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Garga

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Garga last won the day on November 3 2014

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  1. From what I understand, you can treat it as T3. My ds14 hadn’t watched any of the T movies, so we rewatched T1 (special effects were difficult for him not to giggle about), T2 (my personal favorite and one he enjoyed), and T3 (whereupon he announced, ‘This movie is just BAD, but bad in a way where you want to keep watching because it’s so bad it’s funny.). I didn’t bother rewatching T4 or T5. I read the wiki summary to remind myself of them, but even the summary was completely chaotic for T5. I have no interest in rewatching either of those. Since my favorite is T2 and feel that it all went downhill after that one, I’m pretty tickled that we can pretend they never happened and we can pick up where T2 left off.
  2. @PeterPan I don't have time to respond right now to your above posts, but I wanted to thank you for taking the time to write all that out! I will be reading through it carefully when I have the chance. (Real quick: what's a pdoc?)
  3. I agree with you—we already dropped down a class from AP Calc AB to Survey of Calc about 2 weeks ago. Yes! He has anxiety. (You are pretty awesome at diagnosing and solving problems online!!!!). We are working on the anxiety with a therapist, and you’re right that we need to apply what he’s learning about anxiety to his math. This is all pretty new to me (anxiety was recently dx’d), so I wasn’t thinking about specifically targeting anxiety+calc. We’ve been working on anxiety in general. He had been taking anti-anxiety meds but they made him feel exhausted all the time and in the end, the exhaustion was just as bad as the anxiety. He was like a little zombie from being tired (the meds messed with his sleep.). Lack of sleep causes lack of focus and more anxiety! Grrr! So, he made the decision to stop the meds and rely on coping techniques. For the most part, it’s been working surprisingly well, but I can see where subtle things are slipping through—like being anxious about doing well in math. Yes, I’ve wondered what to do about this. Math is is favorite subject. The only thing he can think to do with his future is “something with math.” This is the one class that dropping would make him feel like an utter failure. He was feeling very low when we dropped from AB to survey. He has a strong faith and we had to talk through, “Does God think less of you because you dropped down a level in Calculus? Not even close. Does anyone’s opinion really, really matter in this area other than God’s? Nope. What is life all about anyway—how far you get in math, or whether you’re kind, gentle, etc, etc.”. He literally had to rely on his faith to get him through feeling bummed about dropping down a math level. So, we both need to think hard about this because math is something that he feels like he can be successful in, even though he’s slow at it. And I’ve realized that if he’s spending more than 3 hours on math, he needs to stop. Going forward from today, I’m not going to let him take longer than that. He usually can get done a normal day’s lesson in 2.5 hours. Last Sat felt like a nightmare where you’re trying to run and can’t. I needed to take charge of that and say, “Son, you need to move on.” He must have been totally spinning his wheels, but it was Saturday and I wasn’t really paying attention to what he was doing all day until the end of the day. The immediate problem is that we started the cyberschool without knowing exactly what it would be like, and in the first three weeks of school, we were monkeying around with new adhd meds that were NOT working. So he got behind right at the beginning. This has been causing him a ton of stress. He’s behind in all his classes (well...he just caught up on two of them yesterday.). I’ve been helping him figure out how to get a little bit ahead every day to catch up. He plans on working on Saturday to do the final catch up. And by the end of Saturday, he’ll be caught up in all of his classes, he’ll be taking the ADHD meds that work, and he’ll know what it takes to keep up in the classes. By Monday, unless something completely unexpected happens, he will be able to start fresh in this school year—all caught up and knowing how to maintain his workload. He’ll still be slow on calculus and we still need to work on techniques so he’s not overly slow...but some of the stress and pressure will be removed because he won’t be feeling behind. This thread has been invaluable to me, so I hope I’m not coming across as, “None of your ideas work!” because that’s not how I feel. I’m just chatting back with you about what’s been going on, and the advice I get from the hive is always very appreciated and carefully considered. You’ve been spot-on in figuring out what’s going on with him and coming up with ideas to help.
  4. I wonder. That’s a good question. I’ll have to ask him how he does his calculations and see if any of that is going on.
  5. Yes, he takes a break every hour, but then kind of flops down and stares at his phone because he’s feeling mentally fried. I get it, but I also know that if he moves during his break, it’ll make him feel better overall. I’m not sure I’ll get buy in for him doing dishes or laundry on his break 😄 (I can see the aggrieved look on his face), but I need to think of something for him to do that’s a little physical. We have a treadmill...so maybe I’ll tell him to walk up and down the street in good weather or to take a little walk on the treadmill in bad weather—just a couple of minutes to get the body moving during his breaks. Logically he knows he needs to move, but in the moment, he just wants to flop down. (I understand...the apple didn’t fall far from the tree in this area.)
  6. My dh keeps saying this, “Remember that he’s already young for his grade and with the ADHD, he’s even ‘younger.’ Things can change a lot in the next couple of years.” We were getting caught up on Calculus and then he got back some feedback on his work from Saturday that 6 of the problems he did needed to be reviewed. Oh no! Whenever he has to correct work, it takes him so long! We didn’t have time for him to be correcting work! And yet...he had to correct it before the test he was going to take today, so that he didn’t do things wrong on the test. I was frustrated with the setback. It took him about 1.5 hours to review those 6 problems and correct them and turn them in (remember—it’s a cyberschool, so things are sent back and forth on the computer.). But, in order not to fall behind even more than he is, he needed to do the 25 question test today. We’re running out of wiggle room on due dates. The cyber school has a lot of wiggle room for the 504 kids, but there are limits. I about fell over when I realized the test was 25 questions, because it took him those 5 or so hours (or however much it was—it’s all starting to blur) on Saturday to do 17 practice questions. So, I sat him down and I told him the things on this thread: that yes, it’s a good idea to give himself some time limits for each problem to keep himself on task. I told him that with his slow processing speed plus the ADHD, that if his brain takes a little longer to retrieve or store something away that he ends up getting bored while his mind is doing that and then his attention wanders: that it’s not always the slow processing speed alone that is the problem, but the distractibility while things are slow. He looked very thoughtful and nodded to himself. I think he realized the truth in that. And so we glanced over the test problems and I asked him, “Are all of these long calculation problems or are any ones you can do fast?” (I know nothing about Calculus.) He said that a few were calculations but that some were fast answer questions. I told him, “Ok then...let’s shoot for 2 hours. Let’s see if you can get all of them done in 2 hours,” and we figured about how long each should take. I told him to pause for a few moments between each question to regroup and refocus. I told him to be aware that his mind might try to wander and he’d need to bring it back in. And he did it! He stayed on task! He focused! He took only 2 hours for 25 questions! So he took a total of 3.5 hours on Calculus today, but he actually accomplished a lot (for him) in that time! The computer can automatically score some of the problems, but others the teacher has to check your work. So, he already has a 77 on the test and when the teacher scores the rest, I know he’ll at least have a B on the test. He prefers to get A’s but I told him that as long as he gets a B overall in the class, I’ll be a happy clam and he ought to be proud of a B. He has an A so far in the class for all his homework and little quizzes, but the test is worth a lot. But I know it won’t be less than a B, so I am SO PROUD of him today. He worked efficiently and maintained his accuracy! He usually goes soooo slowly on tests because he worries about his accuracy. I was a little worried that the 2 hour time limit I told him to shoot for would make him rush and he’d bomb the test. I was soooo scared I was giving him bad advice and he’d be bummed at a low grade. But it all worked out. Shew! Thank you guys for the tips and I’m going to keep researching more and implementing more things you have told me about. And I’ll also ask the teacher if he has tips or can give him fewer problems as well.
  7. That’s a great idea to tell the teacher. I’ve been homeschooling alone for so long that I forget that these teachers have seen this probably a bunch of times before and might already know how to accommodate. My dh and I have discussed with our son that he will probably need to take a part time load for his CC classes. My husband works at the CC, so my son’s education there is free, so it kinda doesn’t matter if he takes a bunch of extra time to get his work done financially. And since it’s CC, it’s not like we have to pay for him to live on campus or anything, so spreading it out over an extra year is fine. There’s really no reason to push him to go faster at the CC. He’s already young for his grade, being as his birthday is practically on the cut off date for his grade. I probably should have red-shirted him waaaaay back at the beginning. I’m going to remind him that he’s doing amazing for not giving up!
  8. Yup--1st percentile kid here, too. And yes, he often takes 4 or 5 times longer than expected. I'm excited and pleased with it's just double time. Actually, he's usually double to triple most of the time, but when it's a test, then he's 4 or 5 times longer. He's anxious about the tests and goes extra slowly. Poor kid! A friend of his was slow as well and went to B&M for a year and learned how to speed up. I asked his mom how he did it and he wasn't sure. He just saw all the other kids moving so much faster than him and he started to match their pace. I think my son sorta thinks, "Well, mom is fast, but she's just nutty mom." He's too quirky to dump into school this last year. He'd sink socially. It'll be the community college next year and I hope (crossed fingers) that that goes well for him. He's in a cyberschool right now for his last year (long story, but it's been a great decision for us--our first year of me not-homeschooling.) But since it's a cyberschool, he can't see the other kids. Just today, I have been sitting with him and prodding a lot. I'm going to keep that up for a while. Perhaps with me sitting there prodding, and with us breaking down the work into small bits of time and getting a sense for how much time is going by...perhaps he'll start to streamline a little more and stay on task mentally. Poor kid. I just want him to succeed without things taking him So Long. So Long.
  9. That's a good idea. I'll have to handle it carefully so he doesn't feel like he's failing. If I can get him on board that this is a diagnosing technique and not a finger-pointing technique this could help him. He'll have to assess this for himself as I've never taken Calc and have no idea what he's doing. 🙂 But maybe if I point it out to him, it'll get him thinking of ways to streamline things even if I can't really jump in and point out how he could streamline calc. My dh hasn't taken calc in about 30 years and barely remembers it, so ds is on his own. I suspect this might be happening as well, but it's been hard to catch. However, with the idea above to set small timers for each problem, that could start to nab this. If he can focus for only 10 minutes at a time, instead of 50 (he takes 10 minute breaks every 50 minutes), then perhaps he can stay on task better. He'll know that in 10 minutes he'll have a sort of mental break, even if it's just for a few seconds. Yes--I can see us doing the above and it might be insightful. It's torture for me to watch him! I feel so stressed! Today I helped him get going on a writing assignment and watched him sit there for minutes doing nothing. I had told him the first sentence to write, "In my family, I am the oldest of two boys." I gave him the exact words. And he just sat there... I had to step in and say, "Son, literally...just type what I told you to write." And he slowly raised his hands to the keyboard.... I happen to be a bit frantic when I'm getting things done, dashing all around. It's really hard to watch because it's frustrating to me, but also my heart breaks seeing him sit there All Day Long. He has little free time.
  10. He's on stimulant meds and they do work very well, but they have limits when it comes to calculations. Metronome work? I'll look that up--thank you!
  11. 100%. My mil had a conversation about why my bil should take a day off work for something or other. He patiently said, “I’m the only person in the office who can do X and so I have to be in the office that day.” She got all upset and affronted that his bosses wouldn’t let him off as if they were Scrooge and my bil was a beleaguered Cratchitt. He was like, “It’s not that they’re denying me vacation, but I’m the ONLY person who can do X, so I HAVE to be there. It’s my job. It’s how I make my living!” She just could not understand that people who work really honestly cannot take just any day off. It has to be approved and sometimes it gets denied for reasonable reasons. She worked in a bank for decades. She knows how this works, but forgot once she retired. She also just thinks my dh will take off whenever she needs him too. The thing is, he has a ton of vacation at this point in his career, so he usually does just take off when she needs him to, which only reinforced her belief that people who work can just take off whenever they want to. HA! That’s an excellent point. hee hee Yeah, that’s just weird. I kinda think they didn’t really expect you to come and the whole, “We want everyone to come!” wasn’t really for you, but was for the other retired people. Because that just doesn’t make a lick of sense to expect that from you!
  12. My ds17 has slow processing speed. He's a 12th grader in Calculus this year. The slow processing speed was diagnosed in the middle of last year. So even though he's a senior, I haven't specifically targeted trying to help him with his slow processing speed until now. I'm trying to find the balance between "the job will fill the time available" and "he has slow processing speed." Let me explain: If he knows he has a long time to devote to the calculus, then he tends to work veeery slow and barely make progress. But at the same time, he actually does have slow processing speed and he barely makes progress. I can't always tell when he's slowing down because he knows he has the time, or when he's slowing down because of a real issue in his brain. I don't want to discourage him and sing out, "Try to go faster!" to someone with an actual learning disability, but at the same time, I want to encourage him to make the best use of his time and go as fast as he can. Not as fast as I can or anyone else can, but as fast as he can. So, right at this moment he's doing a test review and the teacher gave them 17 review problems to work through. It's supposed to be one day's work of work, so I'm expecting it to take him about 2.5 - 3 hours (my son always takes 2.5 -3 hours on Calc a day.) But he's been working on these 17 problems for 6 hours. Six. Hours. He started on Saturday and is working on them today trying to finish them up. And this is not the first time this sort of thing has happened. It happened a lot last year with his math and physics classes. Finally, I told him, "Remember when you took the SAT and you knew you had to work fast? Remember how you knew that you had roughly x amount of time for each problem? Put on your SAT hat and see if you can get the problems done in 10 minutes each. Set a little timer and focus as hard as you can, as if you're taking the SAT." I have no idea if that was a horrible suggestion, or if it was exactly the right thing to get him into the right mindset. He's working on the last two problems now and we'll find out in the next few minutes if it helped. And maybe it helped this time, but is that technique (putting on an SAT hat) something he can keep doing? Or will that backfire somehow? Does anyone have suggestions for how to help a calculus student with slow processing speed to work a little faster?
  13. I felt the same way as you, Curious_Papaya when I used MOH1 and 2. I ended up ditching it. We’d used Story of the World first and loved, loved, loved it. But we read the entire SOTW series twice and I wanted to try something new, so I bought MOH. I ended up finding a couple of things in MOH2 that I thought were flat out wrong but it’s been so long I don’t remember the specifics. I stopped using it immediately. And I also got really tired of her, “I think this is great! Don’t you?” tone. I mean, part of me loves a friendly style of writing, but it was just too much even for me who normally likes that kind of thing. If you decide to ditch it, then know that Story of the World is a great option. P.S. I found that the MOH activities came across as busywork to me. I think the activities in SOTW were much better and more meaningful to learn from.
  14. Yes, you still can. I have a box in my cupboard. I rarely eat the stuff, but sometimes I get a roaring craving for it and I like to know it’s there. I don’t want to make a huge amount of mac and cheese from scratch and the boxed stuff gets me through my craving until the next time. I know what I’ll be eating for lunch tomorrow, after reading this thread. The s*x cheese article is from a satire website—it’s not real. Did you not eat grilled cheese sandwiches with American Cheese? They’re a little piece of heaven.
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