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About MerryAtHope

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    Author--Invisible Illness, Visible God: When Pain Meets the Power of an Indestructible Life
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    Crocheting, writing, violin, homeschooling of course!
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    Customer Care Representative, AALP

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    Writing, singing, encouraging, hanging out on message boards, and homeschooling of course!

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  1. As a general rule (for any homeschooling curriculum), I would go with what you have first and then get something else if it doesn't work out. Just tends to be less expensive than always picking up something else that looks great, LOL! But I can't compare the two--I haven't used TC. I did use Essentials in Writing Levels 7-11 and that worked well here. Anyway, hope you find what will be a good fit for you and your kids!
  2. This makes me so mad and sad. No advice, but praying for your daughter’s friend, and I’m glad you can help. Concerned for the younger kids too.
  3. Yes, definitely whenever you are looking at a transfer situation, I think it’s really important for a parent to help as advisor. I found with my kids that you really need a third “advisor“ as a go-between, because the advisor at each school may or may not be able to help you put all the information together that you need. You really need to be able to look at where the credits will transfer the best as well as the other factors that are important to you and your student. Credits towards the same program at two different schools don’t always transfer the same. And some majors have more stringent requirements than others. We’re in a state with an automatic transfer agreement, but my dd is going into education, and specific gen-Ed’s are required along with other courses. And the requirements are so different from school to school, it can add another whole semester in some cases. So we’ve really had to be on top of things from the start. My son’s transfer was much easier to plan!
  4. Yes! As a homeschool parent, I always felt I should take this into consideration for high school. The learning environment is very different and there were definitely times when I felt there would have been an advantage to have an in person teacher to interact with and ask questions etc..., or an in person teacher who knew more about a subject than I did (if my student and I are basically learning together, that's not the same thing as having a teacher who studied that area etc...)
  5. My dd will likely be in this position. Our CC has an agreement with several other CC's where one can have the courses all show up on the main CC's page if the main CC has a comparable course in the catalog that just wasn't offered. The student pays the main CC and the main CC pays the CC giving the course. If the course isn't offered though, then the student has to apply to the other CC and pay them directly, and then have the courses from any institutions transfer on to the final transfer school. So, she'll just have to have transcripts from any schools sent on. Doesn't seem like an issue at all. (And if financial aid is a consideration for you--the way it works here is that the aid just goes to one location--usually the main CC. They can fill out some kind of form when you show you are taking a course at another CC so that you get aid for all of the credits taken, but some might be in the form of a "refund" from the main school for money you paid directly to another CC.)
  6. Found the info under FAQ's: Should I test again?
  7. I don't know, but I will say that I saw some discrepancies between practice tests and actual tests for one of my kids. And my one that retook the test didn't have a drop, but also didn't raise the score, despite a lot of studying and some tutoring. So, I feel your disappointment. I saw a graph on the ACT site that said while many students improve, some stay the same and some will have lower scores...I'll have to see if I can find that later.
  8. I've seen public school teachers do the same thing (and I'd venture to say that they have "planned" extra credit options built in because they've learned over the years that some students need it. From that vantage point, I don't see the point in "penalizing" a homeschool child because it's our first time teaching that grade or subject. Penalizing by not offering the same types of opportunities other similar courses might give for achieving a decent grade I mean.) I personally like to see the extra credit relate to the subject and be something that helps the student learn something--whether they re-read chapters and retake tests to solidify information, or do special reports, do something extra like your son is doing with duolingo, etc... (At my daughter's CC, there are a lot of teachers that will give a few points of extra credit to get students to do things that are beneficial to them--like go to the library or go to the open house where all the clubs have tables etc... I don't mind a LITTLE of that, but for enough extra credit to raise the grade and offered in a situation like you are describing, I think it should be "meaningful" extra credit, if that makes sense.)
  9. I used workboxes to set up my kids work. To record what was done, I kept a teacher notebook.
  10. My ds is at a school of around 20,000, and transferred in as a junior, so he has very few large classes. The prof's for his major and for his foreign language class all know him. Your adviser doesn't know you exist - that's probably true for my son's "college" adviser (college of liberal arts) but his "major" adviser knows him. your adviser is a no-show even for scheduled visits - that's awful! Hasn't happened for ds. you wait for walk in adviser hours and are told to get out because it's Friday the same lady who just told you that his scheduled adviser was a no -show, and the hours were clearly posted as being open Friday afternoon - WOW! again, hasn't happened. you can't get another appointment till after your registration date is already over Thus, basically, you are on your own to figure out your classes - here they warned both students and parents at orientation to go to advising a month before and avoid the rush at my son's school! I also think much of the time, students can figure out classes w/o advisers unless there's something really tricky involved. And all the upperclassmen say this is just the way it is, and good luck - wow! You can't get appointments for weeks at Health Services unless you call and speak to an advice nurse and she thinks it's urgent - :-(. That's a shame. DS hasn't had to use Health Services yet. All entrance to major requirements include weed-out classes, so when you are admitted for a certain major you often have two entire years of extreme stress before you find out if you get to stay in the major....trying to maintain high GPA and working through weed out courses. My daughter, even in her art major, would have a portfolio review after freshman year and would be kicked out of the major if she was not chosen as one of the limited few. - that does sound stressful. Hasn't been an issue with ds's major. I know some majors are much more competitive than others, and I think Fine arts does tend to be that way.
  11. Honestly, I think it sounds like she's doing pretty well. With regard to college, the general rule of thumb is 2-3 hours outside of class for ever credit hour--so for 12 credits, that would be 24-36 hours a week. She really may do just fine.
  12. My dd and I always felt the physics math problems on the test were harder than the examples in the book! I did have to work through each one when my dd did this course. If you have the time and inclination, that would be one way to "save" it. You could also do more "open book"--if a test doesn't go well, let him go back through the book to find the answers and try again. (unless it's just the math questions.) I remember that some levels of Apologia have a multiple choice test option, and you could contact Apologia to see if they still have those. If I remember correctly, some of the later modules are not quite as hard/math heavy...don't quote me on that though, but you might look ahead!
  13. Yup, completely normal! For outside writing, focus on his content and what he's trying to say and just encourage him. Spelling will come in time :-). When students are writing outside of spelling time, they have many more things to focus on–content, creativity, organization, punctuation, spelling, grammar, capitalization, what kind of audience they are addressing–it’s a lot to think about at once! Many kids are in junior high before they are able to put these skills together more effectively. Since he's doing well with AAS otherwise, just keep going. Here's more info on how to handle spelling mistakes. Have fun with your little ones!
  14. Are you sure your daughter actually needs a spelling curriculum? Why not just have her write, and use any spelling mistakes in her writing for learning opportunities? Natural spellers often don't need anything more than that. Maybe her time would be better spent focusing on something else?
  15. My oldest at this age wasn't ready to take over the schedule or to be self-motivated. I just used workboxes--one subject per box--to organize the physical materials, and required an hour of work per day per subject. If need be, collect any devices--they are not available until school is done for the day. I didn't have to do a lot of work keeping him on task--I could just say, "where are you with your workboxes?" if I felt he needed redirecting. But with devices not available, staying on task was easier! If an hour a day, 3 days a week isn't enough time to get the work done, you may have to come up with a workable routine--or ask HIM to come up with a workable routine--to follow. I still checked in with my kids daily throughout highschool to see where they were at with each subject and to see if they needed help with understanding anything--checked their work etc... I probably spent an hour a day checking work, and another 30-45 minutes meeting one on one with them. School was just the priority thing and what we did each day--other activities were not really an option until it was done. Not that they didn't procrastinate throughout the day sometimes--but that just made it later when they were free to do other activities they wanted to do. My youngest needed less prompting, but I still met daily. The youngest had more issues with social media though, and I had to stay on top of device use more (in fact, she got to the point where sometimes she just turned her phone in to try to make herself work, LOL!) I don't mean that I had to stay on top of either of them to get stuff done--I didn't have to direct much throughout the day. But I think the daily meeting time and checking-in time was still important at that age. If your son doesn't want that though, then he needs to come up with a plan for getting his work done and run it by you. Dad may need to have a heart-to-heart with son about working diligently too. Sometimes by this age, boys really need to hear from dad from time to time to keep on the "straight and narrow" with doing school.
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