SEGway
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Posts posted by SEGway
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Reviving thread in case someone can tell me more about the repositionable book covers fhjmom mentioned. Our paperback Saxon and AoPS books are going to go through a lot of use. I thought I'd trying covering them with contact paper, but I'm wondering if there is something easier to work with. Wrinkles would drive nuts, and contact paper and I do not get along.
I was interested, too. Google led me here...
http://www.thelibrar...-1554/clearseal
HTH
Sarah
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FYI, the Hans-On History scholastic e-books Kristi scheduled for early modern history are back down to a dollar (+30% off w/ the code MAY30). ...so, $.70 each.
http://teacherexpress.scholastic.com/
The deal was brought to my attention in another thread, but it's pertinent here, too.
Thanks, again for the schedules!
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Above and beyond.
Thank you!
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This is great! I was just wishing someone had already done a SCM-format-y plan with different spine/books/extras (namely, stuff I already had collected). And, I was just going to do something myself.... but this is even better. Totally tweakable, but enough structure to not be starting from scratch.
Thank you SO much for offering this to the general public.
You're amazing!
Sarah
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Oh, and in order to pass along the sense of urgency....(this is a direct quote, including the CAPS)
"But you must ACT NOW -- this offer expires March 31, 2013!"
So, now you know.
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You can feel free to share. Their own marketing strategy is to overprice then put their products on sale for a ridiculous amount to make you feel some sense of urgency to purchase. The coupon codes are just a way of tracking what price points work and how they spread. At least, that's my opinion on the matter. So, you are actually doing us a benefit by sharing your coupon codes because it's telling them, we like this coupon. :D Feel better?
Much better. :) Thanks.
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I love Retail Me Not, but this code isn't on there. It wasn't in their magazine or flyer, it was in a text letter with what looked like other account specific information. I know companies send this stuff out to make it seem all special and exclusive. And, it's usually not. I just don't want to not be eligible for future codes because I blabbed when I wasn't supposed to.
And, now I just sound all selfish. sigh.
ETA: I just found the paper again, and it doesn't sound all secret-y the way I remembered. Or whatever.
"AAWW" should score whoever is interested an additional $10 off any audio/visual downloads. :hurray:
Sorry to be so pokey about posting. I have all sorts of internal ethical dilemmas that shouldn't really bother anyone in the universe. But, it takes me waaaay to much time to untangle them to my own satisfaction. (shakes head sadly at self and offers a sheepish grin...is there a smiley for that?)
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It was in a mailer and came with a priority code...does that make it customer specific? Is it unethical to share on the internet? Ack! I don't know the rules for this, yet!
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Ours isn't official, but we're either Armadillo Elementary or Owl Elementary (depending on whom you ask and what day).
Armadillo because they're weird, dd1 likes the Armadillo and the Tortoise story, and they always have four babies to a litter (we have four kids, own multiple copies of Just So Stories, and are kind of generally odd).
Owl because they're supposed to represent brilliant intellect, and they're easier to find clip art for. ;)
Elementary instead of Academy because with the littles in tow, I don't feel terribly Academy-ish most days. And, it gives us a good excuse to change the name yet again when the kids get older and may (or may not) need something a bit more formal.
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I think I'll take a little break, now.
I got this in my email this morning.
Maybe that break will be shorter than I thought. Thankyouverymuch. :)
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So...twenty dollars later, I am the proud new owner of Milton, Lewis, Augustine, and the Aeneid lectures. I think I'll take a little break, now.
It's nice of them to mark them up so tremendously at the beginning so I can feel like I just saved hundreds of dollars instead of spending twenty I hadn't planned on.
I'm actually in the middle of the three middle ages courses by Philip Daileader. (They were a great amazon deal earlier this year :) I thought I would wait till I finished them before getting any more...
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:) Huzzah!
I started with Life and Writings of John Milton. Next up was C.S. Lewis. Maybe Augustine? I'm thinking about the Vandiver ones on the Iliad and the Odyssey (They would be 9.95 ea. if I entered them separately). Or maybe one of the composers highlighted by Greenberg. Even getting all the $5 bargains will probably add up if I don't stop myself at some point.
It's ridiculously exciting to me. How did I not find these people before now??
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This company is new to me, but I'm really liking what I've heard so far.
So, I'm wondering.... Is it cheating to use the $10 code for audio downloads on multiple orders? Is there an unlimited number of times that it's valid (within the time limit when the code expires automatically)? I don't want to take advantage unfairly of a loophole, but I'd really enjoy snagging several new courses for 4.95 a download. I already agonized over which one to get at that price, and after I purchased it and toyed around with my second choice in the shopping cart, it took the code again. Is this normal?
(chews fingernails hopefully...)
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Thank you!
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I'm new to the Teaching Company phenomenon, but I really like it. :) I got a course on Winston Churchill by Rufus Fears because it was steeply discounted. Then, I borrowed The Late Middle Ages by Philip Daileader on an inter-library loan since we're finishing up SOTW2. I liked that enough to plan on getting all three parts to own eventually.
I'm planning for next year, now....sortof, and I wondered if anyone has specific recommendations (courses or teachers) that would complement my understanding of the material in SOTW3.
TIA!
Sarah
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The problem is that there is too much missing information, and I was hoping perhaps to elicit more. Maybe if the mom reads this thread, she would start figuring out more and filling in more information that could even help lead them to right places to figure it all out better.
It is very hard to tell what is going on here. There could be really major problems--or almost nothing at all--or anywhere in between.
My son started in a public school and then moved to Waldorf and then to homeschool. As we still have friends at the Waldorf, I have seen second hand a lot of what is "normal", but "behind typical" due to the slow start that Waldorf gives getting into academics. This statement by the OP:
"In math, he's working at about 2nd grade level and progressing consistently, just behind his age peers. He doesn't seem to be stuck, but he's not accelerating, either. "
could easily fit with the "normal"--but "behind" simply due to a late start. Or it could be due to not spending enough hours to be on typical track with same age peers--if he started at same time as peers but is gradually falling behind. It was made clear that he is not accelerating. But short of being "stuck" is he actually falling behind when working diligently for, say, an hour or a little more daily? Are they trying to have him accelerate, and if so, what are they doing? What are they using now?
Did he start math in Kindy stage and it took him 4 years or so to get to 2nd grade level? If so, did he work hard and consistently in those years? Or is he only actually doing diligent work on his math for 15 minutes, in which case the trouble may be that it just isn't enough time. Or did he just start it 2 years ago and thus is just 2 years in now?
Is he using materials that fit him? Or is the reading part of his math program causing the math to be behind because the reading is. I know that for my son, it was hard to find a math program that worked with his reading troubles. For him what seemed to work then was MUS, for others it is other programs--but some definitely are reading intensive and do not work well for a child who struggles with reading and can thus pull the math down too even if there is no math problem.
Then, this by OP re: reading also leaves many questions. "He can decode words when his mom works with him. He's at the early reader/graded reader level of ability, but it's a struggle and unpleasant for both of them."
How often does his mom (or anyone else) work with him and for how long? If it is a struggle and unpleasant, it may not be happening very much leading to a vicious cycle of more struggle, more unpleasantness and falling farther behind leading to more upset and distress and resistance behaviours.
Reading remediation is often very hard work for both the student and the teacher. It takes a lot of hours. It takes daily consistent work. It takes pushing through even when it is a struggle and unpleasant. It takes putting up with frustration also when what one can read, is far below what one would like to read. It also takes having a right set of materials to work with for many children who are having troubles. Not all "early readers" are actually well suited to a child learning to read, especially one who has dyslexia type issues, as I learned the hard way.
At ds's age 9, I found Highnoon materials, and in one year he moved from being a basically nonreader to reading Harry Potter. But it took 90 minutes per day 5 days per week, 30 minutes per day 2 days per week to get there. It took both the intense time and the right materials. And cooperation and effort.
And again, I have the question when did they start? If they started reading work only recently, he may be right where one would expect at this point. If they have been struggling with it since age 4 or 5, and especially if they had a good, mainly phonics based program that they were using the whole time, that suggests some sort of LD at least in the reading area.
Thanks, again, for the amount of time you have spent thinking through this and asking clarifying questions. It's really helpful!
I am not entirely sure about the time line, but I think they started work with him in phonics (using Schlaffly material?? They use WP LA reading material now) when he was around 5-6. So, focusing mainly on phonics instruction and letting other stuff slide in order to get to a level of proficiency there meant that I think math wasn't focused on as heavily. My guess is that the ld (if it's there) is linguistic in nature.
I'm not sure when the shift to easing off reading a bit and add in other things came about, but I'm pretty sure it was at least a year or so later (7yo-8yo?), so in math (they're using Math Mammoth, if I didn't say before) he's keeping pace in terms of having started late and doing a year's worth of work in a year this last year or so(if I understood my SIL correctly.) I think that she works closely enough with him on the math that the reading aspect of the math program is not holding him back in that area. He just isn't volunteering to move faster in order to get to the next level faster.
Part of the problem is that he does have a very strong will and sometimes simply refuses to participate/work on something he has not chosen regardless of the positive/negative incentives (i.e. you do this much work you get a plane model to work on/you refuse to try and you don't get to do x,y, z that you expected to be able to do, etc.)
I don't know how much of the stubbornness is related to having tried before and felt like he couldn't get it even with effort, so why make the effort? And how much is that he just wants to spend his time doing other things and his will is stronger than his parents on this point? I'm enough removed from the day-to-day interactions that I don't think it's fair for me to try to make that call.
But, again, thanks to everyone who is giving feedback. It's tremendously encouraging.
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But how did he learn the minutiae about Germany if he has reading trouble, btw?
It is not clear from what you wrote though if your nephew's handwriting is a problem because he chooses to do it strangely, has physical troubles with it, or neurological issues with language, or something else.
He has tons of picture books/read-aloud-to books and movies about WW2 era Germany. He goes over these things frequently and looks for new ones whenever possible.
His handwriting is not terrible. He can do it correctly, he usually just prefers to put his own twist on things because he can. (I think.)
PS What sort of farm and surrounds? I know someone with children who had learning and related problems apparently because, though they themselves were on an organic minifarm, neighbors were using frequent applications of chemicals on crops and it affected this downwind family.
They farm organically; their neighbors do not. I don't know that the topography would put him in the path of overspray much, but I guess he might be.
I had the chance to sit down and talk with my SIL this weekend. And, listen to my nephew. He does have the ability to express himself. His vocabulary is decent. He has the most trouble vocally with the "er" sound (usually coming out as a "wuh" sound) and the "sh" sound (usually coming out as a "s" sound). I don't know if that means anything specific. She showed me some of his written work which was legible, but looked like it could use some more consistency. In math, he's working at about 2nd grade level and progressing consistently, just behind his age peers. He doesn't seem to be stuck, but he's not accelerating, either. He can decode words when his mom works with him. He's at the early reader/graded reader level of ability, but it's a struggle and unpleasant for both of them.
My best recommendation was to echo you all that a pediatrician's basic evaluation would be really helpful. Until that happens, I don't suppose curric. recs will do much (although some of the one's already mentioned might be useful!).
My SIL seemed really thankful for the responses. I'd like to say thanks, too.
You ladies are a treasure trove of information!
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They homeschool. And, she has internet access at her in-laws house (on the same farm site/withing walking distance) but not at home. It's an office for the farm business, so it's not usually conducive to just go hang out over there for hours surfing for information. So, I've done some recommending to her in the past (because I spend far too much time on the boards reading what/how things work for people here and how I've translated that info for our kids).
If someone were to go to the school district and/or a doctor and ask to have "an evaluation" would that be understood? Or do you have to be more specific about what you're asking for? Does everyone start with more generic testing and go from there, or can you winnow down the field of possibility by explaining some of the parents' observations to the professional? To what kind of professional do you first go? (When I say newbie, I mean I honestly don't know anything useful to this situation, yet.) Is the school system set up better to handle this type of testing than say...a family doctor who could refer them on?
The typing combo question was to get around the obstacle of his indecipherable output and possibly streamline some of the other skill sets at the same time (I think). I will try to send her the link to this and recommend that she read your answers at a time when she can clarify (or correct, if I've spoken out of turn) and respond to suggestions. Otherwise, I might just print your suggestions and give them to her to read at her leisure.
Also, reading is still a struggle. (In case I forgot to put that out there earlier.)
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I feel like I just started to get the curriculum lingo on the boards (after having lurked for years), and the new acronyms on this subforum are a little intimidating to me. But, I hope someone can help even without technical explanations on my part.
I'm asking for a SIL who need some help with her son (my nephew). He's 9 and lagging behind in just about everything. He's a bright kid (knows volumes of minutia about planes and Germany), but his speech is pretty difficult to understand, and I think there may be some attention/auditory processing issues. He really hates to follow directions and would prefer to know how to do it right and then do it a different way on purpose (handwriting/legibility is tricky for SIL for this reason).
So, she's asked for a recommendation about spelling/grammar/typing combo that might be a change of pace or attack the problem from another angle sort of solution. And, I'm wondering what the hive would recommend as far as where to start looking for underlying causes/problems.
I guess this isn't much to go on, but I have absolutely no clue about what sort of tests would be helpful and what areas would be a complete waste of time/money to pursue just to rule them out.
I read about things like vision therapy, apd, dysgraphia, dyspraxia...the more ubiquitous add and adhd. And, I don't know enough of the term's definitions to even know where to start researching on her behalf.
Can anyone point me in the right direction? Is there a newbie tutorial of some kind that vastly oversimplifies things and gives an overview so that I could do further research more effectively?
I'd so appreciate any feedback you have time to share.
Thanks,
Sarah
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Thanks, everyone!
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Conversely, has anyone taught the material with Just the TM? If you do most things orally or on the white board, can you skip the student text? (I realize that I am starting to sound very, very cheap...sigh.)
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Thanks!
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Does Rod and Staff Grammar 3 require the TM to use well? Would you teach it without the answer key?
What says the hive mind?
My suggestion to minimize book wear...
in General Education Discussion Board
Posted
This may not be the place to ask, but is there any way to repair a paperback whose binding is coming unglued/pages falling out? Do any of the products already mentioned have a way to address that? :bigear: