Embassy
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Posts posted by Embassy
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I'm still working on this with my intense kiddo. I have times where I play against him to help him practice good sportsmanship. He knows ahead of time that I will win so it isn't so much of a let down when he loses. We are also practicing playing a board game most every weekday so he can practice being a good sport.
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Wow, you make me thankful for my library. I have two cards and have over 100 on hold on each card. The things on the shelf can take a couple days to be pulled. Sometimes I find that checked out items are returned to the shelves instead of pulled. Items from other branches can take a couple weeks to arrive though. And some DVDs have a waiting list over 200 patrons long.
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Mine are having fun with this book:
Thanks for the recommendation. I'm checking it out at the library.
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Welcome to my life.
My 6yo is exactly the same way.
I wont even mention the grocery bag filled with water....
That hasn't happened here -- yet. It is just like something he would do!
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Just asking a little advice here....I have a 6 year old son who loves to test things out. He likes to see what would happen if he combines 2 things. For instance, yesterday he wanted to see what happened if he put a marker under rapidly running water. As a result I had sprays of colored water all over the bathroom. He has plugged up the sink many times as a result of other experiments.
Should I expect these messes to be normal? I don't want to squelch his inquisitiveness, but don't enjoy all the messes either. Also, how can I encourage this natural experimentation?
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Fwiw, and I'm not saying this is the case with your ds, just because a dc doen't like a subject doesn't mean they're not equally able to excel in it if they choose to. When my eldest was 8 she hated math with a passion. In fact, she hated it until she got to Algebra. However, she is very strong in it in spite of her earlier years--even then she had a mind like a steel trap for it & never forgot how to do anything after having learned how once. It boggled my mind that she could hate something she could do so easily.
Of course, Algebra is simply more advanced arthmetic.
I have one who is very mathy who doesn't like science, either, but that's interest based. She does like Biology better than the other branches of science.
I totally agree. I am an example of that. I didn't like math, but it was my best subject.
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I finally completed the list of reading books for my son. It is harder to know how many books to include on the list because some books can be read in one sitting. I'd love your feedback. I haven't read most of the books myself. You can see the list here.
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My older son primarily has intellectual and emotional overexcitabilities. My younger son has more psychomotor and imaginational. They both have bits of the other ones too. It makes life interesting and creates lots of clashes since they are so different. I am still trying to figure out how to help them navigate life with each other. Maybe then I can start to consider how to help them to navigate the world.
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If your children have overexcitabilities which ones do they have? What have you done to help them navigate the world with those overexcitabilities?
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I don't think this is exactly what you are looking for, but it does cover the socialization issue with links to more information.
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What does partnership in marriage look like to you?
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I also wanted to comment on the love issue. Love is unselfish and it puts the other person first. The first marriage has love, but not passion. The second marriage may have lust/passion, but not true love. True love in marriage has both passion and unselfish acts, imho.
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Option Two: One in which you are passionately in love with each other, you are affectionate verbally and physically, but your spouse isn't as thoughtful or as helpful raising your family, nor as involved or patient with the children. You love each other, but are not best friends with each other. ETA: I was imagining the spouse who thinks it's his/her job to bring in the income and his/her spouse's job to handle the household and child-rearing.
I've skimmed through the thread and wanted to comment on the partnership issue. I'm not an option one or two and didn't even vote! But why is a marriage not a partnership if one spouse brings in the income and the other takes care of the household? Aren't both necessary for the betterment of the family?
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Interesting poll. I realize math and science often go together, but not in our house.
My oldest's greatest strengths are in science and language arts. He doesn't like math.
My younger son is in math, language arts, and creativity. He doesn't like science.
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Wow!
I looked at the link, and I have to say, I am incredibly impressed. I think you probably accomplish more in a day than I do in a week right now... Hopefully, that will change if my scheduling gets better.
How do you decide how many hours of work need to be done for each subject? And how many minutes/hours do you generally spend on one subject? Or do you just do, for example, a chapter a day? With something like Rosetta Stone, how do you decide when your kids are done for the day?
:001_huh: Boy, I thought I had some sort of a clue as to what loop scheduling was, and now I'm convinced that I'm totally lost. I really don't get it. HELP, PLEASE!
I do a variation and not what most would consider typical loop scheduling. I decided on the number of hours based on things like the importance of the subject, my child's interest, and how much focus we need to place on a subject. I usually count by 30-60 minute increments because that is easier to count. 30 minutes on Rosetta Stone is too much though at least for my boys. I might have Chapter 1, chapter 2, etc listed on a paper and I cross them out as we go. If we finish a chapter I look to see how much time is left and if we have time for another one we will continue. If the time runs out and we are almost done then we finish up what we were doing. Hope that makes sense!
I did try doing this without assignment listed out in chronological order and it was too open ended for us. Having the assignments listed for the year gives me the structure needed as well as the flexibility to go fast or slow down as necessary.
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I do a variation on loop scheduling. At the beginning of the school year I decide how many total hours I want to spend on each subject. As we go through subjects I count the amount of time spent. I do list all assignments, projects, etc chronologically so we cross them off the list as we go. Obviously, some subjects are more likely to be done every day. Sometimes we might spend hours on history and then not cover history until the next week. Here is a bit more of an explanation of what we do.
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Maybe look at books at your child's reading level and see what the lexile scores are for those books?
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I post lots of photos on my blog. I don't have a problem with it. I guess I don't see what the big deal is.
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I was reading an old thread earlier today where it discussed the idea that children may not be born gifted, but may be gifted as a result of their environment. This idea doesn't make sense to me. A child who becomes gifted as a result of a good environment isn't the same. The gifted mind is not just advanced, it performs differently.
A quote from the upsidedownworld:
What I have found out, however, is that high intelligence entails not just being able to learn new things quickly and easily, but affects a person’s entire experience of life. People with unusually high intelligence take in and aquire information differently, process that information differently. They frequently experience emotions and physical stimuli more intensely than others. They have motivations and drives which others often find odd or bizarre. In short, being unusually intelligent tends to create a whole life experience which is markedly more complicated and intense than what most people experience.Can IQ really measure this?
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Thanks for all the advice. It is good to know I am not alone. I was reading some articles at senggifted.org last night and decided to have a talk with my oldest son today. Now I wish I had done it sooner. He thought there was something wrong with him. I explained that his brain works differently and he thinks deeper and feels stronger than many people. I explained that it was okay to feel strongly, but he needs to control how that is expressed (i.e. not hitting brother). We talked about ways to help him handle those intense feelings. He decided that taking a break and getting a drink would help him. During our talk he left a couple times to get a drink.
Now I need to talk with my younger son. He is a whole different kind of intense.
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What props, kits, or models did you use when you studied the human body? Are there ones you wish you had purchased and ones you wish you hadn't?
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Do microslides work with a microscope or do I need to purchase a microslide viewer?
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Can anyone recommend websites with activities related to the human body? I'm not specific about the recommended age level because I can adapt that as necessary. We are spending the year on the human body and I would like to do as many hands-on activities and experiments as possible. Thanks!
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I just briefly looked in my area to try and find out how much it would cost to get my son tested. The place I looked at said it would be $1500! Is that typical? If so, I will not be testing. I wanted more information about my children and how they learn and their potential, but am not willing to trade $1500 per child for that information.
Forget the reality - please share your perfect homeschool day
in K-8 Curriculum Board
Posted
A day where my children are engaged, laughing, and learning.
A day where moans are the response to school being done for the day.
A day where tangents are freely explored.
A day where my children seek after educational interests when the school day is done.