A Snack Attack is likely to hit as soon as children get home from school. Plan and have ready-to-eat foods that fit into a healthy eating plan. This means plan snacks that help get the recommended daily amounts from each of the main food groups:

• Grains
• Vegetables
• Fruits
• Milk
• Meat and Beans Group

Let us think about some snack ideas from the Fruit Group.

Most people need to eat more fruit, especially whole fruit or cut-up fruit. MyPyramid recommends whole fruit instead of fruit juice for most of your fruit choices. Whole or cut up fruit provides fiber in addition to the vitamins and minerals found in fruit juice.

Try these ideas:

• Fresh fruit available in the crisper in the refrigerator
  • Grapes, kiwi, plums, peaches, pears, strawberries, or tangerines
• Fresh fruit available in a bowl on the table or counter
  • Apples, bananas, nectarines, oranges, pears
• Fresh fruit already cut-up and available in the refrigerator
  • Cantaloupe, mangos, or pineapple
  • Always keep cut fruit in the refrigerator
• Single servings of fruit created at home and refrigerated in individual containers.
  • This could be a mixture of fresh, dried, canned and/or frozen fruit.
• Single servings of fruit purchased in cans, cartons, or plastic containers.
  • Applesauce, apple chunks, peaches, raisins, pineapple or mixed fruit
• Single servings of dried fruit, divided at home, or purchased in individual packages:
  • Apples, apricots, peaches, raisins, or plums.
• Chilled fruit salad as a special treat. Have it waiting in the refrigerator!
  • Remember: always keep cut fruit refrigerated.

These are just a few of the many ideas that you can consider. Think about your budget, schedule and nutritional needs of your children to plan a snack idea. Remember, ideas for health wise snacks also include food choices that help get the daily-recommended amounts from the other major food groups as well. The main idea is to have available those foods that help your children to get the best nutrition.

Submitted by: Glenda Warren, Associate Professor, Foods and Nutrition/EFNEP

back-to-school, snacks, nutrition, fruit

One of the best ways that parents can help their children succeed in school is to be involved with their education. This starts with communicating well with your child’s teacher. Basically, good communication involves meeting with the teacher, being a positive and courteous partner in your child’s learning, and keeping the lines of communication open in various ways throughout the year.

1. Meet the teacher. Go to your child’s school open house or meet-the-teacher day. Even though time may be short, a few simple steps can show your interest and support:

• Introduce yourself and your child.
• Collect any information the teacher provides.
• Offer to help by signing up to donate items to the class or to volunteer for other jobs.

2. Go to parent-teacher conferences. Often schools schedule these sometime during the year. More information about how to get ready and what to ask can found at the following Web sites: http://www.ed.gov/parents/academic/help/succeed/part8.html and http://www.nea.org/parents/ptconf.html.

Make sure that you schedule a conference if:

• Your child has special needs and your teacher needs to know this early in the year.
• Your child’s grades drop suddenly.
• You suspect that your child is having difficulty understanding her or his schoolwork.
• Your child is upset about something that happened in school—with peers, or with the teacher.
• Your child does not seem to have any homework.
• Something changes at home that may affect the student’s learning (e.g., new baby, parental illness, divorce, or upcoming move).

3. Find the right time to talk to the teacher. If you are at school, you may run in to teachers and be tempted to ask about how your child is doing.

• At school, ask the teacher if it is a good time to talk or when is most convenient for him or her. Just before or after school may not be the best times.
• If you run into a teacher around town, simply exchange pleasantries. This is not the time for a parent-teacher conference.

4. Write short notes and follow up. If you want a quick response to a question:

• Send a brief written note or an email message (if allowed) to the teacher with your question clearly stated.
• Include your phone number and/or email address.
• If you don’t hear back in a few days, follow up with a phone message to the school.
  

5. Follow email etiquette. Email is often a convenient and helpful way to communicate with your child’s teacher, but should follow the same guidelines for any professional communication.

• Be aware that teachers get many email messages—and have many other responsibilities during their day--and may not be able to respond immediately to yours.
• Identify your child and sign your name. Include a phone number where you can be reached if needed.
• Be diplomatic. You can’t take back an email message and email can be easily forwarded. Be calm, choose your words carefully and avoid criticizing the teacher. Don’t write and send an email when you are angry.
• Be brief and stick to the point. Don’t include animations, pictures, and graphics.
• Use upper and lower case, not all caps (that’s considered shouting).
• Stick to school-related matters. Don’t forward chain mail, jokes, or frivolous information.
• Don’t forward someone else’s email, including a teacher’s, unless you have their permission.
• Watch out for viruses and spam—don’t spread these around.

6. Be positive and courteous. Many teachers are overworked and underappreciated. Speaking in positive ways opens up the lines of communication so you can work together to help your child succeed in school.

• Open up communication with phrases such as “Can we talk about…?” Avoid criticizing and blaming the teacher with comments such as “You should have…” or “You must be mistaken.”
• Make respectful requests, such as “Could you send home the information about…?” Avoid giving orders to the teacher by saying, “You have to….” or “You need to….”
• Use kind words rather than fighting phrases. For example, “Please, could you…” and “Thank you for all you did,” go a long way in building a good relationship.
  

7. Accept differences. Sometimes you may really “click” with a teacher and other times it may seem a struggle to keep the lines of communication open.

• Listen to the teacher to get a sense of who she or he is.
• Hear what the teacher has to say about his or her expectations, classroom, and your student.
• Don’t argue with or criticize the teacher in front of your child.
• Don’t send email messages written in anger.
• Try to work things out with the teacher before going to the principal.
• If you have conflicts with the teacher, remain calm. Listen, be positive, and talk things out.

8. Be a partner with the teacher to support your child’s learning. Thirty years of research shows that children do better in school when their parents are involved. Some of the most important things you can do are to:

• Help with homework as needed and appropriate.
• Help your child learn the skills needed to manage time and stay on task.
• Ask teachers for clarification on instructions and assignments as needed.
• Talk about school matters with your student at home.
• Ask teachers what you can do to help your child at home.

At the same time, as your children get older, teachers expect them to be able to take on more responsibility and to function independently. Your child likely will want more and more autonomy as well. Help them build these skills while also continuing to be supportive.

9. Ask what you can do to help. If there is something you can do to help your child’s teacher, offer to volunteer. Hand the teacher your business card or a note with brief information about what you can do (for example, speaking to a science class about chemistry or tutoring) and how to reach you.

10. Keep the lines of communication open all year.

• Send a note of appreciation to the teacher when something goes well in her/his class, and mention this to the principal.
• Give the teacher your phone number and email.
• Ask what you can do to help with classroom activities, presentations or fairs, field trips, or anything you can do at home.
• Check the school and teacher Web sites (if available) to keep up with what is going on, in and out of the classroom.

Note

1. The author would like to thank the following individuals for their helpful comments: Lisa M. Sauberan, M.Ed., Science Teacher, Howard Bishop Middle School Academy of Science and Technology, Gainesville, FL; Elizabeth Bondy, Ph.D., Professor, School of Teaching and Learning, College of Education, University of Florida, Gainesville, FL.

Written by: Suzanna Smith, Ph.D., M.S.W, CFLE, Associate Professor, Human Development

References

Alexiou-Ray, J. A., Wilson, E., Wright, V. H., & Peirano, A-M. (2003). Changing instructional practice: The impact of technology integration on students, parsents, and school personnel. Electronic journal for the integration of technology in education, 2(2). Retrieved August 16, 2006 from http://ejite.isu.edu/Volume2No2/AlexRay.htm.

Computing at Cornell (2005). E-mail etiquette. Cornell University: Cornell Information Technologies (CIT). Retrieved August 16, 2006 from http://www.cit.cornell.edu/computer/email/polite.html. .

Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277-294.

Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southeast Development Laboratory. Retrieved August 7, 2006 from http://www.sedl.org/pubs

Horn, S. (2004). How can I talk to my child’s teacher? National Education Association. Retrieved August 4, 2006 from http://www.nea.org/parents/talkingtoteachers.html.

National Education Association. (n.d.). A parent’s guide to school involvement. Retrieved August 7, 2006 from http://www.nea.org/parents/schoolinvolve.html.

National Education Association. (n.d.). Getting involved with your child’s education. Retrieved August 7, 2006 from http://www.nea.org/parents/index.html.

PBS Parents. (2002-2006). The parent-teacher partnership: Talking with teachers. PBS Parents Guide to Going to School. Retrieved August 4, 2006 from http://www.pbs.org/parents/goingtoschool/talking_teachers.html

University of Illinois Extension. (n.d.). Parent/teacher communications and establishing a relationship with your child’s teacher. Retrieved August 7, 2006 from http://www.urbanext.uiuc.edu/familyworks/school-01.html.

U.S. Department of Education. (2003). Working with teachers and schools—Helping your child succeed in school. U.S. Department of Education. Retrieved August 7, 2006 from http://www.ed.gov/parents/academic/help/succeed/part8.html

U.S. Department of Education. (2005). Questions and tips for parents, schools and the Community/. Retrieved August 7, 2006 from http://www.ed.gov/parents/academic/involve/nclbchecklist.html

teachers, communication, parents, parenting, back-to-school

USDA Launches Brand New Web Pages for Kids and Parents

What should kids and parents eat and do for good health? The answer is just a “click” away at USDA’s new Eat Smart. Play Hard.™ web pages for kids and parents. The kids’ web page provides interactive learning and skill-building experiences in a virtual community setting.

The web page encourages and motivates kids to make better lifestyle choices using kid-friendly entertaining techniques. In others words, the web page is fun! Kids can follow Power Panther, the campaign spokescharacter, in exploring the Power Tunes Store, Theater, Fitness Center, Eat Smart Grill, Fun Times Arcade and Travel Center. Behind each door in this virtual community, kids learn healthy lifestyle skills through geography, music, reading and science activities. Kids can have lots of fun with the songs, experiments, activity sheets, comics, games, e-cards, recipes and other materials. Discover the Eat Smart. Play Hard.™ kids’ web page at: Eat Smart. Play Hard: Kids

Parents and other caregivers can find answers to questions on how to improve their family’s health by going to the Healthy Lifestyle web page at: Eat Smart. Play Hard: Healthy Lifestyle.. Some of the resources on the web page include: tasty, low cost menus and recipes, a handy Calorie Burner Chart, ways to track progress, and smart planning and shopping tips. There is an answer to the commonly asked question “How much do I need to eat?” and lots of ideas for making family time a physically active time. The web page also gives parents a list of quick and easy ways to get started, including ideas for breakfasts, eating out and being more physically active every day. Information on both sites can help kids and parents make the MyPyramid and Dietary Guidelines for Americans a part of their everyday life.

Additional Resources

MyPyramid Materials

USDA, health, nutrition, children, families, parenting, exercise

1. Create opportunities to talk to your child about school.
2. Listen to them! Allow them to vent and/or complain while giving compassionate feedback.
3. Reveal your experiences at that age. Help to normalize their situation and what they are currently going through.
4. Become involved in their school’s activities.
5. Check in with your kids daily, both before AND after school.
6. If needed, provide additional people for your child to talk to.
7. Talk with your child and his/her friends as a group.
8. Discuss your child’s fears and help them find ways to cope.
9. Address possible things that your child may be face at school (bullying, peer pressure) before they become an issue.
10. Be AVAILABLE and OPEN for questions!

Contributed by: Eboni Baugh, Ph.D., Assistant Professor, Family Life

Resources

"Active Listening: A Communication Tool," EDIS, The Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised: June 2005.

"Talking with Your Child," EDIS, The Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised: June 2006.

parenting, back-to-school, children, school, communication

The National Endowment for Financial Education® (NEFE) and Cooperative State Research, Education and Extension Service (CSREES) have announced signing a new five-year agreement to promote financial education to youth through the NEFE High School Financial Planning Program® (HSFPP).

Florida has participated in this excellent program and over the past five years approximately 150,000 high school students have taken the course. The program is provided free of cost to teachers and students by the NEFE (National Endowment of Financial Education). Florida Cooperative Extension is one of the many partners.

Read this press release for more information.

Contributed by: Jo Turner, Ph.D., CFP, Professor, Family and Consumer Economics

money, Florida, Cooperative Extension, teens, youth, high school, financial planning

How to Help Your Kids Eat Breakfast from the Florida Department of Education, offers information on getting your child off to a healthy start to the day with breakfast.

Did you know that many school districts in Florida offer free breakfast for all children, regardless of income? Contact your local school district for more information.

Resources From The Florida Department of Education

Student Nutrition

Parent Nutrition

back-to-school, breakfast, Florida

For sandwich variety, try various types of breads, pita, bagels, tortillas, flat bread and crackers. Gradually move toward whole grain foods if they are new to your child. New varieties of whole grain bread are lighter in color and texture and may appeal to children.

To pack a nutritional punch in sandwich spreads (such as tuna fish, egg salad, and even reduced-fat cream cheese), add finely minced (food processor works great) carrots and celery.

When including lettuce leaves (the darker the better!) and/or tomato slices for sandwiches, pack them separate from the sandwich so it does not get soggy by the time lunchtime rolls around.

Peanut butter is a quick, easy, healthful (in moderation), and popular sandwich choice. Use whole grain bread, and add sliced banana, fruit preserves, or honey and a thin slice of Muenster, Monterey Jack, or mozzarella cheese to your child’s favorite peanut butter. (Check that your child’s school does not have a peanut butter ban in place due to allergies.)

At the grocery store, let your children pick out fresh fruits and veggies for their lunch boxes – a great time to teach them about buying “in season” and buying locally (where possible).

Include a small bag or plastic container of one or more cut up fresh vegetables in your child’s lunch box. Veggies that travel well include carrots, celery sticks, whole string beans, bell pepper slices (red, yellow and orange varieties are great, but usually expensive), grape or cherry tomatoes (fruits that we eat as vegetables), and pea pods. A separate container of low-fat dressing may be included if your child likes it.

Include low-fat or fat-free milk in your child’s lunch box, preferably in a reusable plastic container. You can freeze a half-full container of milk overnight and fill it with cold milk in the morning. The frozen milk will keep the food safe until lunchtime.

Buy a few plastic containers to use for fresh veggies, berries, dried fruit, milk, juice, and other take-along foods for lunch boxes. They are reusable and help teach the value of preserving our resources.

Purchase a variety of healthy breakfast bars that contain at least three grams of fiber and that are low in fat. Include one of these bars in your child’s lunch box some days. Your child can eat it as an extra treat during lunch, or keep it for a snack later in the day.

If your children purchase school lunches, ask them occasionally what they selected at school that day. Asking casually will help you avoid a confrontation, although if they are choosing pizza, French fries, and a sweet drink every day, you may have some cause for concern!

Find out what foods your child’s school cafeteria serves. If you are not satisfied with the foods available to your child, get involved in the school’s wellness council or other group that can affect policy.

Additional Resources

Note: These resources contain links to Web sites created and maintained by other private and public organizations. UF/IFAS provides these links as a service to our users; the presence of a link does not indicate endorsement of all materials and views found on these Web sites.

National School Lunch Program Web site

School Lunches, KidsHealth

Back to School Lunchbox Makeovers, Center for Science in the Public Interest

Written by: Linda Bobroff, Ph.D., RD, LD/N, Professor, Food and Nutrition

lunch, back-to-school, nutrition, tips, parenting

When my daughter started middle school, her backpack was bulging with heavy books, notebooks, and supplies. By the end of the day, her back ached. We decided it was time to take action to reduce the stress on her back.

When used correctly, backpacks conveniently carry the day’s necessities on the body’s strongest muscles, the back and abdomen (American Academy of Orthopedic Surgeons, 2004; Gavin, 2004). However, when backpacks are too heavy or worn incorrectly they can injure muscles and joints, especially to growing children and teens (AAOS; Dobbs, 2004). Medical experts report that, “this can lead to severe back, neck, and shoulder pain” (AAOS) from strains and sprains on the back and shoulders, and even contusions and fractures (National Safety Council, 2004).¹ An estimated one half of U.S. school children carry too much weight in their backpacks (Dobbs, 2004) and the number of backpack related injuries in children is increasing (NSC).

Parents can follow the following guidelines to help their family use backpacks safely and prevent injuries.

First, choose the right backpack, one that fits right and has wide, padded shoulder straps and a padded back, a waist belt and is light weight. The pack should fit the child, not be bigger than the length of the child’s torso (American Academy of Pediatrics, n.d.; California Physical Therapy Association, 2003). Some experts also suggest compression straps on the sides or bottom of the backpack tighten to compress and stabilize the contents of the backpack (NSC, 2004).²

Second, make sure the student is wearing her or his backpack right (Dobbs). The weight should be distributed evenly and pressure on the back and shoulders minimized (California Physical Therapy Association, 2003). Always use both shoulder straps and adjust them so they are snug but not too tight and the arms and shoulders move freely (AAOS; AAP; Dobbs). The pack should be close to the body and about two inches above the waist so it rests evenly in the middle of the back (California Physical Therapy Association, 2003).

The third precaution is to pack light and right. The backpack should not weigh more than 15% percent of the student's body weight, “the maximum safe weight for children recommended by most experts” (California Physical Therapy Association). Pack only what is needed. Spread the weight among the compartments, with “heavier items closest to the center of the back” but not poking out (AAOS). ³

There are other precautions your student can take:

• Don’t bend over at the waist when wearing or lifting the pack.
• Bend using both knees and squat if necessary.
• Do back strengthening exercises, and stay fit.

Encourage your child to use a locker if available. Talk to the school about buying a second set of textbooks for students, distributing the homework load, and permitting students to stop at their lockers during the day (AAOS).

Backpacks with wheels may be a good option when there is a heavy load (AAOS). However, wheeled backpacks may be difficult to get up and down stairs, or get in the way in crowded halls.

How do parents know if their children aren’t being injured? She or he should be walking normally. Signs of a too-heavy load include struggling to put on or take off the pack, stooped posture, pain when wearing the pack, tingling or numbness in the arms, red marks on the shoulders (Gavin; NSC). If these problems continue after adjusting the pack, see your family doctor or pediatrician.

Notes

• Injury occurs in several ways. When a backpack is too heavy, it pulls a person backwards, and the person may lean forward to compensate. Bending forward at the hips and arching the back can compress the spine unnaturally (Gavin, 2004). Over time, the shoulders can become rounded and the upper back, curved, and the child or teen can develop shoulder, neck, and back pain (Gavin). In addition, tight narrow straps may interfere with circulation and heavy weight may cause stress or compression to the shoulders and arms. When nerves are compressed, the child may experience tingling or numbness in the arms and hands (Gavin, California). When wearing the backpack over just one shoulder, the child or teen may lean “to one side to offset the extra weight” (Gavin). This can result in lower and upper back pain, shoulder and neck strain, and poor posture (Gavin; AAOS).
• Reflective material also helps keep the child is visible to drivers at night (California Physical Therapy Association, 2003).
• To check the fit of your child’s backpack, see these illustrations from the California Physical Therapy Association.

Written by: Suzanna Smith, Ph.D., M.S.W., CFLE,Associate Professor, Human Development and Family Relations

References

American Academy of Orthopedic Surgeons, 2004. Backpack safety.

American Academy of Pediatrics (2005) Back to school tips.

American Academy of Pediatrics (n.d.). Backpack safety.

California Physical Therapy Association (2003). Is your child’s backpack making the grade?

Dobbs, M. (2005). Backpack safety—Lighten the load!

Gavin, M. (2004). Backpack basics. Teen Health. Retrieved June 13, 2006

National Safety Council (2004). Backpack related injuries in children. National Safety Council. Retrieved June 13, 2006.

school, safety, parenting, children, backpacks, back-to-school

Although both children and parents often dread homework, it provides an important opportunity for children to practice what they have learned in school, get more in-depth information, apply skills learned more broadly, obtain important learning and organizational skills, and learn how to work independently with self-discipline. Homework can also provide an opportunity for parents to get a sense of what their children are doing in school, how well they are doing, and enhance their relationship with their children.

Here are some tips on things you can do to help your children with homework:

1. Set a regular family quiet time for working. It helps to have a family quiet time set aside in the afternoon or evening for study, reading, and working on homework. Regardless of whether or not children have homework assigned, everyone in the family should participate in this quiet time, and children without homework should use the time to read, write letters, review school lessons, study or do research. Children are less likely to lie about not having homework if they know they will still need to participate in quiet time.
   
   
2. Find a good location. It is helpful to set aside a comfortable place in the home where the child can do homework, such as a desk or a kitchen table with a chair. It helps to have good lighting. Younger children will need more assistance with and monitoring of their homework, so picking a location that is within easy view of the parent is helpful.
   
   
3. Minimize distractions. Turn off the TV and make video games off-limits during quiet time. Although some children seem to enjoy working while listening to music, there is some evidence to suggest that even music can be distracting. If you do let children listen to music while working, make sure that the music is quiet, and not distracting to other children who are working.
   
   
4. Have resources available. Make sure that your child has pens, pencils, notebook paper or any other supplies he/she may need. If children need information from the library or a computer, or to obtain supplies for a project, help them to get access to what they need. If you are not sure how your child should do the homework that is okay! Just know where to direct your child to get the information, such as a homework hotline, other children in the class, or a teacher’s after school help.
   
   
5. Express interest and enthusiasm in your child’s homework. Ask about the assignment, and express interest in the topic. Talk to your child about how to tackle the assignment and what it means. Children will be more interested and enthusiastic about their homework if you show interest and enthusiasm. Posting work that received good grades on the refrigerator, or keeping a folder with special work in it shows children that you are interested and care about their work.
   
   
6. Set a good example. Children watch what we do, and if we model good study skills, read, and organize our time well, our children will learn from our example.
   
   
7. Be available. Make sure that you or another responsible adult is available to monitor homework time. It is helpful to serve as a coach to your children, providing assistance on what to do next if they get stuck, checking over their work when they are finished, or even helping them practice testing themselves on new skills. They may also benefit from assistance with breaking down large tasks into smaller tasks, organizing their work, and managing their time.
   
   
8. Give praise and encouragement. Homework can be tiring and frustrating, so make sure to praise children for their efforts, even if they are struggling. Give children the message that they are capable of doing the homework and that you believe in them. If necessary, encourage them to take short breaks after they finish smaller tasks so that they don’t get too fatigued or restless.
   
   
9. Ask teachers what to expect regarding homework. Teachers have varying policies on homework, so checking in with your child’s teacher at the beginning of the school year regarding what to expect will help both you and your child prepare for the coming year. If the amount of homework provided seems to be too much or too little for your child, make sure to talk to your child’s teacher about your concerns.
   
   
10. Don’t do your child’s homework! Although it may be tempting at times, it is important for children to do the work themselves. Not only do they not learn if you do the work for them, it gives them the message that you think they can’t do it, or they are not important enough to take the time to help with homework.

Written by: Heidi Liss Radunovich, Ph.D., Assistant Professor, Human Development

National Education Association. Helping your student get the most out of homework.

Gurung, R. (2005). How do students really study (and does it matter)? Teaching of Psychology, 32, 239-241.

U.S. Department of Education. Helping your child with homework.

homework, parenting, back to school, children, school, education