| Why does Lisa grumble when it's time for her | | | | The teacher-to-child ratio is also an |
| to go for her piano lessons? How come Jack | | | | important factor. All children need |
| abhors the sight of his skates now? After | | | | attention. If the number of teachers is just |
| all, these kids were very enthusiastic about | | | | enough to handle a class, it's possible that |
| the programs when they started off. What | | | | your child is not receiving enough personal |
| happened? Parents are often confused by the | | | | attention. State recommendations usually |
| disturbing and often incongruous signals they | | | | specify that there must be 1 teacher for 15 |
| receive from their kids. One day they're | | | | children in an after school program. Try |
| excited about the new theatre class and in | | | | observing one class to see how things are |
| just a few short weeks they wail and moan | | | | handled. |
| when it's time to go. | | | | |
| | | | Children try to avoid problems they can't |
| The first thing a parent should do when your | | | | solve. If there are no apparent problems with |
| child begins resisting a previously loved | | | | the class or the teachers, perhaps you need |
| activity is to listen and investigate. Don't | | | | to have a chat with your child. If your |
| immediately jump to conclusions. A bit of | | | | judgment says that the place is good and the |
| intelligent sleuthing is required. Ask your | | | | activity engaging enough, then it's time to |
| son what he does in the class. Try to find | | | | work with your child. More often than not, |
| out what exactly is the cause of his problem. | | | | social pressures may be at work here. Does |
| Then ask the teacher or leader the same | | | | your child have friends there? If she is |
| questions. Compare notes. You may stumble on | | | | lonely or miserable because of the lack of |
| some important clues. | | | | friends, help her find a friend. If she finds |
| | | | a friend, she'll get more involved in the |
| Usually, children start out with a new | | | | activities. |
| activity thinking it's all fun and games. But | | | | |
| when they realize they cannot just hang out | | | | If your best efforts don't pay off and your |
| and that they need to follow rules, they | | | | child still resists that fantastic guitar |
| begin to resist and rethink. Your child may | | | | class, then it's time to let go. Shift her to |
| feel stifled if the program is too highly | | | | some other program that will be fun and |
| structured. If the discipline is too rigorous | | | | interesting. If she still retains interest in |
| or the activity too painful (like a karate or | | | | guitars, you can revisit guitar lessons again |
| ballet class), some children balk. Use your | | | | after a few months. Never force her, |
| own instincts. Does the program feel like | | | | especially when it comes to extra-curricular |
| fun? Would you want to attend it yourself? | | | | activities. Since they are 'extra', they must |
| Are they offering enough motivation to keep | | | | bring in extra happiness and extra enthusiasm |
| your child interested? | | | | too. |
| | | | |