jjins
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Posts posted by jjins
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When we started IEW SWI A my oldest was in third grade. We loved it. Then we used a theme book, they did well and enjoyed it but, ....
This spring I was talking to them about different theme options and told them we could do SICC A and that it was more DVD lessons. They asked "is Andrew the teacher?" Once they found out he was, they were set.
Did the first lesson last week, it went so well we actually roll into lesson two!
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We had an issue at one of our local hospitals where many of my friends felt RIGHTFULLY compelled to add to cord cutting:
"...after the cords stops pulsing" Or starting "After the cord stops pulsing my husband will like to cut the cord".
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I agree that the whole milk does make a better tasting yogurt. We use maple syrup to flavor ours AFTER it is made. A little bit goes a long way! Also, homemade jam (which has 1/2 the sugar the recipe calls for). We make make smoothies. My children have enjoyed all sorts of fresh fruit in their yogurt too.
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Try a different venue of reading to get his interest in written word back up. I would recommend magazines in a subject his is interested, blogs, comic books (honestly there are some VERY good graphic novels out too), even recipes, maybe funny poems or a joke book. Anything and everything with writing... let him read it. Follow his interest and then if you find something he is interested in RUN with it.
For getting the books you want him exposed to, audio books or read aloud.
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:grouphug: Must have been VERY stressful.
However, I have to thank you for sharing. I am absolutely positive this is something my nine year old son would do at your son's age. He has this really strong sense of independence. When he needs something he strives to take care of it himself before talking to someone else. Sometimes I think back to the crazy thing he has done on his own during the day and over the years and I wonder if he feels abandoned... how could a child feel abandoned when their mama boarders on helicopter parent? :lol:
Thank you again!
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The military husband in my house has helped our family do what makes more since... we date MOST things with date, month and year
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Okay, if your son is like my NINE year old DS, this is not (only) a what to write issue. This is a "I do not want to focus on the task at hand because... well frankly I really do not want to do this task. Tasks I want to do I can focus on without issues and with 'proper' motivation I can focus on ANY task"
Example. Today my son spent over an hour adding up three single digit numbers, then dividing by two or three. He was finding averages. This is new to him, but he completely understands the concept. After working on it, like I said, over an hour, he had completed a whopping.... 8 of 12 problems. He worked for another 20 minutes "trying hard to focus". While focusing, I went upstairs (from basement where we do school) to find him wondering around the kitchen. He went up to put an ice pack in the fridge and found himself hungry... who wouldn't in a kitchen, especially when REALLY it was already lunch time. However, I directed him to get on task... nicely - honestly. This time he finished TWO more problems. Again, I emphasis he finds this easy. We are talking about a kid who does several digit division in his head (382 divided by 4 children is almost an even number, if we get 2 more tickets we will each have 96!)
So, in comes proper motivation.... "son, if you do NOT finish your last two problems within the next twenty minutes, THEN.... you will be grounded away from ALL things Transformers or GI Joe!" "WHAAATTT.... everything... you will not let me go fly with dad or have my transformers, what about on tv, that stuff too?" "YES! All. I am asking you to do these last two problems in 2 minutes, how much time is that per problem? Yes, 10 minutes. Is that do able? No? Are you sure? How can you find out for sure?"
NINTY seconds later... both problems done... and guess what.... they were correct. I am not joking NINTY SECONDS.
So, this is my battle too. So, what has worked. As I write this I cannot believe I did not use it today. Must have been the 20 days we took off, I forgot all about this.
Normally, DS has a check list that we build together. Each day is different. So, we build the check list, look at each assignment and figure out how much time is needed to complete them. Then, we build in a buffer to each assignment, if math should take 20 minutes we give 25.
Next step: With exception of teacher lead assignments, he gets to do what he wants when he wants until the work is done. He sets a timer when he starts each assignment for the given time. Any time left, he gets to do what he wants... he must be seated and READY to do the next assignment when the timer is done... not already in his seat so much as having materials together before he goes and does what he wants.
Okay, so you ask... what if he does not finish? He must finish it on his own time, not during MOM'S school time. This means sometimes he misses doing fun things because he has "homework" to do. Sometimes it is so much he misses his gymnastics class (competitive gymnast does not want to miss a minute of class). When is the assignment do? Nine am the next morning, so yes he may wake up early to do it, he has to also have showered and have eaten breakfast by nine.
When I first started this, I applied it to one subject at a time. Math first. BTW, it must be correct, which means: he pauses the timer while I check his work.
I hope this helps you. I am glad you posted because thinking through your situation allowed me to look at my situation from the outside and reminded me how to deal with it.
BTW, this evening he did his school work with me doing mine. We were at the coffee shop and he focused so well that someone else commented on his great ability to focus and do his work in a busy environment! That was marking and scaffolding sentences!!
Now, as for writing. I totally believe in blank page syndrome. To battle this we use IEW. We have done two years worth and are starting our third year. Outside of IEW, I have taught him to web brainstorm. When he has something to write about draw the web, and he talks. We put the subject in the middle and SINGLE words coming off the subject. We place each piece he comes up with where we think it will go best, sometimes attached to two parts. Then I ask "are you ready to write", mostly he says yes, if not I say "what if you start with... The Roman Colosseum was an emence building that..." Then "light on", bright eyes, YES... He writes. If there is not a time limit, this can still take WAY longer than one may think it should... but it stops blank page syndrome.
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I do the wash, poke 5 min method. But varies on size of tato as well as microwave power.
HOWEVER, wanted to share my ah ha moment. We love potatoes chunks, kielbasa and eggs, but it always takes so long to fry up those cubes of tato. So, I NUKE the whole tato for 3 min while cooking kielbasa, cut up tato and and to to kielbasa. Then at the last few minutes, make a BIG hole in the middle and put 2-3 eggs in the middle... scrabble and then mix with the tato and kielbasa. Clearly, this is missing onion, which could be done earlier, but my son does not like onion and I am not crazy for cutting them up first think in the morning.
However, sprinkle a little cheese on this and you have a breakfast that will last the WHOLE morning!
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I bet you could not have ever been more excited for "the first day of school"!
LOVE your message!
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I can tell you now, "Give her TIME." (pun intended)
My DD (third grade) just started reading clocks accurately. I kept trying and then backing off because like your DD at 6 should could not grasp the concept. This drove me crazy because 1st born DS was reading them at FOUR!!!!
I would keep showing her the hour hand at the top of the hour whenever you can. Let her spend lots of time on JUST the hour. Then add in 1/2 hour. Later 1/4 after and 1/4 til meaning 6:15 not 1/4 after six. Then once those are all nailed down hit the minutes specifically.
There are free clock worksheets all over the web. I like using the ones at math-drills.com
Also, do you have analog clocks at home? If not get some. Put them where ever you can. We had one in the bathroom, kitchen, dining room, and each kids bedroom. Seems redundant, but....
Also, until my children can read analog clocks WELL, they are not allowed a digital watch. ;)
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So... I posted this weekend about how we are careful. WE?? Apparently that is only me!! BECAUSE my DH, whom I love and respect, sent my DS to the restroom alone at a THEME PARK that we were visiting for the first time. We are talking, cannot even see the bathroom door from where we were. He sent him across a courtyard, around a building to the bathroom in the building on the other side of that building.
I sat calmly (on the outside) waiting, chatting with DH and DS... stressing on the inside about my precious baby boy (9 1/2) who could get lost or WORSE. After about 5 min DH said, "he should be back already, I am going to check on him" DUH!!!! LOL
Anyways, two things. One: DS was fine and not bothered at all to make the trip or by anyone during the trip. Two: DS needed to "sit"... there was only one stall. So, relieved the pressure on his bladder and let us know that he could not wait any longer because "the man in there was taking forever and the bathroom just kept getting stinkier" BAA HAA HA :lol:
DH walked him into the next bathroom and waited with him... nothing from he just did it. I guess he got to thinking about what could have happened. Plus, DH was feeling grumpy when he sent DS to the bathroom.
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I had my son do standard longhand multiplication before I showed him lattice math and WHY it works.
To try and put this in words...
I showed my son the three digit times three digit multiplication problem. We worked it out long hand.
Then working out the EXACT same problem we start the lattice style. First we discussed where the two numbers being multiplied go. Then we worked through each step of the problem. I reminded him that if you multiply 5 time 5, you get 25, you carry the 2 and place the 5 here... however, for this you are going to place your 2 on the upper part of the box, because it is part of the next place value, and put your 5 in this box so it is lined up with place value.
We multiplied by units, tens and then hundreds before moving on. Then we looked at the diagonal lines for place values. We added the units, no big deal here.
However, when we added the tens, there was something different. So we looked at the first problem, I pointed out how we had carried the 2 from multiplying the 5 x5 and then later added it in to the next number. For lattice you do all the adding AFTER multiplying. You are still doing the same steps you are just changing the order!
Okay, so this is VERY hard to do with words only and I searched on youtube for a good video... this is the best one I could find in my quick searching. What I do not like about this sample is that the sample problem would not have carrying, therefore does not show as well how similar the two ways of doing multiplication are.
I hope this helps. I was a lattice hater, but I think the secret was that I did not understand how or why it works. I knew how to do it, but had not figured out or been taught why it works.
Also, for fun math check out the second video on this site:
Mind you, much of what she has done is VERY interesting (albeit FAST), however the video I am suggesting you watch is the one that relates to this thread.
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Hopefully more will come in!
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was not sure if they were all cubes or different shapes. Thanks for the idea.
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My daughter is using Phonics Road which teaches Y sounds as short i and long i. I told daughter "babee, apparently should be said babi (short i), but it is not... so you have to remember that y also makes a long e sound" I just teach it to her that way.
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Started out last year with a 7 yr old reader but POOR speller in PR 1 (who had already done IEW SWI A) as well as my 8 yr fluent reader, strong speller in Bridge.
Now 9 yr old is moving through Bridge and we are close to starting LR 1. We have discussed with him that LR 1 is for older children and he will have to work hard and we should take it slow.
On the fence with now 8 yr old, rather we will do PR3 and PR4 or use Bridge, which we already have. She is a strong writer and already has a very good understanding of sentence structure. We are taking our time to figure out what is best for her.
My children both plan to go through Latin Road, I suspect DD will actually end up using PR3 and PR4, as we can afford to spend the extra and I do not want to through her into LR too soon. She is very different than first born, who can read something and not only learning it but apply it to other areas of his life, nearly seamlessly!
The program is very well done. My greatest complaint is that I have the attention span of a gnat when it comes to watching media and struggle to watch the teacher DVDs, but that is the only way to find out what to teach! My children know this is a struggle for me, because I want them to understand that we ALL have things we struggle with... even mom!
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We have done this several ways... I started with mom reads and we stop and talk then another day we listen. I do not like reading to wiggle worms, so that does not work for me because it appears I breed and raise WIGGLE WORMS!
So, things that have worked... coloring, drawing, quiet work.
Or my favorite car rides. We back up to the previous chapter, listen through the current chapter... STOP... they want more and I want them wanting more.
After we have finished a CD, that CD can be listened to at anytime in the car. I cannot tell you how many times we have been through STOW vol 1.
:-)
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I love this... please tell me more about the blocks you used!
DS has been working through the Intro lessons on the Chem kogs, he starts lesson 1 Chem today! :-D
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DS uses Zoo level 1. Here are the things we have done modify it. Day 1 of a new lesson is always a quiz day (I say test because of my training). If he gets them all correct... we do NOT do them a second day. The second day he has the choice of moving on to the next lesson or skipping a day. Honestly, he moves on most of the time.
When the list is hard (I believe this applies to your struggles more), rather than having him sit trying to figure out how to spell words he does track 2, TWICE... hearing and spelling the words. I suggests he pauses the track for the words he thinks he knows and spells those. I believe this is better than spelling them wrong once and correctly once.
Then when he is ready, on his own terms, he will do track one. This has taught him to self evaluate his own readiness.
When he knows most of the words, I will have him tell me "do you need to do anything to help you with the words you are having trouble spelling?"
If he does not, he tells me why he knows how to spell them know, "I did not realize that that word has a ck, but now I remember that ck comes after a short vowel". OR He needs to practice them and he tells me how he is going to work on them. Most of the time he chooses to write them in a sentence, but sometimes he will write the three or five times.
As for the personal lists... shhhh... we skip those. I like him learning with spelling rules, I like his spelling lessons to be independent and he seems to be doing much better spelling in his writing than before....
but he was spelling words he knows how to spell wrong during writing paragraphs or answering questions.... I believe that is because he was focusing so much on remember what he was trying to write, he could not focus on the words. Now, his is better able to remember what to write, plus is "instinctively" spelling words correctly.
I like your idea of having the words looked up that are not known. It is really strange to start spelling words that you are not familiar with. You may want to consider your DC uses the words in speaking or writing assignments, or even listens for them being used.
Bottom line, the programs we use are designed a certain way for a reason, we do not have to use them a designed to get what we need out of them. If you understand the program design, you understand your child and the needs of your child, you are VERY capable of modifying the program to fit your child's needs... so do it.
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I have had great success with female rats (urine seems less strong).
My 9 year old now has a five lined skink with two toads in the terrarium too. These three pets are the EASIEST pets I have ever dealt with. I have been told that had we not been given a wild 5 lined skink, the anole would have been the way to go. These little guys are at Petsmart here, they are inexpensive, fun to watch and also easy to take care of.
I agree, pets that the children can take care of all on their own is crucial!
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We let our now nine year old go alone depending on location. Most places we are, he can go alone because they are not too busy. However, some places are too busy... then he either goes in with dad... or if dad is not available he will grudgingly go in with me.
It is harder for me to leave him outside near the restroom while sister and I go in... and we need to go in!
I have found someone else to go in with the boy. Seems to me if you ask a stranger who has children to be sure he is okay in the restroom... then that is better than sending him alone.
Or person restroom experience was a friend of mine followed my 8 yr old son into the restroom... boy was using the urinal and another young boy (early teens) was totally leaning from his urinal checking out my son's "junk". So, my friend, quickly and loudly expressed that the other boy needed to "get his eyes where they belong".
My boy was told, if the restroom is crowded use a private toilet... if some is in your personal space or just makes you uncomfortable use a private toilet.
I never would have thought of this because I am not familiar with the use of urinals!
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Our family... all four of us are going to a theme park with roller coaster here in town. We had not gone yet first because DD who REALLY loves roller coasters was not tall enough for most of them, second because of the HIGH heat, and third time....
WELL... today we get to go. AND my DH has free admission for himself (job related). DD is now 1 inch over the height min, so we know she can ride the rides.
Today will be our first roller coast ride as a family. Okay, today will be our first REAL roller coaster ride as a family. We have been on both "baby coasters" and on metaphorical coasters.
Just waiting for everyone to wake up... no rush the park does not even open until TEN!
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I struggled with the same thing and wrote Mrs Beers about myself really needing them in one place, especially if that one place was an audio I could play in the car. I have to look at that paper... think of the song the tunes are based off and then sing them... we have been singing some of them for a full year. I have to hear music regularly (not from my own mouth) to learn it.
Talk to me about developmental gymnastics
in General Education Discussion Board
Posted
Body image is going to vary from gym to gym. We do not seem to have any issues at our gym with body image... I say that because although we have 15 plus girls and 7 boys training 15 plus hours a week, there is a large variety of body types. I have talked with the gym owners and they are very careful not to talk to the girls about weight, size... etc. They talk about training, core muscles, muscle groups, determination, focus etc.
My DD is 8, she did not want to compete in gymnastics was already doing competitive cheer at the same gym. She kept doing rec gymnastics because she enjoyed the classes and saw the value it added to cheer. Nearly a year ago she was invited onto pre-team. I have to say, she was honored, but BOY did we see the difference in training. She had not been told to point her toes or have her arms up and hands pretty. She is doing well with her class, but frustrated that "no one" else is continuously being told "keep your hands up".
My suggestion is to let her move to developmental. Watch her, if she stops LOVING class, than bring her back to recreational. It could be that she, like many others, will thrive on the directed work on her body placement.
I personally, think as long as these children are enjoying their sport, not hating going to practices, but actually enjoying it and they have a healthy outlook on themselves, then this is a good thing.
I have been told and have found it true, "if she likes it and then wants to quit, have her give it a month. Often this is over a skill that is hard to get and it is aggravating not getting it" I have had this happen several times in the last 4 years with my son and twice in the last year with my daughter. For both children at the end of the month, they do not want to quit at all.