My middle ds will be finishing GWG8 and he will be doing Easy Grammars Daily Lesson Plans for high school students. Each lesson is 1 page, and it's basically just to keep the students aware of grammar. I've used it with my older ds, and it's really used so that they don't forget what they've learned. It's not time consuming at all.

I am using DO Physical Science as well my with ds this year. The first test, I allowed my son to use it open book so that he could get used to the type of questions that would be asked. From then on, and he just finished chapter 8, I had him take them closed book. I want him to learn how/practice studying for tests. Derek Owens doesn't say, so you could do it however you see fit. I guess it depends how you want to use tests.

I guess, for me, its more of an internal feeling. I don't go around introducing people a lot to one another on a daily basis, so I really have no purpose for a title of any sort, ie. neighbor, acquaintance, friend, on-line friend, etc. I'll probably just use your name. I'm not referring here how I relate to people on a day to day basis, which is friendly, it's more how I view the relationship, internally. And I have very few friends, but plenty I'm friendly with.

My children too have a positive regard for people and get along well with others, as do I. To me, that doesn't naturally flow to acknowledging everyone as a "friend". JMHO A friend is special. They really know me, and have my back, and vice verse. An acquaintance is someone I hang out with, shoot the breeze with, etc. And if one of these acquaintance relationships become them deeper, then they become my friend. I think society is becoming a lot looser with this term. How in the world can my niece have 500 "friends" on facebook. Really, she probably couldn't identify most of them in a line-up. We've lost the value of the word, and it's actually causing more isolation amongst us because it's so superficial and lacks depth, which what we really desire. Deep relationships.

I agree with you, Jane. To me, the term "friend" has a meaningful definition. There is some depth to the relationship. I usually don't address people by a title, ie.neighbor, acquaintance, co-worker, etc. I don't see all my relationships as equal, but I have a couple of "friends" and many more "acquaintances. I also teach my children that true friends are a gem and hard to come by, and I actually discourage them from calling everyone a friend, because it just isn't true.

That gave me a chuckle. Good for him.

I've been doing most of the college research for my son, and all the schools I've looked at for him, all say they want 2-3 sciences, with one being biology. But I'm sure there is no definitive answer. My suggestion would be to go the college websites that your dc may be interested in attending and see what are the requirements.

Yeah, all these "get your college experience" pamphlets keep coming in, and I'm like, shoot, not this either. He belongs to John Hopkin's CTY program and he can't do anything they offer because it's so doggone expensive. I'm focusing on what he can offer (classes, volunteering, job, etc.). But as a parent, want his opportunities to abound. I'm sure all will work out.

I'm concerned how much this will affect my son's transcript and his ability to be competitive in the college acceptance process. He'll probably still be working at the job he just got, but that's about it. :sad:

My oldest ds has been using Saxon since Algebra, so I voted integrated.

DS path: 9th - Algebra based Physics 10th - Chemistry 11th - Biology 12th - Calculus based Physics and Environmental Science (if he's still talking about going into architecture at this time, he will take Environmental, if not, we'll drop it)

I like the idea of making MM spiral as well. He really does understand the material as we go. Definitely something to consider. I'm trying to decide on the curriculum for the fall and if I should purchase MM6.

Teaching Textbooks LoF MUS MFW BJU Singapore Math (too intimidating) Abeka Alpha Omega

That's a good suggestion. I'll give that a try. My gut is telling me that he needs a spiral approach going forward.

He does the chapter test the day after the review. I always go over the review with him and remind him that the test is going to be exactly like this, but I also remind him that will not help. He's averaging about 70% on the test. No, we have not done the cumulative reviews.

My youngest ds is going to finish MM5 this year. He does great throughout the chapter, but is confused and uncertain during the chapter tests. I wanted to continue with MM6, but I really think the mastery approach is not working for him. So the options I'm aware of that are more spiral include CLE, Horizion and Saxon. Of the 3, which is a good option? Are there others? I would characterize this son a slightly above average in math. I do not want to do Rod and Staff, so that is not an option for me. :confused1: :bigear:

I usually offer praise first, then constructive criticism. I'm honest, but in a loving way, almost conversational.

Sonlight By Far: Connect The Thoughts (What in the world... Did not get it.) Life of Fred Algebra (ds started with this. Total bust.) Oak Meadows at the elementary age. Tolerable for the high school level.

We are using Physics/Grammar Stage for my 5th grader. He's using it independently, so that helps, and we do the experiments, which are simple but a fun break. I think he actually likes the repetitiveness of what is expected.

I was pretty comfortable with it. As a matter of fact, we had all 3 at a maternity center and every one of them came home within 8 hours of giving birth. I was also a little more confident because we had our first child when I was 30.

I know struggling isn't a bad thing. I think I'm going to give slowing down a try first. Then if I still need to, drop it. Thanks for helping me feel less guilty if it comes to that.

Yes, we use the video, and it does help. I just think it's getting more difficult to keep all the rules straight.They are increasingly discouraged and now have lost interest.

Thanks for the support. My sons are 13 and 11. My 13 year old was doing really well, but then he started struggling a couple of lessons ago. I'm actually feeling a little sad. One son wants to take French, the other, Spanish.

We did GSWL last year and loved it. We moved to First Form Latin 1 this year, and we were doing well at the beginning. Now we are on lesson 23, and it's just too much. Once we started having to decline nouns and remember all the case endings, it was the beginning of the end. The addition of adjectives did not go well. It's just becoming to confusing. They are taking open book tests. :crying: Now I'm wondering what is the point of learning all these stems and endings. My goal for Latin was bigger vocabulary and for them to have an easier time learning a different foreign language, but I don't know how much more we can take. It's feeling just a little pointless, especially since I know they will not continue Latin much longer.

I agree. I think he probably wants to be around friends more. We are/have gone through this. As he matures, his awareness and need for a different environment changes. We even considered putting my middle ds in school for this reason. They have a difficult time voicing this reason, but I just think children, especially boys, want to move beyond "mommy", and this is when it starts.