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Clemsondana

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About Clemsondana

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    Hive Mind Queen Bee

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  1. I wouldn't be at all worried that a 4 year old can't yet do the work in a K program - some 5 year olds aren't ready yet, either. I will say that, when I volunteered with kids using those 10-frames, I found that some of them never really 'saw' what they were supposed to see - they continued counting the group of 5 every time (this is said by somebody who used Singapore Math for both of my kids, but we never used the K program). Part of the goal of these types of programs is for kids to see how to make 10, so I think seeing that you start with 5 and count on to get to 8 is part of the goal. W
  2. I have bought rice, flour, and beans in bulk for years - I finally found a good brand of storage containers so now my storage area is tidy. We grow a lot of our veggies to freeze and buy pork and beef in bulk from local farmers. We have been stocking up on chicken when we find it on sale, but we have always done that. Our local pork producer said that pork was going from $1/pound (live weight) to $1. 25 due to increased feed costs. We are doing a horticulture class next year as science so we're growing things that we normally buy - lettuce, potatoes, etc - as an experiment. Some of it is
  3. If you're not able to do school, then taking time off might be necessary. If you're looking for a lower-stress plan, we have a few classes that I'm using for electives but they could be core classes. We're doing a science fiction lit class this summer - kid mostly wants an excuse to read science fiction, and I found a textbook series (The Road to Science Fiction) that kid will use as a bit of a guide, in addition to reading kid's choice of classic sci fi. You could do this with any genre. I found a text from Future Farmers of America to use as a guide, and we're doing to do a horticulture
  4. One of my goals in elementary is broad exposure to subject matter...which meant that there were times that we were learning about something that none of us found particularly interesting. It helped to have an endpoint - this stack of kids books, this chapter in a book, understanding this concept, being able to use this skill, watching this video series, etc. We could always spend more time on things that we enjoyed, but, left to our own devices, older would have learned nothing about music and younger would have skipped all of history. With exposure, older developed some music appreciation
  5. I would struggle to have both kids on the same schedule, and they move through their work at unpredictable rates. One day math might take 20 minutes and the next day it might take an hour. One day kid might think a subject is fun and want to do more of it, so we do 'double science' on Monday and then do 'double literature' on Tuesday. That wasn't typical, but sometimes that's what they wanted to do. We had times when they would read a week's worth of history while driving on a road trip. One worked to finish some subjects completely before the Science Olympiad practice season kicked in.
  6. When they were younger, the timing of the work wasn't flexible - we started school at 9 and tried to be done with seatwork around lunchtime, or else we ate an early lunch and then finished by 1-2. But, their planning of their day within that time was flexible. Now that they are older, their day takes a lot longer. They still have the same tendencies, though. One kid tries to stay ahead and manages a very challenging schedule of sports, academic competition, and tough classes. The other has some extracurriculars that take a good bit of time but still struggles to make themselves do work th
  7. We've never used a rigid schedule - sometimes a kid moves very quickly through a subject and other days they get stuck or gets into a groove and want to keep working. We also sometimes stop if they get frustrated and aren't learning - I'm not going to spend non-productive time on a subject. When mine were in K-1 I kept more control but still let them pick what they did next. Once they got to second or third grade they planned their week, determining what they wanted to do each day. It was fascinating - one of mine would front-load the week and do their hardest stuff and once or twice/week
  8. My kids have always had something that they did independently. When they were in K, it was mostly handwriting - once they understood how to follow the arrows that showed the right way to make a letter, I didn't need to sit beside them while they did it. Different things are independent for different kids each year. Like, one year one of my kids did their spelling orally while jumping on a trampoline...which was not independent. Another year, I picked certain parts from a spelling book because I wanted to make sure that they knew certain skills (like alphabetization). We had a list and the
  9. When mine were younger, I'd have them alternate independent subjects and subjects that required me. We were in the same room, but I might be helping one figure out fractions with manipulatives while the other did a spelling exercise or read a chapter of lit or did handwriting, and then then that might switch. And, they didn't necessarily need help with the same subjects each day - it was more 'if you see me working with your sibling and you are done, pick up something that you can do on your own...if I am not helping sibling, pick something that you'll need help with'. Each kid had a basket
  10. We did government at home this year and will do US history at a co-op class (kid wanted to take it with friends, and it's a good class so I'm fine with that). My only thought is that you have a lot of focus on founding documents, which is great - kids should see that somewhere, whether in history or gov - but there is a lot of more modern material to look at. If you do those documents in gov, your history can focus on more recent things (1800s to present, or post-civil war - in high school, our US history was divided between pre and post civil war over 2 years), or other material that your k
  11. I'd say it depends on what you are used to. We've been in August twice because the crowds are smaller once school starts back. It's hot as blazes, but I grew up in the south and have marched in a wool band uniform in temperatures in the 90s...give me some Dole Whip and I'm good to go (and our whole family works in the garden all summer, so we're all used to it). Dollywood can also be hot in the summer. It's not usually Orlando hot, but it's humid and likely to be in the upper 80s or higher. There are also water parks (both at Disney and near Dollywood) so you might choose to do that on th
  12. I don't know anything about this specific major, but one thing that I sometimes do with students when I'm teaching juniors and seniors is to have them look up their potential college major at several colleges. They look at the course of study to see what classes are required. Then I ask them to look at similar majors to see if they are really similar and if the courses look more or less interesting. This is based on my own experiences of 'not knowing what I didn't know'. I was a biochemistry major and one of my roommates was a biology major. We only had a few freshman classes in common -
  13. The lymph node under the arm that got the shot was also swollen/sore for about 10 days. Spouse had nothing other than a sore arm. Almost all shots, including tetanus, make me sick, which is why I went with a 1-dose. Even allergy shots, which I did for years, could give me a fever and I often had visible-from-across-the-room whelps and knots instead of a small red circle around the site. But, this one had nothing at the site other than a bruise. I didn't check anything about how long symptoms lasted - they weren't debilitating, but definitely noticeable. Fever and such lasted around 48 hr
  14. My older started in in 5th grade and I wish I hadn't, or had done it differently. We did it with the book so that it could be self-paced, but I initially felt like I needed to keep to some sort of regular pace. It might have been OK if we had gone slower, but the combination of pace and low frustration tolerance turned kid off of math for several years. We still use it (we'll be going precal next year). We eventually wound up doing pre-A, algebra, and algebra 2 on a longer plan, but only did it 3 days a week, doing other math on other days. And we did number theory and probability somewhe
  15. That's why this is all weird...the person who cuts my hair works at a store and then cuts hair on Fridays. She rents a chair at a small shop and sometimes is the only one there - she decides how early to start and how late to work. During the early scary days of Covid, she made house calls and cut our hair on my mom's back porch. Her benefits are from her store job. We make appts by texting her. If she doesn't cut on a particular Friday, then she's losing money because she rents the month and has paid for that day. It's weird to think of her as an employee. Some of our co-op teachers ar
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