7. They (sometimes)___________________________ confused in class.

8. You (often)___________________________ sleepy.

Adverbs of Frequency with Other Verbs

But, what if we want to say how often we do some activity? In that case, we don’t use the BE verb. We use another verb, like eat, sleep, cook, drive, or talk.

Instead of adding the AoF after the verb, like we did with the BE verb, we add it before the verb. We do this because we are saying how often the activity of the verb happens.

subject + AoF + verb + rest of sentence

We use the AoF to talk about how often or how frequently something happens.

How often do you eat breakfast? I always eat breakfast.

In the sentence above, we are saying how often we eat breakfast (always).

How often does he cook dinner? He usually cooks dinner.

In the sentence above, we are saying how often he cooks dinner. (usually).

How often do they walk to school? They never walk to school.

In the sentence above, we are saying how often they walk to school (never).

Activity 3.10: Fill-in-the-Blank

Directions: Write the Adverb of frequency (AoF) and the verb in the correct form on the line.

When we use any verb except the BE verb, the AoF goes before the verb.

1. I (never/eat) ___________________ breakfast.

2. You (often/do) ___________________ laundry on Saturdays.

3. He (usually/swim) ___________________ on weekends.

4. She (never/sing) ___________________ karaoke.

5. It (rarely/rain) ___________________ in July.

6. They (seldom/watch) ___________________ movies.

7. We (always/do) ___________________ our homework.

8. She (sometimes/make)___________________ the bed.

Activity 3.11: Fill-in-the-Blank

Directions: Put the AoF and the verb in the correct order.

Ana and Pedro (wake up) _______________________________ at 6:00 am.

Our class (start) _________________________________________ at 6:00 pm.

The college (cancel) ________________________ classes because of snow.

The teacher (give) ____________________________________ us homework.

Vegetarians (eat) ________________________________________ vegetables.

The students (sleep) ____________________________________ during class.

7. sometimes

Ana (make) _________________________________________ lunch for Pedro.

Students (speak) ____________________________________ English in class.

Activity 3.12: Classmate Interview

Part 2 Directions: Choose 5 of the questions (and answers) from Part 1. On your own lined paper, use the answers to write sentences about your classmate’s activities. Remember to use adverbs of frequency. Turn this in to your teacher. Write your name, the date, and Activity 3.12 on the top of your paper.

Activity 3.13: Game

Directions: The purpose of this game is to practice using adverbs of frequency. Your teacher will give you some AoF game cards (often, sometimes, never).

• Stand up and find a partner.
• Ask your partner a question. Begin the sentence “How often…”
• The partner answers the question using an AoF.
• If your partner answers your question using the AoF that you have in your hand, give your partner the card.
• If your partner answers using an AoF that you don’t have, then change to another student and try again.
• You can only ask two questions before you need to change partners.
• You can only talk to the same person after you have talked with all your other classmates.
• Talk to as many partners as you can. When you have no more cards, sit down.

The goal of the game is to give away all of your cards.

Student 1: How often do you eat french fries for breakfast?

Student 2: I never eat french fries for breakfast.

(Student 1 gives the card saying “never” to Student 2)

Student 1: How often do you do your homework?

Student 2: I usually do my homework.

(Student 1 doesn’t have a ”usually” card. Student 1 changes partners and tries again.)

Ideas for Questions: How often do you…

wash your hair?

eat at a restaurant?

call your brother?

walk to school?

Pronunciation and Spelling: Adding -s and -es

We add -s and -es for two reasons:

1. The word is a noun, and we are making it plural.

2. The word is a verb, and it agrees with the subject (he, she, or it–3rd person singular)

Pronunciation

In English the same letters can have different sounds. For example, the letter “c” can sound like /k/ in cat , but it can also sound like /s/ in ice .

For words that end in -s or -es, there are three different sounds: /s/, /z/, and /ɪz/. We can predict how the -s or -es ending will sound by the last sound of the word before we add the -s or -es ending.

/θ/=th as in bath   /ð/=th as in that   /ʤ/=j as in judge    /tʃ/=ch as in church     /ʃ/=sh as in wash

Activity 3.14: Pronunciation

Activity 3.15: listening.

Directions: Listen to the teacher say a list of words and then sentences. You will hear each word or sentence two times. Decide if the ending sound is  /s/, /z/, or /ɪz/ and choose (by circling or otherwise marking) your choice.

1.    /s/      /z/      /ɪz/

2.   /s/      /z/      /ɪz/

3.   /s/      /z/      /ɪz/

4.   /s/      /z/      /ɪz/

5.   /s/      /z/      /ɪz/

6.   /s/       /z/      /ɪz/

7.   /s/       /z/      /ɪz/

8.   /s/       /z/      /ɪz/

9.   /s/       /z/      /ɪz/

10. /s/       /z/      /ɪz/

11.  /s/      /z/      /ɪz/

12.  /s/      /z/      /ɪz/

13.  /s/      /z/      /ɪz/

14.  /s/      /z/      /ɪz/

15.  /s/      /z/      /ɪz/

Activity 3.16: Listening & Speaking

Part 1 Directions: Identify which of the three ending sounds (/s/, /z/, or /ɪz/) is at the end of each of the target words. Write the sound symbol on the line.

/s/                /z/              /ɪz/

1.  changes _____

2.  crabs _____

3.  dishes _____

4.  touches _____

5.  helps _____

6.  books _____

7.  pencils _____

8.  sleeps _____

9.  mixes _____

10. kisses _____

11.  The students eat breakfast. _____

12.  My sister walks her dog. _____

13.  The dogs eat peanut butter. _____

14.  The student catches the bus. _____

15.  I have three cats.     _____

16.  Most teachers have pets. _____

17.  She writes a book.     _____

18.  Natasha buys food.     _____

19.  Yuri wakes up on time. _____

20.  She sees her daughter. _____

Part 2 Directions: With a partner, say the word or sentence. Your partner will point to the sound they hear.

If a word ends in /s/,  /z/,  /ch/,  /sh/  or  /x/ sound    →    add -es

Only add -es for the he/she/it form of the verb (third person singular).

watch   →   watches

wash    →   washes

kiss      →    kisses

I pass out papers.    →    She passes out papers.

I wash the dishes.   →    He washes the dishes.

Activity 3.17: Fill-in-the-Blank

Directions: Write the correct form of the verb in parentheses on the lines.

1. (watch) I __________ TV in the morning, but she ________ TV at night.

2. (wash) They ________ dishes together after dinner. He ________ dishes on  weekends.

3. (fix) My father and I _________ cars together. My husband ________ the bicycle.

4. (teach) They  ________ their daughter Ukrainian. Eva ________ her son Amharic.

5. (brush) I ________ my teeth twice a day. He _______ three times a day.

6. (kiss) She _______ her husband in the morning. I ________ my children before bed.

7. (stretch) I always ________ before exercise. Viktor ________ after exercise.

8. (guess) I never ________ the answer, but Tatiana often ________ the answer.

9. (mix) She ________ Spanish and English. They _______ English and Ukranian.

10. (splash) The kids ______ in the bathtub. My daughter always ________, too.

11. (cash) I ______ my check at the bank. He _________ his check too.

12. (latch) I ________ my screen door. She ________ her screen door.

13. (notice) I always ________ mistakes. She never ________ mistakes when she writes.

14. (touch) He ________ the door. We ________ the window.

15. (brush) They  ________ their hair once a day. He _________ his hair three times a day.

16. (pass) She ________ all her classes. They ________ their ESL classes.

17. (ask) I ________ for vegetarian food. Natasha ________ for Ukrainian food.

18. (ask) He ________ a question. We ________ to play a game.

19. (watch) She ________ Jackie Chan movies. They ________ Jet Li movies.

20. (dance) I ______ twice a week. He ________ once a week.

Activity 3.18: Listening

Directions: Read the story. Then listen to your teacher read the story. Listen for the missing words and write them on the line. Remember that the subject and the verb of a sentence have to agree. If they don’t agree, you should listen again. Some verbs end in -s and some verbs end in -es.

Viktor and Tatiana

        Viktor and Tatiana (1)_________ married. They (2)_________ English at Clackamas Community College. They (3)_________ from Ukraine. Tatiana sometimes (4)_________ angry with Viktor because he doesn’t help around the house. Tatiana (5)_________ dinner and Viktor (6)_________ TV. Tatiana (7)_________ the house, and Viktor (8)_________ English.

Then Tatiana remembers that Viktor (9)_________ the car while she (10)_________ books. In the grocery store, he always (11)_________ the shopping cart. He (12)_________ for her when she is sick. He also (13)_________ the socks when they (14)_________ movies at home. On school nights, Viktor (15)_________ the dishes after Tatiana cooks. He (16)_________ her every day when they leave the house, and he (17)_________ her every night before they (18)_________ asleep. Then Tatiana isn’t angry anymore.

If a word ends in a consonant plus -y, change -y to i and add -es. If the word ends in a vowel plus -y, just add -s.

Consonant + -y

Change -y to i and add -es

cry       →   cries

study   →   studies

pay      →   pays

buy      →   buys

Activity 3.19: Fill-in-the-Blank

Directions: Write the correct form of the verb on the line in the sentences below.

1. (study) I ___________ in the morning, but he ___________ at night.

2. (worry) He ___________ about money. I ___________ about him.

3. (cry) The cat ___________ when I leave. The babies  ___________ all the time.

4. (play) She ___________ piano. We ___________ violin.

5. (pay) I ___________ for groceries with a credit card. Tatiana ___________ with cash.

6. (stay) He ___________ after class for help. They ___________ after class to talk.

7. (stay) She ___________ at a hotel. I ___________with my mom.

8. (worry) My husband ___________ about school. I ___________ about our health.

9. (enjoy) We ___________ playing board games. He ___________ online games.

10. (say) They ___________ they are busy Friday, but she ___________ Friday is ok.

11. (fly) A bird ___________ south in winter. Birds ___________ north for the summer.

12. (buy) They ___________ paper online. She ___________ supplies at the store..

13. (fly) He ___________ to Paris today. I ___________ to Denver tomorrow.

14. (study) We ___________ before vocabulary tests. She ___________ for grammar.

15. (pay) He ___________ for 2 classes. I ___________ for 3 classes.

16. (try)     I ___________ to study 3 times a week. She ___________ to study every day.

Activity 3.20: Listening

Using infinitives with like, want, & need.

Some verbs can be combined with an infinitive (to + verb) to express a different meaning or opinion about the activity.

Activity 3.21: Fill-in-the-Blank

Part 1 Directions: Complete the sentences by writing like, want, or need on the line.

1. I ___________ to pay my rent.

2. She ___________ to study for the test.

3. They  ___________ to buy a diamond necklace.

4. You ___________ to have an expensive new car.

5. I ___________ to read a book before bed to help me sleep.

6. You ___________ to do your homework.

7. We ___________ to eat dessert first.

8. I ___________ to sleep until 10:00 am, but I __________ to get up because work starts at 7:00 am.

Negative Statements in the Simple Present

Negatives with the be verb, activity 3.22: writing.

Directions: Make these sentences negative by adding not after the verb.

1. She is a hairdresser.

2. He is busy today.

3. They are from Colombia.

4. He is a contractor.

5. It is sunny.

6. They are students.

7. He is a teacher.

8. The dog is in the garden.

Negatives with All Other Verbs

Using auxiliary verbs.

There are three auxiliary verbs in English: BE, DO, and HAVE. We will learn about BE and DO in this class. We will learn about using HAVE as an auxiliary in the next level. You have already seen the first of our three auxiliary verbs, BE, in Chapter 2. We combine the BE verb with the -ing form of the verb to create the present progressive (an action happening now).

When we make negative sentences with other verbs, we use the auxiliary verb, DO. It has two forms: do and does . The negative not comes after do or does and is followed by the base form of the main verb.

The base form is the infinitive without the to . Instead of “to sing” (infinitive), the base form is sing . Do not add -s to the base verb. Let’s look at an example sentence.

subj      do/does    neg.     base verb     rest of sentence

He         does           not        sing               in the shower.

• He is the subject
• Does is the auxiliary verb. Do/Does agrees with the subject (3rd person singular: add -es).
• Sing is the main verb in the base form. Do not add -s to the main verb.

subject + auxiliary DO + not + base form + rest of sentence

Negative contractions.

To make negative contractions, we contract the auxiliary verb and the negative.

Activity 3.23:  Choose the Correct Form

Directions: Choose the correct form, and then write the contraction on the line. Remember that the auxiliary DO (do/does) has to agree with the subject.

1. The teacher do not / does not eat meat.                                                 ___________________

2. I am a homemaker. I do not / does not work outside my home.    ___________________

3. She is a driver. She do not / does not work in an office.                     ___________________

4. He is a vegetarian. He do not / does not eat meat.                             ___________________

5. They do not / does not drink coffee in the evening.                            ___________________

6. Palani do not / does not like to wake up early.                                     ___________________

7. Yuri do not / does not want to come to school late.                            ___________________

8. Yuri do not / does not press snooze on his alarm clock.                    ___________________

9. They do not / does not have the same habits.                                     ___________________

10. It do not / does not  look like a good book.                                         ___________________

11. The students do not / does not do their homework.                        ___________________

12. He do not / does not get good grades on tests.                                ___________________

Activity 3.24: Fill-in-the-Blank

Directions: Write the correct form of do or does on the line.

1. (do/sing)        She ___________ not ___________ in public.

2. (do/write)     They ___________ not ___________ on the wall.

3. (do/drive)     He ___________ not ___________ for a job.

4. (do/ask)        You ___________ not ___________ for a diamond ring.

5. (do/play)       We ___________ not ___________ guitar.

6. (do/like)        The dog ___________ not ___________ my cat.

7. (do/type)       She ___________ not ___________ fast.

8. (do/read)       He ___________ not ___________ online.

Activity 3.25: Writing

Directions: Make these sentences negative. Use full forms for numbers 1-5 and contractions for numbers 6-10.

1. I go to work at 3:00 pm.

2. She wants to eat Chinese food.

3. They have two children.

4. He has a dog and two cats.

5. You need to stand in line.

6. She finishes her homework.

7. I eat breakfast.

8. You drink coffee.

9. He drinks diet soda.

10. My car has red seats.

Activity 3.26: Interview

Part 1 Directions: Use the sentences below to interview your partner. Take notes on your own lined paper.

Student A: Tell me a food you don’t like.

Student B: I don’t like eggs.

2. Tell me a movie you don’t like.

3. Tell me a place you don’t like.

4. Tell me a sport you don’t like.

5. Tell me a color you don’t like.

6. Tell me a singer or band you don’t like.

7. Tell me a type of music you don’t like.

8. Tell me a book you don’t like.

Part 2 Directions: Now, write 5 sentences about your partner. Use your notes to help you.  Write your partner’s answers in FULL sentences.

Yes/No Questions & Short Answers

Yes/No questions mean that the answer to the question is either yes or no . These questions don’t use wh- question words. Remember, when we use an auxiliary verb, the main verb is in the base form. The auxiliary verb goes before the subject and the main verb goes after the subject.

auxiliary DO + subject + base verb + rest of sentence

Short answers.

Short answers are quick answers to yes/no questions. Remember that if the question uses the BE verb, use the BE verb in your answer. If the auxiliary DO is used in the question, then use DO in the answer.

Do you have cats?    Yes, I do.

Are you a teacher?    Yes, I am.

Do you drink coffee in the morning?      Yes, I do.

Does he drink coffee in the morning?    No, he doesn’t.

Activity 3.27: Fill-in-the-Blank

Directions: Complete the questions with the missing auxiliary verb and subject.

A: Does she wake up early?

B: No, she doesn’t.

1. A:___________________ do her homework every day?

B: Yes, she does.

2. A:___________________ wash the dishes after dinner?

B: Yes, he does.

3. A:___________________ eat dinner together?

B: Yes, they do.

4. A:___________________ work late every day?

5. A:___________________ drive to school?

6. A:___________________ study vocabulary?

B: Yes, I do.

7. A:___________________ eat lunch at home?

B: No, we don’t.

8. A:___________________ ask questions?

9. A:___________________ practice English at the grocery store?

10. A:___________________ do laundry on Saturdays?

Activity 3.28: Game

Information questions in the simple present.

We have seen several lists of wh- question words in previous chapters. Here is a bigger list. You can practice making questions with the new words and review the ones you have seen in Chapters 1 and 2.

* What time asks about specific time. When asks about general time.

What time does class start?     Class starts at 9:00 am.

When is your birthday?         My birthday is in August.

We form information questions (sometimes called wh- questions) the same as yes/no questions. Add the question word (who, what, where, when, what time, etcetera) to the beginning of the question.

wh- + auxiliary DO + subject + main verb

Activity 3.29: choose the correct form.

Directions: Choose the correct question word.

1. Who/What is your teacher?                            My teacher is Susan.

2. Where/What is your address?                        My address is 19 Molalla Ave, Oregon City.

3. Where/When do you wake up?                      I wake up at 7:30 am.

4. Why/Who do you have an umbrella?           Because it’s raining.

5. How/Where do you take ESL?                         I take ESL classes at CCC.

6. When/What do you work?                               I work at 5:00 pm.

7. Why/How do you get to school?                     I take the bus.

8. What/How do you cook hotdogs?                 I boil them, but some people grill them.

9. How much/How often milk do you want?   I want 1 cup.

10. How many/Why cookies do you want?       I want 2 dozen.

Activity 3.30: Fill-in-the-Blank

Directions: Fill in the blank with the correct question word.

1. A:___________ do you go to work?

B: I go to work at 5:00 am.

2. A:___________ is he wearing a sweater?

B: He’s cold.

3. A:___________ do you study vocabulary?

B: I use vocabulary cards.

4. A:___________ are they from?

B: They’re from Italy.

5. A:___________ are you doing?

B: I’m doing my homework.

6. A:___________ often do you sleep in?

B: I sleep in on Saturdays.

7. A:___________ time does class start?

B: Class starts at 6:00 pm.

8. A:___________ do you study?

B: I study at the library.

9. A:___________ is your favorite actor?

B: My favorite actor is Brad Pitt.

10. A:___________ many classes do you take?

B: I take three classes each term.

Activity 3.31: Interview

Directions: Your instructor will give you a worksheet that you can use to interview a classmate.

• Match the wh- question word with the question. You can only use a word one time.
• When you finish matching you will have 10 questions and 10 answers. Choose 5 questions to ask your classmate.
• Write the answers to the 5 questions below.

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

Activity 3.32: Error Correction

Directions: There are 10 mistakes in the paragraph below. Find the mistakes with the simple present, adverbs of frequency, negative sentences, or -s / -es endings and correct them.

My name is Jacques. I lives next to Yuri and Palani. I am a student at CCC also. I arrive always early to class. My brother drive me to school. I do not drives. I eat lunch with my friends. We eat often at Ana and Pedro’s house. I doesn’t cook. After class, always I study in the library. I finishes my homework in the afternoon. I study with my friend. My friend Palani finish his homework at night. I live with my family. My mother cook dinner for the family. She wash the dishes after dinner. I dry them.

Activity 3.33: Writing

Directions: Rewrite these sentences to include the adverb of frequency (AoF) in parentheses.

1. (usually) We eat dinner outside in summer.

2. (always) I wear slippers in the house.

3. (never) My family wakes up early.

4. (sometimes) My friends and I watch movies on Fridays.

5. (rarely) We eat uncooked food.

6. (often) They are late to class.

7. (never) I finish my homework on the computer.

8. (seldom) She takes her dog to the dog park.

9. (usually) You are on time.

10. (rarely) She eats fast food.

11. (never) It snows in August.

12. (always) It rains in October.

13. (often) We have homework.

14. (never) They forget books at home.

Activity 3.34: Writing

Directions: Write the question on the line below. Use the answer for extra information. Some questions are wh-questions, and some are yes/no questions.

1. A: ______________________________________________________________

B: I wake up at 8:00 am.

2. A: ______________________________________________________________

B: Yes, I do (I have a dog.)

3. A:_______________________________________________________________

B: My birthday is in August.

4. A: ______________________________________________________________

B: No, I don’t. (I don’t do my homework in the morning.)

5. A: ______________________________________________________________

B: I take a shower in the morning.

6. A: ______________________________________________________________

B: I arrive early for class.

7. A: ______________________________________________________________

B: He drives to school.

8. A: ______________________________________________________________

B: He washes the dishes every day.

9. A: ______________________________________________________________

B: Yes, I do. (I exercise 3 times a week.)

10. A: ______________________________________________________________

B: I eat fast food once a month.

Directions: Write a paragraph comparing your daily schedule with a partner’s daily schedule. Use the simple present tense, adverbs of frequency, and time expressions.

Pre-writing: 

• Write 6 questions to ask your partner. Use 6 different wh-question words. There is a place to write each question in the chart that follows.
• Answer the 6 questions for yourself.
• Choose a partner, ask your questions, and then write down your partner’s answers.
• Use your own 8.5″ x 11″ lined paper. Do not use other paper sizes, please.
• Heading: Put your full name, the due date, and Ch. 3 Writing Assignment at the top of your paper. Your instructor will tell you where the heading goes (left or right side).
• Indent the first sentence, skip lines (double space), and leave a 1-inch margin on the sides and bottom.

Writing and Grammar:

• First sentence: begin writing by using this topic sentence: [Partner’s name] and I are classmates, but we are very different.
• In your sentences, write your answer and your partner’s answer.
• Use 3 adverbs of frequency.
• Write 2 negative sentences.
• Use full forms; do not use contractions.
• Use capital letters and punctuation correctly.
• Use the rubric below to check your work.

Model Paragraph:

My partner and I are classmates, but we are very different. I get up very early at 5:00am. My partner doesn’t get up early. She often gets up at 9:00am. I usually drink coffee in the morning, but my partner doesn’t like coffee. She likes tea instead. I have two children, so I am busy with them. My partner is married, but she doesn’t have any children. I leave for school at 8:30am. My partners never goes straight to school. She goes to her parents house first. She always helps them because they are very old. My parents are still young at age 50 and 55.

Assignment Rubric:

Self-Assessment

These were our goals at the beginning of Chapter 3:

At the end of this chapter you will be able to:

• Add -s , -es, and -ies to verbs and nouns

Directions: Choose yes if you think you achieved the goals or no in the table below if you think you did not achieve the goals. Then, write an example of the goal in the last column.

Explorations 1: Grammar for the Experienced Beginner Copyright © by Susan; Jen; and Kit is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• dinhnguyetnhi - 17:40:49 18/05/2020

36. My father said me to sit down at the table and do my homework. 37. To give (A) you the truth (B), I missed (C) yesterday’s class myself.(D) 38. The Internet is (A) very fast and convenient way (B) for us to get (C) a lot of information (D) 39. Some people enjoy preparing (A) their own meals while another (B) would rather eat out (C) regularly (D). 40. My father asked (A) us not to spending (B) too much time (C) playing (D) computer games. 41. One of the most (A) serious problems (B) face (C) us now is the need (D) to control population growth. 42. If (A) a glass lizard loses its tails (B), a new one (C) grows to replace it (D) 43. The (A) little boy’s mother bought him (B) a five-speeds racing (C) bicycle for (D) his birthday. 44. If (A) I go to bed (B) late in the evening, I had (C) a headache the next day (D). 45. I told him I’d prefer (A) walking (B), but he insisted on giving (C) me a lift (D)

• Hỏi chi tiết

Hãy luôn nhớ cảm ơn và vote 5* nếu câu trả lời hữu ích nhé!

• Anh Em Siêu Nhân

36. said -> told

37. give -> tell

38. thêm a vào (A)

39. bỏ would

40. spending -> spend

41. face -> facing

42. grow -> will grow

43. for -> on

44. had -> will have

45. walking -> to walk

Hãy giúp mọi người biết câu trả lời này thế nào?

39. another -> others

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"sit at the table" Meaning

"sit at the table" example sentences, "sit at the table" related lesson material, browse words.