TT's Algebra 1 is an average text--but it does a great job at teaching the material it does cover--so your son will be just fine if he uses TT. I know I'm at the center of much of the TT confusion--and I did not set out to confuse anyone! I just gave my personal opinion of what this program was lacking. My main concerns were about the material covered (or not covered)in their Algebra 2 program and the rigour of their Pre-Calc program. I suggest letting your son complete TT Algebra 1. While he is working Geometry have him review his Algebra 1--using another text or a program like ALEKS. He does not--and should not have to redo a whole program. I recommend this type of review for most students who are working a Geometry program between the Algebras. By using a second text to review from the student will gain the experience of seeing problems worded differently--and may even find a different method of working some problems that makes more sense to the student.

The ORIGINAL Saxon 8/7 (no edition number on spine) was lacking in the introduction of Algebra (unknown variables)...but there are few of these OLD older editions around. The other editions are just fine--not worth the arguing and confusion.

Saxon 8/7 is a Pre-Algebra text. 90+% of the material in Algebra 1/2 was covered in the 8/7 text. This makes Algebra 1/2 the optional 'growth year' text. If your student finished 8/7 strongly (90% or higher on tests) then they are ready for Algebra 1. If they finished in the 80% range I would review a bit more before moving on--or if you move on do it with caution. If 'I' had a student who finished in the 85% range or lower I would definately go with at least a quick run through of the Algebra 1/2 text. It is really important to have a strong foundation before moving on to Algebra. After lesson 30 or so the Algebra 1 text gets tough!

Personally I do not trust the textbook reviews on Amazon. If you want to use an 'older' edition then purchasing from amazon.com or half.com (or similar places) is fine. Any 'older' edition after 2000 will have current graphing calculator helps. Since Lial has many choices at the Pre-Calc level, I would suggest purchasing the text first and then using it to find the isbn numbers of any supplements you think you will need. If you would like the newest edition then purchasing through the publisher is usually easier and may be cheaper. The texts are set up the same way the Algebras were--answers to odds in back as well as all chapter reviews and test answers.

We took in our (former) neighbor's old horse right before Christmas. We had to have some land cleared, fence installed and a shelter built. I'm very pleased with our shelter. It is 20X20 and has a 12X14 'run in' shelter for the horse--the rest is hay and tack storage--sort of an "L" shape around the run in part. We used rough cedar posts for the corners and center shelter supports. The rest was framed with 2X4's and 2X6's. The top and sides are made from corrugated tin sheeting. It is just over 10 ft high at the run-in opening and slants to 8 ft high on our side (for drainage). On the inside we have cedar posts with coral boards (with removable plywood for a wind break) separating our part from the run-in. This division is about 5 ft high--and I can easily feed the horse over it--or under the bottom coral board. If you are just looking for a run-in shelter then you can get away with a 10X12--but 12X12 would be better (I REALLY like our 12X14--especially on rainy days like today!). Jack (our horse) used to be sheltered in an 8X10 and it just was not big enough to keep the rain off. For a 10X12 you could easily get by with a simple 3 sided frame (use 2X6's or larger for corners and center support on the long side). Add a few more 2X4's and then nail/screw some metal sheeting (inexpensive) for the roof and sides. The sides are about 6 inches below the roof for ventilation. You could make a 'portable' shed by building the frame on boards instead of setting posts. Our shelter opens to the south--because most of the bad weather comes from the north around here. Because our ground is solid rock the posts for the shelter were set in concrete. I googled 'horse run-in sheds' and also just 'run-in sheds' and had several hits on designs and plans.

Tamiflu usually causes GI issues. DD had vomiting and 'other' issues too. It usually lasts 1-2 days--but the flu without treatment can last 2 weeks!

I've used Lial's with students on a variety of levels. My own dd is NOT a mathy person (pretty much math-phobic). Like Michelle in MO said, it is EASY to break the lesson into daily chunks (This series was designed for block scheduling). I only assign the odds (except for Chapter Reviews and Tests where I assign ALL problems). Each lesson takes 2-3 days to cover. The lessons are VERY fluid--each section flows into the previous section... Basic College Math is the Pre-Algebra level text. Introductory Algebra is Algebra 1 Intermediate Algebra is Algebra 2 I suggest using the older (2001 is NOT that old!) 7th edition texts. They are nearly identical to the 8th edition--and there are only MINOR changes between editions. With shipping a 7th edition text in 'new' to 'like new' condition should run around $10 including shipping! The text is all that is needed to start--other supplements can be found as needed.

When students come to this part of Algebra their ability to organize their problems--on paper and in their heads--becomes critical. I'm currently working with several students going through these same concepts. Much of it comes down to BASIC 5th grade math--and fractions. Did your student really understand the HOW and WHY of fractions--or did they just follow a pattern? Somewhere along the line your son missed some important information--a tiny piece or two--and they just can't put a finger on what it is. I promise you this is NOT a curriculum problem. This is conceptual. What I suggest is finding an experienced math tutor to work with your son for a few sessions--it should not take more than one or two to cover this material. The tutor should be able to ask your son a few questions--observe him work out a problem and then they should be able to note any flaw(s) in his logic and then help correct it by modeling and/or reteaching. The issues your son has with factoring are (most likely) due once again to tiny pieces that he has missed. It is sooooo easy to drop a negative here and there... but there are also ways to check your work when you factor... Feel free to e-mail me if you would like some more suggestions or if you would like me to evaluate some of his work (missed problems). I be happy to give you some advice on what to go over with him. I also have a neat method of factoring trinomials (quadratics) that makes them so much easier to do. snikrepj @ gmail.com

Students can become overly dependent on any program--in other words this is NOT a Saxon issue. Your daughter just needs some exposure to different problem types/wording/application. As with ANY student who will be working Geometry after Algebra 2, I suggest reviewing Algebra 2 at the same time--this does NOT mean working a complete Algebra 2 program--it just means review. Programs like ALEKS are great for this--but you can use just about any other Algebra 2 program too. This will also expose your dd to new and 'different' ways of working problems that she is familiar with. Allow your dd to work the problems using HER method of choice. If you decide to use a textbook (like Lial's for example) then your dd would start at the beginning--she reviews the lesson and works a FEW problems--concentrate on the word/application problems a little more. With Lial your dd could just work the Chapter Reviews--going back in the text as needed for more practice. Most of the material will be review--and that is the point! After the Geometry/review year (much of Geometry will also be review) your dd will be able to go into any Pre-Calc program--and she should feel very confident because of the review.

I'm not saying that she handled it in the right way...BUT... It is absolutely AMAZING how many times our nursery/children's rooms have been cleaned and organized by staff one day (in preparation for services on the weekend) and then the next day the rooms are a total DISASTER area because someone decided they would be a nice place for their children to play while they had a meeting or an errand at the church...and the majority of the time those people DO NOT pick up after their children. Unfortunately we have had to install locks on the majority of our children's classrooms and ALL nursery rooms. We do have a sign up sheet posted--so if a room is needed it is EASY to get a key with a simple visit to the church secretary... and the person signing for the key is then responsible for cleaning the room afterwards. We still get several complaints each week about the rooms being locked...but when materials/supplies and toys were being taken/broken and the rooms left dirty we had no other option. My classroom is the only room left unlocked--it is the largest room in the childrens building and there are meetings in there nearly every day. I cannot leave ANYTHING in my cabinets because they will be used/destroyed during the week by mostly bored children looking for something to do. I have even walked in on a PARENT going through my supplies for projects to keep their children busy. I've had to delay or cancel Sunday School projects because of this. OH, I also think the Children's Pastor must have been having a bad day--and I'm willing to bet she was not talking directly to you (on a personal level)--but she was just voicing her frustration. Please allow her some grace--and if you cannot do that then please speak directly to her instead of venting around others.

I place a pork roast (butt) or pork trimmings (carnitas) in my crock pot. I pour about 1 cup of BBQ sauce on top and cook all day on low--or overnight on low. Occasionally I will add a sliced onion to the pot--remove onions before shredding. I drain most of the liquid off and then add another cup or so of BBQ sauce and then use 2 forks to shred the meat. If I decide to make this after lunch for dinner that night I will put the pork in my crock (it comes out of the metal 'pot' part) and bake in the oven at 325 for 2-3 hours or until tender. (I usually set it on top of the BBQ sauce and I try to remember to turn it over half way). I've never messed this up--we have it once every 2 weeks or so.

My plan is to set the 'stage' for the Last Supper. I will place comforters on the floor (maybe some pillows too) for the kids to 'recline' on. I will have crackers, cheese, juice and some fresh fruit set out on platters. Before we 'eat' we will talk about Jesus washing the disciples feet--and we will have a few 'foot washing' stations in the corners of the room. This will be a serious moment. Next we will pray for our food and then serve it up. While we are 'eating' I will read from the Bible about what really happened and what Jesus said. We will talk about the 'elements' but we WILL NOT do communion (although my children's pastor said we could). Hopefully this lesson will foster a greater understanding of communion and the symbolism Jesus used that night to teach his disciples--and us! This is for 2nd -5th grade.

I also have 'big' babies (others were over 9 pounds at 38 weeks). My middle dd decided to come early. Recovery from delivery was SO MUCH EASIER for me! Her lungs were about 80% developed. We went home the next day. We did have issues with her being too sleepy to nurse--or even bottle feed. She DID NOT open her eyes until her due date! Preemie diapers with the belly-button cut outs came up to her arm pits! She did catch RSV at 8 weeks--her lungs still had NOT matured and we had a LONG hospital stay then...but she was healthy at birth. I'm glad I did not have her at home...but we dd consider it an option. There can be complications with any birth--but when you know the baby is comming early....I would feel much safer with more support.

I have a neighbor/friend who will be bringing home her 2nd grade (advanced) dd. They have talked about homeschooling all year--but now is the time. I suggested deschooling or unschooling for the remainder of the year so 'mom' can get used to her dd's learning style while she learns about what curriculum is available. Besides reading TWTM, what are some of your favorite resources/curriculum for 3rd grade? She is very interested in learning more about classical education. Thanks a bunch!

Apparently it is some strain of the flu. No fever--but we felt horrid anyway! I remember having chills and sweats and thinking that the new thermometer was just not working... Hope you are feeling better soon...it lasted about 8 days for us here--hope you don't have the same thing!

Last year when my youngest dd turned 5 she "HAD" to have a princess party. The cake was very easy to make--I'd rate it for a beginner. I put lots of pretend jewlry in the pinata. We decorated fun-foam castle picture frames (kits purchased at Michaels). We also decorated 'princess' party hats. I made the bases out of posterboard and the girls glued decorations and stickers all over them. We did not do much more 'traditional' party stuff... the girls just played together and chatted while they decorated.

Most days I have eggs. I vary the way I cook them, but I make very nice omelettes with chopped celery, bell pepper and onions--and a bit of cheese. Some mornings I will have a wafer thin pork chop or steak (we LOVE wafer thin rib-eyes). To go along with it I add a small portion of fresh fruit. I really enjoy leftover chicken--grilled or baked for breakfast. Cold. I avoid heavy carbs at breakfast. I almost forgot about my hot tea--I NEED a cup (huge mug actually) of hot tea in the morning--usually decaffeinated and sweetened with Stevia if desired.

As I mentioned in previous posts I will be going to Uganda (Africa) this summer with a small team. We will be providing teacher training at a children's home (and to teachers in the surrounding community). My assignment is to write lesson plans--and then teach the teachers how to develop their own plans (focusing on manipulatives and similar supplements). My subject area is elementary math. They must use the national 'curriculum' as a base but it is VERY basic and this school hopes to be a leading 'college prep' school by the time the children leave. Teacher training there is about the same level as a USA high school grad--and they do not have any training on how to teach--just general subject knowledge. The lesson planning is the fun part for me... the HARD part is the fund raising that I need to do as the group I am going with prefers that you do not pay for yourself--but 'allow' others to help fund this vision... I have a close friend who suggested that I give cake decorating and candy making lessons for 'donations'. She has some friends who are very interested in participating. Now I need to find some creative way to 'market' this fund-raiser. Should I schedule a class/classes and list a suggested donation? Or should I just let the 'students' donate whatever they want? The cake decorating instruction would most likely be a 2 session event. The focus the first day would be on HOW to bake a moist/level cake and the secrets of a good icing--and then some practice on some cup cakes. The second day the 'students' would bring in a cake to decorate and we would go over some basics. (Character type pans and transferring patterns). Supply cost would be around $5 for basic tips and 'goodie bag'. The candy making class--is really a CHOCOLATE lovers class. Each student would make a chocolate basket (I'd like to hold this one before Easter!) to fill with candy. I would also demo other treats that are fun and easy to make with the same type of chocolate. Supply cost is around $5 for a 6 inch basket (close to 1 pound filled). Anyone who knows me would testify that I LOVE teaching--and that I hate charging for doing something I LOVE so much. I still only charge $10 an hour for tutoring--the same I charged 25 years ago! Any ideas on how I can promote these 'classes'--and the fund-raising aspect? Thanks for any input. PS-- My DH it is weird to teach classes that involve SUGAR when I can't have any sugar without getting sick (nice side effect is the 20+ pounds lost since October!).

taught by our very own WriterGirl (formerly known as Julie in Georgetown). It will be about a 1.5 hour drive...but it should be fun! DH will take our other 2 dd's (17 and 6) to our local 'Market Days'--a HUGE event around here (400-500 booths).

'Failure to Thrive'...it seemed like a funny label at the time. Yes, she was very tiny--but she was walking at 7-months (She pulled up on furniture at 4 months) and running by 9 months. She had advanced verbal and cognitive skills for a toddler. She wore the same size clothes as her little sister --who was 2.5 years younger!. We were told by the 'specialists' that she would just be small--maybe 5'. Well, she went through puberty at 12 and then grew 7+ more inches--she is now 17 and is only 1/2 inch shorter than me...and I'm not sure if she is finished yet! Anyways...I do not buy in to the 'only grow 1 more inch after puberty' business... Personally I grew 8 more inches! I think it is more genetic.

You are contagious for one week after you start antibiotics. Coughing can last SEVERAL MONTHS--it is also known as the 100 day cough--I coughed from November 1 until February 10th or so--but I still cough nearly every day at least once. Coughing does not mean you are contagious. I had 2-3 weeks of misery--the most humiliating cough--coughing until you wet your pants--coughing until you wet your pants and lose your lunch...very little sleep. My children were put on antibiotics--even by their Dr who RARELY prescribes them (he did NOT hesitate!) and they showed no symptoms. DH chose to have a lab test instead (this is EXPENSIVE) he did not have it. I was vaccinated as a child and my children are vaccinated (selective and delayed). My youngest received her booster in October--My oldest dd had a booster this past summer. Middle dd has not had a booster since she was 5. She took the antibiotics but developed a cough--Dr said she probably had a mild case. Her cough lasted about 7 weeks and was 'nothing' compared to mine! I had to give our health department a list of people (and places) I had been in contact with--I also had to notify my family out of state who we visited when the cough was in the initial stage--that was fun!:(

Central Texas--between Austin and San Antonio--in the 'hill country'.

My girls are more auditory. I just spelled it out to them and they corrected if needed. If I would have written it out they would have been bored silly...and it would have taken much longer. This program worked wonders for my girls!

I have upper cabinets that are 5 ft high. I have one 24in section filled with mugs--top to bottom! I have new mugs on the counter waiting for me to find a place to put them. I have mugs over flowing into just about any and every shelf in my kitchen! I like choosing a different mug every morning--depending on my mood at the time. Today I chose a mug from a science museum. I also collect Math texts--I've only ordered 2 since Christmas--but last fall I did sell/give away quite a few. I'm sure I have boxes and boxes of them in my garage too. I used to collect crystal figurines--but that is an expensive collection and DH and I decided to stick to mugs for a while (he actually purchased the mugs I have on my counter as a 'just because' gift). BTW the mugs are for hot tea--not coffee---YUCK! My oldest dd drinks coffee and she has her OWN mugs so she does not contaminate mine! Right now I have some Rooibos tea brewing in my science mug...maybe drinking African teas will help me get mentally prepared for my trip to Africa this summer!

Many 'worthless' education classes--learning to teach during student teaching...I went against the grain at the time and took content area course for my electives--this actually kept me from getting a teaching job my first year out of college. I had too many math credits for a 5th grade math teacher! I've taught elementary special ed (EMH self-contained), Jr High Math and Science and High school Math and Science. I've also homeschooled for nearly 9 years! I must add the invaluable experience of being a private tutor for the past 25 years--it has taught me HOW students think about Math--and has made me a better teacher. If your dissertation will be based on elementary ed. then I think you have chosen a great topic. When it comes to Middle School and High School teaching the waters have been muddied by the 'No child left behind act'. Teachers must now IGNORE the text books and especially in Texas, they are only allowed to teach from the state objective list. Every lesson they present must be directly tied to a state objective. Unfortunately the state's objectives were not written by educators! The objectives are also 'incomplete' and do not represent a well-rounded curriculum. While the objectives were originally designed to prove/show that the teacher had taught the curriculum effectively--school officials have seriously LIMITED actual teaching because test scores are linked to $$$$. The best teacher in the world is now being limited. In Texas this is one of the main reasons why teachers leave the profession--it used to be lack of preparation--but not any more.