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Targhee

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Posts posted by Targhee

  1. Singapore 6 is a year reviewing all things arithmetic covered in the previous years (essentially PreA). The only thing you are missing without a HIG is answers to the problem sets, ergo easy grading. You would be fine using US edition and it’s HIG.

    The other option is to do a named PreA text (I wouldn’t jump to Algebra in your situation).  Your student sounds like she would like Saxon, but you’ve got to weigh out whether you want to continue to push the creative problem solving with her.  Here’s a thread discussing other options as well

     

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  2. I have not seen the movie yet, but I was considering taking my girls (7, 12, day 16) to it. I have heard there are some existential topics in it, and that it touches on self identify, self worth, and other emotional/mental health aspects.  Can anyone who has seen the movie tell me ANY reason that it might not be a good choice of a 2e teenager struggling with anxiety, depression, friendship/acceptance, self identity, and heaps of shame???  We are addressing all of these things, I just don't want to exacerbate or lose ground gained in getting her to a better place.

    Just an example of why I am concerned. She loves kids movies still, and is pretty sensitive to begin with, so when we saw HTTYD The Hidden World she was upset, crying, and ruminating for a few days on the fact that Hiccup and Toothless were no longer together (even though I tried to emphasize that they had each found themselves and were happy, and saw each other again).  

  3. ITS designed for one lesson a week every other week.  We did it 3 days a week to cover one lesson, each session lasting anywhere between 15-40 minutes depending on how we happen to break it up and how much resistance to writing I got.  But overall it isn’t the type of thing you can chunk into neat time slots. 

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  4. I only have experience with older Subis.  A 90 and a 97. They are long running cars when you maintain them. The 90 we sold and the 97 was totaled (t-boned at a blind intersection by a car going 50 and all it’s passengers walked away) at 120k miles. No major repairs and served us very well. I would have expected it to keep going many, many more miles.

      I don’t think that any car will run problem free for very long. Maintenance is important but there will also repairs along the way.  When I hear a car will run to 200k or 300k I assume it is meant the body (and interior) is durable, the engine will keep running well *if* you take care of it (and that it is easily serviceable), and your tranny will go at least half the life of the engine. Not that you won’t have to do some repairs.  

    I have owned 4 FJ80 LandCruiers.  The first was at 175k (no major repairs needed) when we traded it in for dh’s pickup.  The next two were in AK and we left them there when we moved back to the lower 48, giving one with 225k (only needed O2 sensor replaced which is time consuming in these vehicles), to a friend and he still uses it as a daily driver, 8 years later. The other needed transmission work (not a new transmission though) so we donated it to our friend’s automotive skills program (he taught this at the high school there).  My current one has 180k miles on it.  It had a head gasket repair at about 100k miles (previous owner) and since I’ve owned it has only needed brakes, shocks, some hoses, and some minor interior stuff done - all things that wear out. Plus the routine maintenance including alignment. It’s 22 years old and I still love it! These vehicles do really go 200-300k miles if maintained.

    I guess what I’m saying is that you need to put some effort into any car. Some cars will last a long time/high miles if that effort is put in.  

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  5. Ok, first I don’t like online learning programs. We tried some years ago, and I much prefer learning in a more organic, less controlled/tracked/screen-based way.  I don’t think they are horrrible, it’s just not my thing.  However, we might be joining a charter next year which requires 1 hour per week of using an online learning program as a means of attendance and tracking progress. Bleh. But 10-15 min a day is tolerable. I don’t need input on whether to join the charter, but if I do join I’d like to know which online learning program would be best for us. 

    Options (these are th ONLY options the schools offers): Reading Eggspress/Math Seeds, Waterford Early Reading, Study Island, IXL, Exact Path

    Preferences: for dd7 (will be 8 working at about 3rd grade level in math and reading), actually provides learning (not preparing for assessments/testing skills), maybe allows freedom of choosing what topic to work on, isn’t overly gamified 

    Im familiar with the IXL of 10 years ago (which at the time was basically a math quiz bank).  My dd used Waterford last year at half day public K and hated it.  We did a free trial of Reading Eggs long ago but I don’t really know Reading Eggspress.  Any input welcome - thanks!

  6. 11 minutes ago, StellaM said:

    I think ADHD is whole other conversation.

    It's a genuine disorder that definitely requires more grace, and a longer lead in time to set up the strategies and learn the skills which will mitigate the EF difficulties. 

    It's possible a minority of those adults have sub clinical issues with EF. 

    Most adults don't have ADHD. 

     

    True, only around 5-7% of the general population has ADHD, but how many of them have undiagnosed adhd or EF dysfunction? I guess that was my point.  It nearly ruined my marriage because dh was undiagnosed  and his behavior left me feeling all sorts of things (unimportant, frustrated, like I was parenting a grown man, etc) including huge mental load.  He became resentful of my “nagging” and I became weighed down and disconnected.  It wasn’t until our oldest got a Dx at 9 (13 years into our marriage) that I we realized this was probably what was going on. It’s still an issue, hard on both of us, but at least I can understand it isn’t a character/personality/self-discipline issue, and he is more responsive to reminders. 

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  7. On 3/11/2019 at 8:19 PM, Tanaqui said:

     

    Is this what people mean when they talk about "the soft bigotry of low expectations"? Even inasmuch as that statement is true, it's about as meaningful and useful as "men are taller than women". It tells us nothing of the functioning of the average man.

    Listen, as somebody whose brain actually *does* "work differently", I still don't get a free pass on leaving my dirty socks hither and yon. (I know because every time I've tried it I've had people threatening to throw them in my soup.) I also don't get to just leave heavy boxes on the floor rather than the shelf I took them off of because it "isn't obvious" to me or other people "care more". It's obvious to anybody  who spends more than two minutes of thought on the subject that what comes down must invariably go back up. It's also obvious that if the only consequence of your own laziness is that your mommy or your wife rolls her eyes and gets sad and eventually does it for you then you'll find it easier never to learn to care about having a livable home. Can you imagine these men saying to their boss "Oh, I didn't know when you told me to get that thing that you intended for me to put the box back on the shelf afterwards, you never said that! All you had to do was ask me to put it back!" or "Sorry, Sarge, when you said you wanted our barracks clean I didn't mean that meant I couldn't leave my dirty clothes on the floor afterwards. It's still pretty clean, right?" (And when it comes to failing to pack underwear or clean shirts for a trip, I find myself wondering if that wasn't on some level deliberate. "If I screw it up, at least I don't have to do it again." I assume he hasn't had to do it again in that case.)

    Um, no it’s not.  My Dh and kids (teens) with adhd all do this.  And I don’t take care of it, but I do ask them to take care of it after I’ve tripped over the heavy box a few times and they still haven’t done anything.  And then sometimes they DO notice without being asked, but mostly the adhd kicks in, they are distracted, and the box becomes background mess in their minds and they don’t think about it (or aren’t bothered by it). And then they’re embarrassed or feel nagged when I say something (because it’s so out of mind they can’t connect it to their own responsibility). Maddening! But also, not intentional and not conditioned. And yes, I do have to choose to live with their mess/disorganization (because we share space) or I have to assume the mental load of reminding so that the mess doesn’t push me over the edge.

  8. For multiplication I think some heuristics are ok, as long as it is no more complicated than actually doing the math and leads to mastery eventually.  When teaching addition we teach counting, counting on, and some tricks like 9 steals one to make ten, etc. with the hopes of them using those trucks only as long as needed to remember their addition facts (or be able to quickly calculate).  We do the same for multiplication. I wouldn’t, however teach “tricks” without teaching the math behind it and showing the kids it’s a short cut to the calculation and not just some random or magical thing.

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  9. We did a Natural and Political History of the PNW one year (where we used to live).  It was fabulous! We did all the local things - tons of museums, parks, hikes, visitor centers, markets, landmarks/sites, etc. - read a lot of great books, note-booked marine biology and geology, took some extended-local trips, seine netted the sound, dissected fish and squid, collected rock specimens, visited working homestead, made native toys, ... lots of fun things, just emphasizing place.  I just gathered resources over the summer, and used as I felt would be good (more of a giant unit study kind of year). You could do it with pretty much any location.

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  10. 7 hours ago, socody said:

     

    So you are referring to Classical Compositon? We have been using the Grammar Recitation. I do love MP but the grammar seems too simplistic and not complete enough for me. I’m not sure if I can do the writing or not. I WANT to like it but I’m just not sure... 

    I’m suggesting if you want workbook and classical MP is probably the closest you will get.  I don’t use MP because their methods didn’t work well with my own kids (or my interpretation of classical pedagogy).  We were much less rote/memorization,  right or wrong with no in between, fill-in-blank, audio-sequential in how we do things. My kids need less repetition and more big picture, more coming at something from different directions and in different order than repeated sequences, more application and less recitation. I’m not saying MP is wrong, just wrong for us.

  11. Of all the guys I went on dates with in high school only two were members. I was in a steady relationship with one boy (not LDS) through half of high school.  My parents had some guidelines - curfew, expected I keep the standards they taught me, discouraged being completely alone with any boy - but they trusted I was mature enough to make my own choices. I appreciated that.

    Dating outside my faith only became hard when we were going separate ways after graduation.  He respected (and learned about) my faith; I respected and learned more about his (catholic). I always knew that I wanted to be sealed in the temple, I held no notion of converting him, so I guess I just knew from the outset that he and I would be great friends, no more. I really did love him though - such a wonderful human being.

    For my kids (only one old enough to date) i encourage them to hold to standards of modesty, respect, and honesty, as well as other moral standards.  I won’t dictate whom they can date. I will keep the line about curfew, and staying in a position/location/setting/frame of mind that gives you the ability to make choices (eg if you’re drunk you surrender your good sense; if youre solidly alone with someone you can be taken advantage of, let your standards fall in the heat of the moment, or even be wrongly accused of things; etc).  That was worded terribly, sorry. It’s late.

    Bottom line, we in the church don’t have the corner on the market of good people worth spending time with. So go have fun, meet people, spend time getting to know good people, but also know what it is you want in the long run and with whom you can share that.

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