academic skills - Jamie The Scholar

Back to School: What Successful Parents Do Differently

By Dr. Micah Fagan

Let me tell you about a parent I met last spring.

She was exhausted. Her son was struggling in math, and she’d tried everything: flashcards, expensive tutoring centers, late-night homework battles, even bribes.

Nothing worked.

“His teacher says he’s ‘not trying hard enough.’ But I see him. He’s frustrated. He’s ashamed. He told me last week that he’s ‘just not a math person.'”

She paused. I could hear the tears creeping into her voice.

“Where did he get that idea? He’s 11. He hasn’t even finished elementary school. How does he already think he’s broken?”

Here’s the thing: he didn’t come up with that idea on his own.

And the school year hadn’t even started yet.

The Hidden Crisis in Every Back-to-School Plan

We spend so much time worrying about the logistics of back-to-school, the supplies, the schedules, the routines, that we forget the most important question:

What is your child thinking about themselves?

Here’s the data that should stop every parent in their tracks:

Nearly 50% of U.S. adults report feeling anxious about math. Students as young as first grade have already developed a “math self-concept.” By third grade, it’s largely fixed.

Girls and students of color are disproportionately likely to have negative math identities, not because they lack ability, but because they receive different messages about their potential.

Here’s the kicker: when students have a strong academic identity, they are 2.5 times more likely to pursue challenging coursework and high-achievement paths.

Back-to-school season isn’t about backpacks. It’s about beliefs.

What Successful Parents Do Differently

We’ve worked with thousands of families at Jamie The Scholar. And we’ve noticed a pattern: the most successful parents don’t just support their kids. They shift the story their kids tell themselves.

Here’s how.

1. They Start With the Question: “What Worries You?”

Most back-to-school conversations go like this:

“Are you excited for school?” “Yeah, I guess.” “Great! Let’s get supplies.”

That’s not a conversation. That’s a checklist.

Try This Instead:

“What feels exciting about this year?” “What feels a little scary?” “What’s one thing you’re worried about, and one thing we could do to make it less scary?”

Why It Works: Middle schoolers often struggle with emotional and social challenges that impact academics. Keeping the lines of communication open ensures they feel supported.

Pro Tip: Set aside time each week to talk about school, friendships, and life in general. Use active listening: validate their feelings and avoid jumping straight to solutions.

2. They Prioritize Academic Support, Before Crisis Hits

There’s a pattern we see every single year.

September to October: “Let’s give it a few weeks. They’re just adjusting.”

November: “Hmm, that grade is lower than expected. Maybe it’s a fluke?”

December: “Okay, we need help. But it’s the holidays. We’ll figure it out in January.”

January: “Wait, they’re failing. Why didn’t we do something sooner?”

Sound familiar?

At Jamie The Scholar, we’ve worked with students with IEPs, 504s, learning differences, and students who are simply struggling to keep up.

We take time to understand each student’s specific way of processing information, help them identify their strengths, and equip them with strategies that actually fit how they think.

The goal is to build self-knowledge that stays with them long after the tutoring session ends.

Our philosophy: if your child is struggling with schoolwork, consider seeking additional support like tutoring, before they fall behind.

3. They Celebrate Effort, Not Perfection

This one is harder than it sounds.

We live in a world that rewards outcomes, the A, the trophy, the acceptance letter. But those outcomes are built on something less glamorous: the struggle.

Try This Instead:

“I’m really proud of how much time you spent preparing for that test.” “That hard work will help you keep getting better.” “What did you learn from this, even though it didn’t go the way you wanted?”

Why It Works: Focusing on effort over outcomes reduces fear of failure and encourages perseverance.

For middle schoolers: help them reflect on what they learned and how they can improve next time.

4. They Create Stability (But Not Rigidity)

Stability isn’t about strict schedules. It’s about knowing what to expect.

Try This:

Create a consistent routine: A consistent schedule can help ease the transition back to school and provide stability.
Set boundaries: Explaining to your child what their responsibilities are and what is expected of them creates great structure without miscommunications.
Include family time: Having set scheduled family time creates a more positive atmosphere for your child.

Why It Works: Routines create the necessary structure and stability that your child requires so they are attentive during the day at school.

5. They Get Organized, Together

Getting organized is crucial for a successful school year.

Try This:

Sit down together at the start of each week to plan their schedule, including homework, activities, and downtime.
Break assignments into smaller, manageable steps. For example, “Research topic,” “Write outline,” and “Draft introduction” for an essay.
Revisit the plan midweek to adjust as needed.

Why It Works: Collaborative planning empowers your child to take ownership of their schedule while learning a valuable life skill.

What We’re Offering This Year

At Jamie The Scholar, we’re not just tutors. We’re partners: in your child’s education, in your family’s sanity, and in building a better relationship with learning.

We Understand How Kids Learn

We know that the way a student learns is as unique as their fingerprint. That’s why we don’t use one-size-fits-all approaches.

Our tutors have experience with:

Neurodivergent students (ADHD, dyslexia, autism, and more)
Students with IEPs and 504 plans
Students who have lost confidence in their academic abilities
Students who are struggling with a particular subject

Our team includes tutors with lived experience of neurodivergence. That’s not incidental. It means that when your child sits down with one of our coaches, they’re working with someone who has personally navigated the experience of thinking differently.

We Partner With Parents

We know you’re busy. We know you’re tired. And we know you want to help your child, but sometimes you’re not sure how.

That’s where we come in.

We work with you to:

Identify your child’s strengths and challenges
Develop strategies that fit your family’s life
Communicate with your child’s teachers and school
Build a partnership that extends beyond tutoring sessions

The goal isn’t just better grades. It’s a better relationship with learning.

The Bottom Line

Back-to-school season is overwhelming. There’s so much to do, so much to buy, so much to plan.

But here’s the truth: the most important thing you can do for your child isn’t on any supply list.

It’s about how you show up. It’s about the messages you send. It’s about building a foundation of confidence, resilience, and curiosity that will carry them through every grade, every subject, and every challenge.

That’s what we’re offering. That’s what we’ve always offered. And this year, we’re making it easier than ever to get started.

You don’t have to do this alone. We’re here to help.

Ready to support your child’s academic journey? Connect with us at Jamie the Scholar today at 888-577-3224 to schedule a free consultation. Let’s see how we can help your child thrive this year.

Summer Reading: the Why, the How, and the When (Part Two)

By Maria Theresa

Part Two: The How and When

Parents, now that we’ve reviewed the reasons behind the assignment, I’d like to address the how and when of summer reading. Summer reading assignments come in various styles and forms. Likewise, the decision of when to start them can vary, depending on the type of assignment.

The How: Types of Summer Reading Assignments

In addition to reading the book(s) that have been assigned for summer reading, your child’s teacher will most likely have an assignment that accompanies the reading. This assignment counts for a first quarter grade and helps the teacher assess if the student has read the books.

While the summer reading texts may be decided by the English Department Chair or part of the curriculum’s required reading, the follow-up assignment is often left to the individual teacher’s choice. As a result, the method of how the Summer Reading Assignment is assessed varies from teacher to teacher.

If your child has received a Summer Reading Packet, I would recommend reading through the packet with them. Your child’s teacher has most likely outlined what the assignment is and how it will be graded. In the meantime, here are some of the most popular types of follow-up assignments.

Comprehensive Exam: Your child’s teacher may choose to give a test on the book(s). This test will include general questions about the novel’s plot, characters, setting, conflict, and theme. It may also include quotes from the book and ask the students to identify which of the characters said the quote. For these types of exams, teachers aren’t looking to “trick” students or ask questions that are too difficult. What we want is to see is how well the students are acquainted with the book and how much of their reading they are able to recall. If this is the type of assignment your child has received, I would encourage your child to take notes as they read. They will want to identify important characters, events, and details from the book. They may want to preemptively think through some of the book’s themes and major ideas. They should also write down or research important quotes from the book and why they are significant.

Dialectical Journal: A “dialectical journal” is similar to the notes I described in the previous section. For a dialectical journal, the student is expected to find significant quotes from the text, reference the page number, provide a personal insight, and explain the quote’s significance in the story. If your child has been assigned a dialectical journal for their summer reading assignment, they should review any rubric or assignment expectations. Their teacher may have a minimum number of quotes that should be included in their assignment. The teacher may also have expectations outlined regarding the format of the students’ writing.
Reading Packet/ Study Guide: For study guides, teachers will provide important information to know before reading the novel. These guides will also include questions that the students will need to answer as they read through the book. Most study guides are divided into sections. The sections could be individual chapters or several chapters grouped together. Depending on the teacher, there may also be vocabulary words from the books that the students are required to define. Like the dialectical journal, the teacher may include a rubric with the assignment. If so, it’s important to review the grading expectations before starting the assignment. 😊
Research Projects and/or Presentations: After reading the novel, your child’s teacher may assign a research-based project, essay, or presentation. These assignments may require more work than the average summer reading assignment and are more popular among AP Classes. For these assignments, your child will be expected to conduct research on the book(s) the class has read. Then, your child will be expected to present their research at the start of the school year. Since AP classes are academically rigorous, AP teachers will often use this model to help prepare their students for the type of work that the course will require.

The When: When Should My Child Begin the Assignment?

When to begin a summer reading assignment is an important question for students and their parents to ask. Unfortunately, the answer is not straight-forward. Rather, the answer depends on a few of the following variables:

What type of book has been assigned? Is this a classical novel, an autobiography, or a young adult novel? The type of book may influence your child’s interest level. If your child is interested in learning more about World War II and their teacher has assigned Night by Elie Wiesel or The Book Thief by Markus Zusak, they may be more engaged in reading the assigned text. However, if the text does not align with their interests, it might be helpful to set aside more time to complete the reading.
What is your child’s reading fluency? If your child is a gifted reader or loves books, they may not need as much time to read the assigned book(s). When people read more, they often read faster as they have a higher literacy level. However, if your child is still working on becoming a better reader, reserving more time to read the book(s) is a good idea. By giving themselves more time to read, they are able read shorter amounts each day. Rather than trying to average ten chapters a day, they can read two chapters a day for five days. This will make the reading process a lot more achievable for the developing reader.

What type of assignment is it? The type of assignment greatly impacts how much time should be set aside to completing the assignment. For example, if your child is taking a comprehensive test on the book(s), then reading the book(s) a few weeks before the start of the school year is doable. In fact, reading it right before the start of the school year might help as the events and details from the text are still fresh in the reader’s mind. If, however, your child receives a study guide or research project, they will need time to both read the book(s) and complete the assignment.

Does your family have any upcoming trips or special occasions? Summer is a beautiful time to bond as a family. From beach days to family vacations or weddings, the summer is filled with wonderful opportunities to make memories together! As teachers, we never want to take away from that. We want your child to fully embrace those moments and enjoy their summer vacation. Therefore, when considering when to begin summer reading, I’d encourage you to take those fun plans into account. If you have an end-of-the-summer trip planned for the last week of August, your child will benefit from completing the assignment before the trip. Not only will they go on the trip invigorated by the success of their accomplishment, but this will also eliminate any unnecessary anxiety they could otherwise experience.

How Jamie The Scholar Can Help

As we begin August and bring the season to a close, the deadlines for summer reading may start to feel a little more real. Here, at Jamie the Scholar, we want to encourage you that there’s no need for worry. There’s still plenty of time before the start of school, and we’re here to provide your child with the support they may need in completing their summer reading assignment.

If your child could benefit from some assistance with their summer reading assignment, please consider giving us a call at 888-577-3224 to schedule a free consultation! We have an incredible team of tutors with various specialties who would be happy to help your child have a successful rest of their summer!

Summer Reading: the Why, the How, and the When (Part One)

By Maria Theresa

Your child breathes a sigh of relief. After ten months of hard work, finals are over; fourth quarter projects and essays have been submitted, and it is finally summer vacation! Congratulations, students! You did it!

Later, you receive an email or text alert from the school’s administration. Your child’s summer reading assignment has been sent out, and you’re a little torn with what to do next.

Do you insist that your child get started right away on the work? Do you give them some time to decompress and relax? After all, summer vacation is a whole ten to twelve weeks. That should be more than enough time to get the work done, right?

Then a feeling of worry comes over you. If they wait too long, will they be able to finish the work before the start of the new school year? Will they be motivated to complete the assignment?

These are all important questions when tackling the task of summer reading. Here at Jamie the Scholar, we hope to offer some helpful insights, starting with part one of a two-part series on summer reading.

Part One: The Why

When I was a teenager, I remember receiving the Summer Reading assignment, instantly rolling my eyes, and exhaling a sigh of annoyance. I was frustrated, and I didn’t understand. If it’s a break, why are they giving us work to do? Why can’t I read what I want to read? Don’t we get assigned enough classical literature during the school year?

Sound familiar?

The irony is I eventually grew up to become an English teacher who has assigned her fair share of summer reading assignments.

The story of how I transitioned from disgruntled student to classicist and bibliophile is a beautiful story but also a very long one. I will save that story for another day. However, what I want you to know is that I do understand the frustration and confusion. Simultaneously, I also understand the purpose of the assignment and why it’s a practice that schools have preserved over the years.

First: Most of Us Aren’t Reading Enough

Essentially, reading is one of the healthiest activities we can engage in when it comes to our cognitive development. According to research on student reading habits, even 15 to 20 minutes a day outside of school can make a measurable difference in literacy growth. I address it more extensively in a previous blog, which is worth a look if you haven’t seen it yet.

But the research alone doesn’t always make the case feel personal, so this is how I’ve explained it to my students: reading is to your mind what vegetables and exercise are to your body. While some may naturally enjoy eating vegetables and working out, some of us don’t. Would it be a healthy decision, then, for us to avoid vegetables and exercise? Absolutely not. Likewise, reading is something we want to be doing, even if the love for it doesn’t come naturally.

When we start a new workout regimen or incorporate more vegetables into our diet, it’s not easy at first. Over time though, we become stronger and the workouts seem less intimidating. We find that we’re able to tackle harder exercises. After experimenting with new recipes or seasonings, we find ourselves enjoying broccoli! The same can be said about reading. The more we practice it, the more we can grow to enjoy it.

As educators, whenever we assign any type of at home reading, the principle of how important it is for intellectual growth is always there. When we also consider that minimum suggestion for how much we should be reading a day, those reading assignments become very achievable.

To answer my younger self’s question of why English teachers are assigning reading over summer break: it is for the same reason a doctor would encourage yoto continue working out and eating well, even if you just finished a marathon! For those skills and development to be maintained, continued effort and practice are needed to sustain them.

Second: Text Assignments

Now, this is an area that’s more ambivalent when it comes to summer reading. While the traditional model involves an assigned text that aligns with the upcoming school year’s course, this is not always the case.

Sometimes, students are given a list of suggested texts and permission to pick. You may belong to a school where your child can read a text of their own choosing and submit a “book report” on their selection.

If I’m being transparent, I’ve recommended this approach to summer reading in several department meetings. While, of course, I want my students to have a comprehensive familiarity with classical literature, since it’s summer, I have been supportive of more student-choice.

Unfortunately, this model is rare in contrast to the standard approach. Still, there are reasonable justifications for its rarity.

The purpose behind why your child’s teacher has opted for a particular text could be due to a variety of different reasons. It most likely aligns with the course goals/theme. For example, if your child is entering eleventh grade and studying American Literature, their summer reading very well could be The Sun Also Rises by Ernest Hemingway or Fahrenheit 451 by Ray Bradbury.

When it comes to why summer reading is often a classical novel, here are a few reasons:

Even if your child is on the Honors/AP Track, their assigned reading will only account for a small percentage of all the classical literature there is to know. There are so many incredible stories but such little time. For example, in Global Literature classes, we may introduce students to The Odyssey or Dante’s Inferno. Even then, we’re usually just reading excerpts from those texts, not the entire work. By assigning a piece of classical literature, we are equipping your child by adding to the canon of classical literature they have been exposed to.
While there’s definitely a place for young adult novels, graphic novels, and more contemporary fiction, there’s a reason why these pieces of literature have survived the ages. They are timeless stories that capture human experience. They reflect and preserve the time period during which they were written, and their content is so profound that they have outlived their writers, some of them by centuries.

Classical literature has inspired many beloved modern stories. Not many people know this, but Shakespeare is not the first writer to tell the story of King Lear. Centuries before him, Geoffrey of Monmouth wrote about the tragic king in his book, Historia Regum Britanniae. Stories go on to inspire other stories. In the same way that Shakespeare was inspired by Monmouth, many of today’s writers are producing new content inspired by the great works that precede them. When finishing our unit study on A Tale of Two Cities by Charles Dickens, I would show my students The Dark Knight Rises by Christopher Nolan. This 21st Century screenplay about an American comic book character was inspired by a 19th Century British novel about the 18th Century French Revolution.

Last but not least, while your child may not be able to choose the novel they read for summer reading, summer does offer them that time to read!

Third: Encouraging Reading as a Summer Activity

Summer can be a very productive time for young people! Some teenagers get summer jobs. Some take summer classes or pursue trade programs. Some spend the entire summer with their family traveling. Then, there are some who find themselves a little bored.

If we’re being honest with ourselves, it’s very tempting to waste time when there’s a surplus of it. Reading is one of those activities that is both relaxing and productive. Helping young minds develop good habits is a big part of our goal as teachers.

Instead of looking at summer reading as a “chore,” we could look at it as another fun summertime activity. Like going kayaking or camping, reading can be an excellent way to enjoy the extra time that summer brings.

Of course, knowing why summer reading matters is only half the picture. Knowing how to approach it makes all the difference.

Part Two of this series, covering the how and when of summer reading, is on its way. Keep an eye out for it here on the blog.

While You Wait for Part Two

Whether your student is working through their summer reading list or facing other assignments before the new school year begins, Jamie The Scholar is here to help. Our tutors work alongside students, not over them, to build the reading habits and confidence that carry into the classroom.

Call us at 888-577-3224 or check out our website to schedule a free consultation.