WTMCassandra
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Posts posted by WTMCassandra
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I can only answer for the PSAT, since mine hasn't taken the SAT yet. She just about maxed the language score. (And she had never stepped foot into a public school before that day, was in a really new situation, and was very nervous. And she was trying the PSAT as a 10th grader.)
I attribute it to three things:
1. Natural language ability (except spelling, LOL)
2. Latin and Greek study
3. Reading high quality literature for both school and personal reading
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Sign me up for the legalist camp!
If we skip a chapter, we have to have a darned good reason for it. One example is that our Spielvogel 1 text overlaps the Spielvogel 2 text by three chapters. I chose to skip those one year so that we will catch them the next. (Since this is a college text, we are taking it at half speed in high school. Spielvogel 1 lasted us two years, and we are about to switch to Spielvogel 2 for years 3 and 4.)
My daughter is using a college geometry text, and in the front it says that beginning courses only use Ch. 1-7, although it has 10. So I'm keeping that in mind but I'd like her to get through the whole thing if possible.
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I feel your pain. I have, for years, sworn I was going to write a homeschool talk entitled:
"Homeschooling the Tortoise and the Hare"
I have no suggestions. But I'd try moving slowpoke's wake time earlier to 9pm or earlier, and then I would put a limit on the "wake time reading" session--say 30 minutes. Then I would set a timer for one hour and tell her if she's late, she eats alone. I would say it nicer than that, but . . .
My Tortoise benefits from using timers, setting a goal at the beginning of a subject and trying to reach it, and sometimes, having to do homework if a sufficient amount of progress is not made during scheduled school. After about eight years of riding said Tortoise consistently, I hope I'm not jinxing myself by saying that I THINK Tortoise is beginning to improve. But it's been a long hard slog (and we're not done yet).
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Deep stuff!
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Ignore. Get caller ID. Do some more ignoring. EVENTUALLY they will give up. I never pick up now unless I KNOW who it is.
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What brains, exactly? (Asking sort of tongue in cheek . . .)
There was a thread just today about 11yos. My daughter is 16 and is sort of getting her brain back. My son? Not so much.
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You could look for a bare-wood furniture kind of store either in your town or within a couple hours driving distance. They will also often finish them for you for a fee. I have done this in a pinch when my bookcase-making husband was not able to make some more.
Real-wood bookshelves are where it's at, as far as I'm concerned. I hate particle-board bookshelves. -
I'm in Ellensburg, Cassandra. I *think* there's someone else who posts here that's in Tri-Cities, but I might be thinking of something else, too. Do you have smoke there, from the fire? We can see it over in the hills south of town.
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I thought of another one.
Last school year, the debate topic for NCFCA was the United Nations. At the very beginning of the year, my son was all upset that we were telling a sovereign nation what to do (formulating a plan to reform the United Nations). Turns out he thought we meant the United Kingdom. He got the United Kingdom (a country) and the United Nations (an organization) confused.
Guess it's a good thing we joined NCFCA partly to do better with learning current events and political science!
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My children only know the concepts of "drag race" and "competition ladder" in the context of model rocketry. They had no clue that these concepts anywhere else until I told them they are sports-related.
Not sure if that's a homeschool fail or a geek-no-sports-family fail.
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Maybe you should reframe this issue. Instead of being upset with yourself that you are not staying content, perhaps you can let yourself grieve. You can know that it's time to let go of something but still be sad. I don't think there's anything wrong with that. I would take a picture, let yourself grieve a bit, and then try to move on slowly.
Remember the memories then Grieve then Remember why you are doing this.
It seems to me that if you try to jump ahead and then beat yourself up if you can't get there in one leap, you're not being kind to yo.
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panties
moist
aks (instead of ask)
grow the church/grow your faith
hoodie
Any verbing any time!
Edited to add:
baby bump
gift as a verb
fussy (as in, "the baby is fussy")
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You can get the videos from the publisher for way cheaper. And sometimes you can get the text used. I was able to cobble together the pieces for about $225 some months ago. I posted links then that must be in the archives somewhere . . .
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Mom of a Type 1 for four years, here:
Give yourself time. Don't create big scenarios until you know for sure.
Then give yourself some more time.
If you do have one of these conditions, eating will be a big job for a while. It will consume a lot of your time.
But that is temporary.
When we started this journey, we wrote up common meals that we normally eat, and one at a time, figured out the carbs. This gave us a cheatsheet that helped a lot.
Just like everything else, over time you get better at figuring things out. Now both my DD and I can glance at something and make a darned good guess at the carb count.
Mostly you need to give yourself permission to grieve, to adjust, and to have to learn something new. And, give yourself lots of time (are you sensing a theme here, LOL?). Eventually, you will get used to the new normal.
And they are making breakthroughs in diabetes left and right.
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Yes! Hooray!
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Besides copyright issues, curricula change so frequently that it would be a hassle to maintain. I have created a quick sheet consolidating all of the literature questions onto one page, and I've put sticky notes on various pages to note key sections/charts, so my copy bristles with bookmarks sticking out, but even this list-lover hasn't tried to tabulate all curricula.
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I started having this problem today as well. Hoping a fix can come soon. I'm used to buzzing in and hitting "View New Content" to check all of the boards at once. I'm just now realizing how dependent I am upon this feature!
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If you PM me with your email address, I would be glad to share our transcript form. It is in MS Word, and it is my take on a combination of quite a few different transcript formats. To document our great books study, I split it officially into history and literature courses: Ancient History and Ancient Literature, Medieval History and Medieval Literature, Early Modern History and Early Modern Literature, and Modern History and Modern Literature. The course descriptions explain how the two courses work together. I do have a course description form, which I also use to record grades, but you might not want to get into that kind of detail.
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We have done things mostly the WTM way since the first edition came out. We are now into high school, and it's still working. We don't follow the schedules exactly, and if memory serves, they aren't in the newest edition (would have to double-check that).
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CW is very, very detail oriented. It can get overwhelming. CC is more streamlined--I think this could be a good thing in this case.
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Yes, but I was kind of bothered by the wobbly logic of "Well, it's still important." Not sure what the conclusion was. Maybe I need to read it again.
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1. Having a schedule.
2. Having family cleaning time once a week, outside of school.
3. Daily rest time for all, particularly up through 8th grade (we don't have time for it now, sob!).
4. Caller ID and answering machine--I don't answer the phone during school.
5. Scheduling appointments in the afternoons whenever possible, protecting our mornings for schoolwork.
6. Prioritizing math and Latin as the first two subjects done, even if we start school late.
Edited to add a few things for high school:
1. Hash out grading and recordkeeping systems during the junior high years. Experiment. Find out what works. (I found out that 1 pt per question grading methodology goes a long way.)
2. A four-year skeleton for high school, based on what colleges want (you will have to guess what colleges your children might conceivably be interested in) is super, super helpful. Even if things don't work out exactly, it will keep you mostly on track.
3. Decide on and create a transcript format before you start high school. Then you can plug in each course as it is finished. This also will help keep you on track.
4. If possible, write a course description prior to each course, that includes the evaluation criteria, record grades on it as you go, and then print out a finished copy and throw it in a manila envelope with the papers from the course. Store that in a tote with the textbook. Each of my children have a file drawer with folders for their papers for current courses, so all they have to do is pop them in the folder. Easy-peasy.
All of these things should make the college admissions process much less stressful. I hope! I haven't gotten to that point yet. But I have commiserated and helped a couple of moms who did NO recordkeeping during high school and then had to create/produce a transcript. NOT FUN FOR ANYONE. I'm hoping not to be in that situation . . .
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What do you think is more important in choosing a foreign language? Student interest or practicality?
My girls (4th & 6th) are interested in learning French; however, I see more practicality with Spanish. The amount of Spanish speakers in the US are continuing to rise dramatically, and my oldest wants to go into medicine. I see Spanish as the obvious choice.
On the other hand, I doubt they will ever be fluent in either language so maybe I should just go with what interests them?
After searching for French curriculum here, Galore Park looks pretty good.
Usually, I would say go with interest, BUT French is harder to learn to pronounce. There are a lot of silent/confusing letters/sounds. Spanish is easier to pronounce.
BUT I have to put in a plug for Latin now, which would help immensely if/when your children want to learn either/both language(s) later. My daughter's years of Latin are helping her a ton with learning Spanish now.
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I don't like this part of it but over time it has been a situation that I've been pushed into - by overworked staff who are young and have been intimidated by these teens and by other members who look to me to stand up for them. I've been working with the group of directors (they are like managers of different departments) over time because this is a situation that had been let go and was becoming such a problem that we decided we either needed to help make it better or leave the Y altogether.
Okay, I have read this whole thread, and this does not add up for me. At the beginning of the thread you stated that you just announce the transition, and then if there is trouble, or you feel intimidated, you ask for backup.
But here you say it is the staff who is intimidated and they are depending on YOU to be the heavy. This combination is a recipe for disaster, IMO.
So it makes perfect sense to me that when you invoke asking for help, you are not getting any. And you won't get any. Honestly, if you were a big burly male of some type, this would be a good job for you, but as a female, who seems to strongly dislike confrontation, this situation is not healthy for you.
I would, in your situation, at a minimum, push to find out both name of the individual and who he came as a guest with. Then I would push to have the member notified that he is no longer welcome to bring Big Shot as a guest. Then make sure the front office is trained and willing to refuse Big Shot entry. Then make sure that the staff understand that if you spot Big Shot in the facility at all, you will call the police. Stat. Otherwise, I would resign Right. Now.
A few questions for those who study rhetoric
in High School and Self-Education Board
Posted
Wow, I'm still boggled at the idea that Corbett might not be ENOUGH. Corbett is a college text, and basically the gold standard of rhetoric. I think that by the time he finishes, he will have done plenty. The only thing I would add, possibly, is a book that SWB recommends: They Say, I Say.