I work with children and young people of all ages, from preschool to grade 12. Even though the learning goals are different for different ages and abilities, I use the same structure and method for tutoring students. I just modify it to meet individual learners’ developmental needs, attention spans, interests, and current ability to sit still and stay engaged.
Most tutoring sessions focused on academic skill acquisition take place at a table or desk. For young students, even if we’re doing math or reviewing our ABCs on the carpet or in the living room, eventually we must return to the table to complete our calculations or letter formation on paper. For upper elementary to high school students, most study sessions require the formal use of an iPad, laptop or worksheets to complete assignments, even if the original task involved being in the community or doing something hands-on like a science experiment. Being able to sit down at a clear surface to complete tasks and make learning visible on paper or screens is an essential, functional skill for children’s overall success, relevant not only in primary and secondary school, but in their future university and professional careers, too.
Here are 5 easy suggestions for getting kids to sit at the table and study or do their work:
1. Make the space inviting
It is much more enjoyable to complete things we don’t like if the environment is comfortable and pleasant to spend time in. Even if you’re sitting at the kitchen table to do homework, make sure the area is clean, clear of clutter (if possible) and visually appealing to the student. If children have a designated desk or workspace in their bedroom or elsewhere in the home, encourage them to decorate the area in a way that makes them feel happy and want to spend time there! For little ones, maybe they need a favourite stuffed animal or coveted toy to “help” or “watch” them while they do their math worksheet. For older students, having a cup of tea, a full water bottle, or a glass of juice nearby can make the space more relaxed, with the added benefit of avoiding the habit of getting up and down from the table during work time when they get thirsty. Make sure the lighting isn’t too bright or too dim, and consider having a blanket or cushion within reach in case the student starts to feel cold or starts squirming in their seat. Fidget toys are great for all ages and come in many different styles and designs – sometimes keeping our hands busy can lead to better focus and critical thinking!
2. Have a reward established
Kids of all ages are much more willing to work for things if there is a reward to look forward to! Rewards are going to be specific to each child and should be developmentally-appropriate; the reward should be decided on by the grown-up and the child before the table task starts. Examples of rewards can be a yummy snack or sweet treat; some extra Switch, iPad or TV time; going outside to play; or access to a special toy or activity. Some learners benefit from token economies (Fleming, 2024), where they can earn stars or points for their effort, culminating in a desired reward after collecting a certain number of tokens over time. It’s important to find what motivates each student as an individual learner. Don’t forget to follow through on delivering the chosen reward to recognize all their hard work, building trust and making table work more enjoyable for everyone!
3. Set a timer
Decide how much work needs to be done by quantifying student effort and patience while they’re at the table. For some children, setting a timer can be really helpful, while for other learners, making a list of tasks that need to be done – by breaking the work into parts – is more manageable. Either way, quantifying the work in a way that is visible to the student is key. If it’s a big school project involving research, writing, and a final presentation on a poster or PowerPoint, the amount of work involved can feel daunting and overwhelming. However, if the goal is to work for 20-30 minutes researching the topic on Google before having a hard-earned reward, sitting at the table will probably feel more doable. Instead of handing young children a stack of worksheets stapled together, maybe doing one at a time and seeing how far they get after a 5-10 minute timer is set will increase their completion rate.
4. Allow breaks
For some students, breaks are a great reward – they can choose how to spend their time in between table tasks. For other students, breaks are necessary in addition to rewards. Breaks can be every few minutes to every half hour, depending on how focused and engaged children are feeling while sitting at the table. Although timers can be an easy way to determine the frequency and length of breaks, pay attention to the emotional experience of table work too. If children are becoming disregulated at the table before the timer has gone (crying, being silly or floppy, or increasingly distracted), it might be better to stop and return to the work later. Breaks are important for the grownups too – sometimes we feel frustrated or confused by the way the table work is unfolding, and we need a moment to process and re-evaluate the way we are guiding the learner in their task or assignment. Learning takes lots of time – don’t be afraid to step away from the table or desk and try again once everyone feels calm and ready to work. Alternatively, a body or movement break with yoga stretches or roughhousing (with supervision) can be the perfect reset for returning to the table!
5. Draft a list of questions for further clarification
It’s normal for questions to come up during table work with children. These might be questions children ask that we might not know the answers to as grown-ups, or questions that we have for their teachers at school about the expectations for the assignment. Even the most prepared and experienced tutors do not know the answers to everything. It’s okay to admit to students that we need to look into the answer to a specific question, or that we’ll need to email their teacher to ask for clarification on the homework before we can continue with the assignment. Having questions come up during table work can also be an excellent opportunity for doing research together, either by going to the library and finding new books or using the internet to find reputable sources on the topic. Modelling how to go about finding correct answers and processes when we’re uncertain about how to complete the work is a great way to help children understand that learning is a lifelong process and not just about achieving checkmarks on the page (although those checkmarks are important too).
As parents, caregivers, tutors, and educators, we support young learners in table work skills that benefit them in myriad long-term ways for the rest of their lives. It’s important to remember that learning should be fun! Even sitting at the table and studying should be a joyful, enjoyable experience about trial and error, experimentation, and the acquisition of new knowledge. It’s an opportunity for bonding, skill development, and information gathering – not a chore!
There’s an arsenal of tools to maintain a positive learning experience for the children and the grown-ups involved: Have a cozy working space, provide motivating rewards, break the tasks into manageable chunks, take regular breaks before (and when) frustration or difficult emotions start to arise, and ask questions for further clarification. By thinking about table work in these ways, children’s tolerance for completing homework and studying will increase, leading to greater independence and a sense of responsibility for their own learning throughout their academic careers.
Children of all ages are capable learners, and it’s up to the grown-ups in their lives to show them how and when to access that capability, one table work session at a time.
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