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NEWS photo Neil Lucente

REPLICA BOATS of the type used by the men accompanying George Vancouver and Dionisio
Alcala Galiano visited the North Shore on Saturday with stops at Waterfront Park and (above)
Cates Park. The reenactment marked the bicentennial of the European exploration of Burrard
Inlet oy English and Spanish navigators in the summer of 1792.

Is your child a potential drop-out?

WHEN A child joins the ranks of the more than 760,000

students annually who drop out of Canada’s schools, it
frec:iently comes as a surprise to his or her parents.

But the adolescent who quits
school rather than completing that
last year or so of high school
probably has raised a raft of
danger signals over his years in
school — teginning as early as
first or second grade.

What are the danger signals?

And how do you recognize them
in your child?

You should carefully monitor
your child’s progress and behavior
by reading report cards and listen-
ing to and carefully com-
municating with teachers.

These classic warning signals
may be indicators of long-term
academic failure:

@ The. failure syndrome, a pat-
tern .of dropping grades following
anormal routine of good grades.

@ Discipline problems, pasticular-
ly relating to homework,

@ Negative comments about
teachers.

@ Lzying blame on others.

@ Reluctance to discuss school.

@ Lack of interest in any aspect
of school from academics to
sports — an indicator of a child
who mentally has left school.

© Disruptive behavior or physical
violence — an attempt to attract
attention or force expulsion from
school by administrators.

. @ Disinterest,

By Adrian Parker
Contributing Wriier

characterized by
teacher comments such as ‘‘not
working up to potential,’’ ‘‘does
not pay close attention in class,”’
or ‘tis’ well-mannered in the
classrcom.”’

What should you do if your
child exhibits a continuing pattern
of these symptoms?

@ Seek help quickly from experts
— teachers, religious or secular
counsellors, or medicai
authorities. A counsellor can in-
termediate between parent and
child and can analyze accurately
the extent of the problem.

@ Together with your child,
review his report card — calmly
and without judgmental comment.
@ Praise accomplishments and
positive performance that are
reflected on the card.

@ Don’t focus solely on grades.
Ask about your child’s feelings
and opinions.

@ Ask how he thinks he could do
better, how you could help him
improve.

@ Encourage him to establish re-
alistic, yet challenging goals te
improve study habits and perfor-

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mance in class. Discuss the objec-
tives: with them, but don’t for-
mutate goals for children.
e@ Develop a routine together to
improve study habits. Provide
guidance and lay down the ground
rules, but remember that studying
is his responsibility.
@ Review his progress weekly by
discussing ~- not grilling about —
studies and activities.

Adrian Parker is director of the
Sylvan Learning Centre.

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