One of the most common things I see when teaching children to touch type is the temptation to look down at their hands.
And I completely understand why they do it!
When we make a mistake, our natural reaction is to look at what we’re doing. We want to see where we’ve gone wrong and put it right.
It’s human nature and we certainly can’t blame children for doing it.
But when you’re learning to touch type, looking at your hands is one of the habits we need to try to break.
So how do we stop children looking at the keyboard when everything in their brain is telling them to look down?
Why is looking at the keyboard a problem?
There’s a big difference between finding a letter because you can see it and finding it because you’ve remembered which finger to use and how to move it.
When children look at the keyboard, they can rely on their eyes to find the letters.
When they touch type without looking, they have to remember the finger movements needed to reach each key.
That’s what we’re trying to teach.
Over time, with enough practice, those movements become more automatic. Eventually, children can type without having to consciously think about where every letter is.
And that’s when touch typing becomes really useful. They can concentrate on what they’re writing rather than constantly looking down to find the next letter.
The difficulty is that every time a child looks down, they’re giving themselves another way of finding the key instead of practising the movement from memory.
Our simple solution is a cardboard box!
One of the first things we ask our students to do is cover their hands when they’re typing.
And you don’t need to buy anything expensive.
An ordinary cardboard box will do!
You just need to make an opening for the child’s hands and ensure the box covers the keyboard so they can’t see the keys.
It needs to be comfortable, with enough room for their fingers to move freely without touching the top of the box.
That’s really all there is to it.
We’ve used these boxes for years and they’re a very simple way of removing the temptation to peek.
Because we teach many of our lessons live on Zoom, having a box over the keyboard is also reassuring for us as tutors and for parents. We know the child isn’t relying on looking at their hands during the lesson.
Of course, when they’re practising on their own, there’s always an element of trust involved!
But we explain why we’re asking them to use the box. It’s not a punishment or something we’re doing to make typing more difficult. It’s there to help them learn.
But how can they remember the keys if they can’t see them?
This is where our Type IT! Memory Words come in.
We use special Memory Words to help children remember which finger to use and which direction that finger needs to move.
And there’s one rule that I always remind my students about.
Say the Memory Word BEFORE you press the key.
That’s really important.
The Memory Word is the trigger. It reminds the child of the movement they need to make before they actually make it.
For example, we call the K key KIK.
We associate KIK with a little green football boot and ask children to imagine kicking with that finger.
If a student forgets which finger to use, I might ask them, “Can you remember the Memory Word?”
Quite often they’ll say, “Oh yes, it’s green and it kicks!”
And suddenly they’ve remembered which finger they need.
It’s amazing how a simple image can help children remember something that might otherwise be quite difficult.
The important thing is that they’re working it out from memory rather than looking down and finding the letter.
What if they still can’t remember?
Of course, not every child finds this easy.
For some children, particularly those who struggle with working memory, remembering the Memory Word, the colour, the correct finger and the movement can be quite demanding.
And if they’re already concentrating hard on typing, that’s a lot to think about.
So we might go through the Memory Words again, practise the movements slowly and give them a little more time.
Sometimes we also use coloured stickers on the keyboard.
Each of our Memory Words has an associated colour, so if a child is really struggling, they can take a quick glance at the keyboard and use the colour to help them remember which finger to use.
It’s a little extra prompt.
We’re still encouraging them to use the correct finger rather than simply pressing the key with whichever finger happens to be nearest.
And as they become more confident, we can gradually reduce that support.
I think it’s important to recognise that some children need a little more help than others. The aim is the same, but how we get there might be slightly different.
The British Dyslexia Association also has some useful advice for parents supporting children with dyslexia, including the use of touch typing.
Why slowing down can actually help
Another thing I often see is children trying to type too quickly before they’ve really learnt the movements.
They make a mistake, panic a little and immediately want to look down.
But I’d much rather they slowed down.
If they can’t remember a key, I want them to stop, say the Memory Word, think about the finger movement and then press the key.
It might take a few seconds.
That’s fine!
We’re not trying to achieve a fast typing speed while they’re still learning the keys.
We’re trying to build the correct movements so that eventually they don’t have to think about them.
Speed can come later. I’ve written more about what a good typing speed for a child actually is and why accuracy is just as important as speed.
What can parents do to help at home?
If your child is learning to touch type, there are a few simple things you can do to help.
Make a cardboard keyboard cover. It doesn’t need to look particularly clever or professional. As long as it covers the hands and keys and gives the fingers enough room to move, it will do the job.
Remind them to use their Memory Words. If they’re learning with us, encourage them to say the Memory Word before pressing the key rather than guessing.
Don’t worry if they’re typing slowly. Learning the correct finger movements is more important than trying to type quickly at this stage.
Try not to tell them to look when they get stuck. I know it’s tempting! But encourage them to remember the movement first. If they genuinely can’t remember, they may need to revisit that key or use an agreed visual prompt.
Keep practice sessions manageable. A little regular practice is much better than a long session where they’re tired, frustrated and starting to fall back into old habits.
And most importantly, be patient.
Learning to touch type takes time, particularly for children who find remembering sequences and movements difficult.
Will they always need to cover their hands?
No, of course not!
The box is simply a teaching aid.
As children become more confident and their finger movements become automatic, they shouldn’t need it anymore.
The aim is for them to sit at a keyboard and type without having to think about where the letters are.
And when that happens, they can concentrate on what they actually want to write.
That’s what makes learning to touch type so worthwhile.
So if your child keeps looking down at the keyboard, don’t worry. It’s a perfectly natural thing to do.
Sometimes all they need is a little cardboard box and plenty of practice!
Would you like some help teaching your child to touch type?
At Type IT!, we teach children in small, supportive lessons and adapt our teaching to suit their individual needs. We use Memory Words, finger movements and lots of encouragement to help children develop accurate touch typing skills.