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About HejKatt

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  1. I only quoted a couple, but your post had so many helpful suggestions - thank you Merry! About the self-control tool box and nipping things in the bud, those sound very promising and I will certainly try those. Were your dc soon able to recognize their frustration and pick up an alternative (rather than you telling them)? I also wanted to agree about expectations and keeping things "do-able": I tend to start the day with all the subjects which need alertness: Math, Chinese, piano but I finally realized that each subject was difficult in its own way: Math because of word problems, Chinese is always challenging, piano when he started a new piece (since he hates to make mistakes) and when those three happened back to back, well, it was a recipe for disaster.
  2. Yes, yes and yes - they sound like twins! When he hits the frustration stage, he gets so entrenched that it is exhausting to get him to just do the things that calm him down, let alone pick up from where we left off. I've been looking out for triggers, e.g. word problems in Math, new/difficult piano piece, he didn't have a good night's sleep, but some days I feel like I'm walking on eggshells around him. Sorry I don't have any helpful advice, I just wanted to commiserate and hope the other posters' suggestions help - there are some really good ones.
  3. Thank you - the book looks promising! I'll also keep in mind that 20 mins is OK.. Yes, this sounds like us - once I sent him out to dig a hole in our yard. Another time, I stumbled into playing with him - kicking a balloon indoors and seeing how long we could keep it up. But catching it soon enough is a challenge - we spent quite a bit of time before we could continue with our routine.
  4. Lately, when DS (almost 10 yrs) gets frustrated or stressed, he has taken a long time to get over it. He can sit down and sulk for hours, or have physical reactions like an itching sensation over his body which he has to step away and cool down for 20-30 minutes before continuing. It's not that he has an actual deadline or pressure (no test prep, competitions) - just the usual school work. When I ask him after he's cooled down, he said it was the thought of so much work (which hasn't changed), or today he was hoping to get to do his computer time but was afraid he would get stuck in math. This was even before he started doing anything! This doesn't seem right - he's not dealing with stress like in a regular school environment, and I frankly don't know what to do other than a few fortuitous distractions. Does anyone want to share how it looks like in their home, and/or how your dc grew out of it (please tell me they grow out of it..)?
  5. Bumping now that the pass is available, a reminder to print one (We chose the student/4th grader option to print):
  6. Yes, recursive functions are a pain to trace. Is it an option for you to print the current value of the node in your method? I find it easier to look at the printed values to see where the program walked, than to trace call-by-call.
  7. ETA: I missed the "middle school" part of your title when I first replied.. these may be on the young side (the books have pictures) but I hope some of it could still help you. I like the Golden Treasury of Poetry, edited by Louis Untermeyer. He provides some background on the poet or poem, which I find interesting. That said, I'd also like to step up the poetry in our school. Right now, we get poetry through our Language Arts selection - English Lessons Through Literature by Kathy deVore. She selects enough poems from famous poets that my son is starting to recognize them by name and he's learning to appreciate how poets create images through strong word selections or analogies (we spend a couple of minutes discussing the poem after we read it). I was also looking at this collection by HomeschoolFreebie of the Day, they have it on sale at $4 until Friday (normally $15). (this link has the list of items included) (this link has the $4 price) All the best in your search!
  8. Sorry, I tend to bump threads rather than start new ones :blushing: for recurring events like these. I'm glad this could be of help to you!
  9. It seems 4-H runs this sale annually, this is what I received in an email: "Through the entire month of April, receive 25% off all 4-H Curriculum books, educational kits, and bundles as part of our annual Pre-Press sale. This is our biggest discount on Curriculum products for the entire year. " Hope this helps someone!
  10. Sleeping Bear Press has two picture book series which are beautifully illustrated; the writing is of even, thoughtful quality. 1) Tales of Young Americans - stories of American children from different pivotal moments. Some titles fit your criteria - l"Paper Son" (Chinese immigrant experience), "Pappy's Handkerchief" (an African American family's move to Oklahoma), The Listeners (life on a plantation), The Tsunami Quilt (Japanese Americans in Hawaii). 2) Tales of the World - told from the viewpoint of children in different parts of the world.
  11. DS isn't actually dyslexic/dysgraphic (AFAIK) but this is our first introduction to grammar and I agree that lessons 6 and 7 are difficult. To be precise, the instruction is very clear and the verbal drills are great. But the copywork/marking exercise at the end seem, I don't know, a notch harder. DS continually gets tripped up by nouns that aren't obvious, e.g. 'cave-dways' (an imaginary animal from the context of the passage), 'unseating' (context is a knight's being unsaddled at a tournament). When he misidentifies those as nouns, he will subsequently label the adjectives incorrectly and the number of errors cascade so he's getting discouraged. 8FillTheHeart, I would love if you added that option in another revision, but I know you are busy and this doesn't detract from the fact this is a wonderful curriculum :coolgleamA: . So I don't know, perhaps I should find a page of simpler paragraphs to label as an optional exercise for those lessons? Anyone have suggestions on how I do that? I would write up my own if I could but frankly, I'm learning along with DS and my only advantage over him is that I hold the teacher's manual. :blushing:
  12. DS is a Bushy fan too! When I told him how cool it was I could email the author of the curriculum with questions, he asked me to check if there was a book of Bushy stories. Perhaps we should form a Bushy fan fiction club. :laugh: On the flip side, we did Lesson 4 Day 2 today, where we looked at a picture (of a forest), took 5 characters + 5 action verbs and created a story from them. Oy, that was hard - mostly because DS wanted to use far-out characters like talking books and jumping fish, which required all sorts of contortions to make them fit the setting. Then, when I wrote down the convoluted storyline and told him it was his copywork, things fell apart. But nothing wrong with 8's curriculum - just a lesson to me to remind him to stay on topic when writing. And to warn him beforehand if he's generating his own copywork, so he doesn't go overboard! :willy_nilly:
  13. Thank you all for your explanations! 8FillTheHeart - big thank you too for this curriculum, since I'm learning along with my DS.:) Rose, that's a great explanation for spotting adjectives and adverbs, thank you! It's plenty deep enough for this 3rd grader's mom, who is *ahem* some multiple of years older (but sadly not proportionately wiser). :tongue_smilie:
  14. *Embarrassed*.. may I get some help with one of the lessons? I'm grammar incompetent - I can usually string sentences together, but never learned the basics like parts of speech. Today in TC's Lesson 4, Day 1, there was an exercise to find the nouns and action verbs in the copywork. There was a sentence similar to this: "The cat's wide eyes sparkled in the dark." The answer identified 'eyes' as a noun, but not cat. Going off the "person, place, thing or idea" definition, why wouldn't it be?
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