I am still in the fill-the-totebag-with-all-of-the-books camp when we do school-on-the road--an "everything and the kitchen sink in case you need it" kind of gal. Also, I think that maybe I have "resell value, resell value" too much ingrained in me to cut books apart. (Although in reality, it seems that I am holding on to an awful lot of educational materials that I am not using and still not reselling.)

Typically whenever my youngest daughter puts her leftover cup of milk in the fridge. One of us generally manages to knock it over, requiring us to actually wipe it--and the numerous other unidentifiable objects in the fridge--up. It used to occur fairly regularly, which made for a consistent cleaning schedule. Slightly changing the topic, I've found cleaning the fridge easiest if I just do one shelf at a time, starting from the top down. Maybe you all have always done it that way, but I grew up emptying the entire fridge at once, and it seemed an overwhelming task.

We use Rod & Staff as well, and I have really liked it; but I have noticed what you explained here about the advancing difficulty level. I have observed in my own children that they don't seem to truly grasp the concept (whatever the concept being taught is) until they have to utilize it in their own writing or come across it in their own reading. So, in addition to taking longer to do one level and adding in the additional worksheets, you may want to consider creating some writing assignments that, coincidently enough :), require the use of the exact same grammar concept being covered at the time. Good luck.

I have to laugh--I reading your post as noises are coming from the end of the room. Turns out it is the sound of said laminated map slipping from its oh-so-beautifully-taped spot on the wall.

I love it! That lighter purple looks like the shade we are currently considering for my girls' room.

Three scenarios: 1) If it is something that someone told me about someone else, I usually try to look at it as gossip, since I don't have the information from the source. Generally, I see nothing to be gained by repeating "speculative" info, even to my spouse. (Although, if I think it may be helpful, I might follow up by approaching the subject individual and holding a conversation with him/her.) My experience has been that negative impressions formed by such "information" are difficult to overcome, even when the information turns out to be inaccurate. I would like to save hubby the effort of having to overcome such a negative impression (and wish that I didn't have to as well). When it appears to me that someone is on the verge of repeating negative info about another (for any purpose other than to solicit support and help for that person) I try to cut it off at the pass, because I don't want to hear it. 2) If it is information someone tells me about herself, and she specifically asks me not to share that information, I will respect that request and not discuss it with my husband (short of suicidal thoughts, etc. for which immediate intervention may be necessary). 3) If it is information share with me in my capacity as a leader in my religious community, I do not share the information unless I first obtain permission to do so. (Again, however, there is an exception for the case when immediate intervention is needed for the individual's safety and welfare.)

I completely agree with the earlier posts. Channel all your angry energy into providing a stable environment for those two children to at least visit--and invite them over more and more. Bless you for wanting to do the right thing.

I wouldn't worry if he doesn't yet remember the actual "symbols" for the numbers--is he understanding the concepts of six, seven, eight, nine, and ten? If I remember correctly, Ruth Beechick talks about the conceptual understanding vs. understanding the symbolic representations of numbers "6, 7, 8, 9, 10" (don't have her book right now to check--loaned it out), and, at this age, the "symbolic" understanding isn't really necessary. (Somebody please correct me if I'm remembering this wrong.) With my young ones, we have done what my husband calls "spoon math"--the little ones always love to help set the table and can figure out how many spoons they need, even if they can't put a number on it. When they've put 5 spoons on the table, they can figure out how many more they need for the rest of the family if they identify each place setting with a specific person. You can do this with just about anything you are doing--passing out cookies to everyone, slicing an apple into multiple pieces, etc. Good luck!

I love reading what others do. We are not incredibly organized in our approach, but, in general, this is how cleaning goes: DAILY Other than kitchen, chores are "supposed" to be done before breakfast or within 15 minutes after. child 1 in charge of kitchen--after every meal put food away, do dishes, wipe counters, sweep; bleach sink as needed. child 2 daily cleanup of shared kids' bathroom--put away anything left out, wipe all surfaces, swish toilet bowl, clean mirror (FLY Lady approach) child 3 daily cleanup of downstairs bathroom and mudroom--(FLY Lady approach on bathroom); put stuff in mudroom away, sweep as needed child 4 (5yo) empty dishwasher whenever needed and sweep whenever asked everybody--beds made and clothes put away before breakfast; asked to make sure all other stuff put away before each meal and before any tv/play time WEEKLY (they can pick which day to do this, Saturday morning at the latest) child 1 family room--vacuum carpet, blinds, baseboards, and all woodwork; child 2 front room and entry--same child 3 upstairs hallway, balcony, and bedroom (they all share one bedroom)--same child 4 (5yo) empty all garbages SOMETIMES We all grab rags and wash the tile floor in the kitchen when we notice that our socks are getting dirty. Or, when there is a spill, kids get a rag and wash that spot. Hubby washes windows. For laundry, the kids (all girls) have a hamper in their room into which go all dirty socks and underwear. When they run out of clean, they put in a load and wash it. (They come get me to pour in the bleach.) Other laundry also gets done eventually. Mom and Dad have their own laundry hampers, which I take care of as they get full (whites, darks, and everything else). Mostly the older girls (13 and 11) put in a load of kids clothes here and there when there is something they want to wear that is not clean. 9yo always puts her soccer clothes in to wash and often does loads of bathroom and beach towels. I take care of dishtowels and rags. I usually take clothes out of dryer and spread them out in a pile in the hallway in front of the bedroom door, and kids put their own clothes away. I admit that with this "system" we often get a pileup, but, in some ways, I think it helps create the "need" for my kids to do their own laundry rather than relying on me to do it for them.

We started today, too. 11yo dd was done with everything by 12:30 (math, literature, history, composition, vocabulary) and said it was "the greatest day!" She was thrilled with herself for working hard and "getting something done today" after much of the summer off. She even philosophized a bit on the value of working to accomplish something vs. sitting around all day--YEA!!! 13yo dd, OTOH, has been sick all week with a chest cough and had a LOT of difficulty thinking clearly. She struggled through her algebra, getting hung up on how to compute 22/7 x 28 x 28. I sent her to take a nap, which she did for a large part of the day. She was worried about getting behind, but I told her that we would just call today a "sick day" and move on when she felt better. 5yo dd has been telling me she wants to go to kindergarten like her neighborhood friends, so we called today her first day of kindergarten and tried to make a grand time of it: painting easel out and well used; story time snuggling with Mom, some science reading, and handwriting practice; addition with stuffed animal trains; then outside to paint rocks.

Oops, guess I double posted-sorry, I'm new to this board.

Memorizing the definitions of the parts of speech--by way of the definitions and repetition in First Language Lessons--was one of the most valuable things my children have done to help them with their subsequent grammar work in Rod and Staff. I don't know that I would specifically purchase the book for a 7th grader, but if you could borrow a copy for a quick and painless introduction to the parts of speech, I would do so. (It is geared for 1st and 2nd grade level, so the approach is very nonthreatening, and, I think, would be beneficial even for older students who don't have that background.) Just an idea. Grammar Rock is also a fun review video.

Although I love math, my 8th grade daughter--Algebra I level--does not. I am thinking that she might benefit from instruction from someone other than me on this subject right now. What has been your experience with the "Ask Dr. Calhoun Math" DVDs? I'm also looking at Teaching Textbook and Videotext Interactive and would appreciate any info/feedback you all have with any of these curriculums. TIA!

Although I love math, my 8th grade daughter--Algebra I level--does not. I am thinking that she might benefit from instruction from someone other than me on this subject right now. What has been your experience with the "Ask Dr. Calhoun Math" DVDs? I'm also looking at Teaching Textbook and Videotext Interactive and would appreciate any info/feedback you all have with any of these curriculums. TIA!