When looking at Kumon for the first time, the program appears quite elementary. The worksheets may appear rather basic and repetitive. It is sometimes hard to see the purpose of the program if you don't understand the goal of the Kumon Methond.
The founder of the program, the late Mr. Toru Kumon, designed the program in a unique fashion- from the top down. Being a high school teacher at the time, he did this because out of all the materials available, he wanted to focus only on the material his son would need in the long run to excel in high school.
Math:
Mr. Kumon looked at the final goal (advanced high school math - calculus, algebra and geometry, and finite math) and asked, "What must be understood as a prerequisite for mastering these concepts?" Each step moves further and further back through pre-algebra, arithmetic and number skills, all the way to basic counting for very young children. Because of this structure, no matter where a Kumon student begins in the program, he or she will continually be building the skills necessary to reach the final goal.
What causes students to struggle in high school?
Starting early in Kumon may preven all the problems that many high school students face. Good study skills, however, are the first step towards solving all other challenges.
In Kumon, sudents must complete a small account of work every day. Most students attend their Kumon center twice a week, which leaves five days every week where work must be completed at home. This means that the Kumon routine can be challenging, not just for students, but also for parents.
In Kumon, we recommend that families establish a twenty to thirty minute period every day that is set aside exclusively for Kumon study. Long-term Kumon students become used to this daily study routine, and apply it to the rest of their homework from school. This does not happen overnight. At first, parents will probably have to remind students to complete daily work, and check each day that it has been completed. You can be of further support to your children's work every day, you'll see how they're progressing, and you'll also be sending the message that you value what they are doing.
Why do some individuals persist despite the difficulty or drudgery of a task, while others quit or easily give up? Some psychologists think that persistence is related to an external reward system, while others believe it occurs because of an intrinsic reward system - that we do something for the pure joy of reaching our goal.
Children's past experiences of success and failure help form their attitude toward achievement. By the time children are 8-12 years old, they have already developed their selp-perception as an achiever or as a non-achiever. children who are motivated to succeed usually set moderately difficult goals, which are reachable. Those who strive to avoid failure set goals taht are either trivial or impossible to reach. The child who is fearful of failure sets no goals.
In order for a child to be successful and feel successful, it is often necessary to try, fail, and try again before success is met. However, the same feelings that can challenge some students to succeed, can discourage others. parents and educators need to be aware of the goals children set, and assist them in recognizing the steps they need to take in order to achieve these goals. In some cases, we need to guide the towards more appropriate goals.
Kumon students learn persistence by being required to persevere.By interspersing challenging work with more manageable work, Kumon students are trained to achieve through repetition and mastery. What better way to succeed, to avoid pitfalls of giving up failing, than to pracitce persistence on a daily basis?
Students learn most effectively when they are active learners, not passive learners. Kumon's goal is not simply to convey information, but to have students learn how to learn. A fundamental goal of Kumon is to develop in students the ability to study and learn independently. Independent learning makes learning more enjoyable for students, increases their self-confidence, and encourages them to take responsibility for their own progress. It also enables students to excel in areas outside of Kumon.
Kumon does not use a traditional lecture-style approach, nor do students read pages of difficult proofs and explanantions. Kumon's worksheets are the main vehicle for teaching. The Instructor assigns the "just right" level of worksheets for each student, and serves as a guide and resource when students need help. Remember that independence is a skill that needs to be developed over time, just like good study skills.
Parents are sometimes surprised by the results of their children's Kumon Diagnostic Test. For example, it is not uncommon for sixth graders or older to begin with Level 2A, reviewing addition in Math or simple sentences in Reading. Parents may wonder why it is necessary for their children to begin at such a basic level instead of starting with the equivalent schoolwork. In Kumon, the comfortable starting point:
For optimal progress, concetration, self-confidence, and independent study habits should be firm before students move into more challenging materials. As these skills are being developed, students start to feel success in Kumon and at school. Once students gain confidence, they are more proficient and are willing to try more challenging work.
Studying beyond grade level in Kumon makes school easier for students by exposing them to higher-level concepts before they study them in school. Some parents may worry that their children will become bored in school as a consequence, but this rarely happens. Kumon's curriculum does not exactly parallel the school's curriculum, but instead selects certain areas to focus upon. Because of this, there will always be material covered in school that is new for Kumon students. However, the strong foundation in basic skills, concentration, and confidence that students have acquired in Kumon will help advanced Kumon students tackle work, even if they have not seen it before.