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wendyroo last won the day on May 23 2013

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  • Birthday 02/14/1981

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  1. My 15 year old (with autism and ADHD) has always struggled with taking responsibility or initiative in his own self-interest. I tell him that high schoolers are doing things - robotics teams, fitness training, filming make-up tutorials, constructing duct tape weapons - but he truly can't envision a teenager willingly expending effort on anything they are not being forced to do. I'm planning to read some novels aloud to everyone over the summer, and I'd love to include a couple realistic fiction stories that center around regular high schoolers doing things that they find interesting or beneficial. I'm not looking for extraordinary stories of highly motivated kids solving world hunger or anything, just stories featuring kids who are invested in and choosing to participate in the school play or math competitions or mowing lawns to earn money to buy a car...kids choosing action in any direction over inaction. Do you have any book suggestions? Thanks
  2. I’ve heard that it is 1) super duper easy and in a game format and 2) doesn’t cover many of the standard biology topics to the point many questioned if it was even worth a high school credit. That said, we are planning to use it for Peter who is not interested in biology at all. He is going to crank through it as quickly as possible and we are going to pay for the credit - because I want ASU to certify that it is worth a credit…even if I end up thinking it is far too weak.
  3. My favorite Spanish curriculum is the ULAT.
  4. If it is any reassurance, the 6th grader I wrote that previous post about is now a rising 10th grader, and he now reads a ton of "chapter books". He still loves graphic novels and manga and D&D books, but he also chooses to read thick biographies of Buckminster Fuller and tons of math books and titles like The King of Infinite Space (Euclid and His Elements). I did not think we would ever reach this point, but we did, with gentle nudging but not too much pushing or conflict.
  5. For what it's worth, this has not been my experience at all with public middle school or high school here. Our district has the philosophy of all work being done in class (except small amounts of homework in AP classes or for very occasional projects in other classes). In 6th and 7th grade, my kiddo had, maybe, 15 minutes of homework a week, and that was an optional online vocabulary game that earned him points to use in class. All homework, writing, projects, studying, etc is done during class time...that does not mean he actually does it all and gets it turned in, but they also have "flex time" each morning where teachers poke at kids who have missing work to try to get it done. So, Ting Tang, it might be worth a trip to your middle school to get a better feel for what that experience would actually be like. Here, it is nothing like what I was expecting from when I was in middle school.
  6. Have you had experience and success with outsourced classes with this kiddo? Not to be a Debby Downer, but my experience with outsourced classes, especially with middle schoolers, is that they are not all sunshine and rainbows. For us, they have often led to stress, conflict, shouting, arguments over what the teacher meant by "short answers" and whether that would necessitate capital letters, lackluster effort, missing assignments, scant learning, and complete apathy (from some of us 😉) about poor or failing grades.
  7. I think it was certainly helpful, though I don't know how much so. I think for my kids it was also helpful that they understood themselves. When they said the word cat, it felt different to them than when they said the word tat...even though to us they were indistinguishable. So when they would work on Explode the Code, they would often sound out the words and phrases aloud to themselves, and even if the words and phrases did not sound correct to us, it would allow them to hear the correct words and pick out the matching pictures to show that they were properly decoding.
  8. All of my kids started reading when they still had significant speech delays. They were able to make most of the easier vowel and consonant sounds, but they still lacked many, many sounds. First we focused on phonemic awareness of words they heard. Like HomeAgain suggest above, they would point to letters to indicate what sounds they heard at the beginning, end, or middle of words I said. They loved using funny yes/no buttons like these to tell me if two words I said rhymed. Our goal was to ensure they knew the sounds of all the letters (and eventually the common consonant and vowel teams). Then I taught them blending only using sounds they could reliably produce. For us, those were the vowel sounds of short a and the oo in zoo, plus the consonants b, d, m, p, s and t. We hung out on this step for as long as we needed: blending with magnetic letters, blending by driving matchbox cars, blending as we walked on chalk letters, etc. Eventually they were able to confidently read all the logical permutations of those letters, both real and nonsense words (including nonsense words that sounded real like toom). Once they were solid on blending the sounds they could say, then we moved on to blending some of the sounds that they could only hear in their heads. There was no way they could produce the c/k sound, so we practiced words like cap that they could say parts of, but only hear other parts of. We had the All About Spelling Phonogram Sounds app, so they could try having it say the c, and then them smoothly adding the -ap themselves. It was a stop gap measure until they could hear and blend all the sounds in their head. All of my kids ended up able to read sounds they could not produce. In fact, eventually their reading helped their speaking a lot because it acted as a cue reminding them not to start cat with a t sound or that fish needed an sh at the end not an s.
  9. If not chapter books, will he reach for any books? My oldest, who is now a prolific reader, was very reluctant at that age to make the jump to chapter books. Really, for him it was not the length of the overall book, but the length of any given passage of text. He read books with snippets of text - DK encyclopedias, joke books, kids' magazines, etc. - but did not like books that expected him to focus on just text for multiple pages. Here is a post I made back then about getting him over that hurdle: My 6th grader is a little less reluctant this year, but last year he was still completely capable, but strongly opposed to novels with just pages full of text. Here are some things I used to scaffold him through the transition to chapter books: - graphic novels - "older kid" picture books (both fiction and non-fiction) with more words on each page - DK, Usborne, Lonely Planet Kids encyclopedias - factoid books like Ripley's or Guinness world records - Geronimo Stilton books - Short stories (we liked Avi's Best Shorts: Favorite Stories for Sharing) - X-Story Treehouse books - Basher books on all sorts of subjects - Who Was biographies - high-interest magazines - Larry Gonick books - Holling C. Holling books - The non-fiction Magic Tree House Books - Terry Pratchett's Dragons at Crumbling Castle
  10. Maybe. 😄 Kind of a Woodstockesque, free flowing, we make our own rules kind of vibe...but just giving the illusion of that while also being perfectly sanitary and within the health codes. If they think there is a market for that, more power to them!
  11. My current 9th (rising 10th) grader is a good, but reluctant, writer. If I assigned that in 8th grade he would have revolted. Writing from a "food's perspective" would have been regarded as ridiculous, patronizing, mumbo jumbo. If I asked for a straight forward, five paragraph essay about the digestive system, he could have easily cranked it out in two hours. HOWEVER, he spent nowhere near an hour a day on science. So those two hours of work would have been spread out over 3-4 days. Since my DS liked science, and decidedly didn't like writing, I avoided science writing assignments. We use Lantern English for writing. DS did "Choosing and Using Sources" at the end of 7th grade. In 8th grade he did "The Research Paper" which produced a 2000 word paper on the atomic bomb over 8 weeks, "Creative Worldbuilding" which only required 3-5 paragraphs a week, and then The Expository Essay 1 & 2 over a semester during which he wrote (with a lot of scaffolding) 6 three page essays (on topics of his choice) with sources and parenthetical citations. That was pretty much the extent of his writing. He chose to write on some scientific and historical topics, but I did not assign writing across the curriculum. Not by 8th grade, but, yes, in 8th grade. Prior to 8th he was using sources and producing bibliographies in MLA format. But 8th was when he actually learned to attribute specific writing to particular sources, use quotations, and stringently avoid plagiarism. This was all done by Lantern slowly and steadily.
  12. But what makes us think that management isn't deliberately managing it as they see fit? The assumption seems to be that the only two options are either 1) the server is breaking the established dress code and management hasn't cracked down on them, or 2) management is slacking off and hasn't established a strict enough dress code to start with. But what about the option that management is fine with what the server was wearing and doesn't think it negatively impacts the business they are trying to build? Maybe they think that type of clothing makes the servers relatable to their primary clientele. Maybe they think it establishes a friendly, laid-back atmosphere. Maybe they are courting younger clients and think that style will send that message. Maybe they are purposefully trying out a Seattle grunge aesthetic for the shop. In this thread we have heard of several coffee shops whose servers are dressed in bikinis. That is clearly a deliberate management choice that will alienate and drive away some customers and draw others in. The same as my local hair salon allowing/encouraging edgy clothes with profanity. Or a local kids' gym that has employees wear company t-shirts that prominently feature a biblical verse. For better or for worse, all companies send subtle signals about who they are marketing to. That kids' gym can't forbid my atheist children from participating, but they can let us know through music, decor, slogans and employee uniforms that we are not their target audience. That doesn't make their choices wrong or inappropriate.
  13. I'm not sure what nefarious deed you are accusing me of. I honestly did not even notice that two of my posts included quotes both from you. Two posts. It's not like I quoted you 15 times in a row anything. Actually, my first post in this thread included a quote from Catwoman, not you.
  14. A customer deciding not to visit is having a say for themselves. Just like a Muslim deciding not to drink is making a decision for themselves. A customer trying to insist that an establishment is inappropriate for a group larger than themselves because it does not align with their personal standards is, in my opinion, overstepping, just like a Muslin trying to insist that drinking is inappropriate for everyone because their personal religious views prohibit it. Obviously, everyone is entitled to their opinion about how the world should work and how the other 8 billion inhabitants should behave, but in my opinion, clinging to the idea that other people should follow your preferred (often arbitrary) standards is the definition of pearl clutching: "The practice or habit of reacting in a scandalized or mortified manner to once-salacious but now relatively common things, events, situations, etc." https://idioms.thefreedictionary.com/pearl-clutching It seems like your DS's girlfriend works in an establishment that has different rules than the one from the original post. That's fine, and isn't really relevant. I recently took my 8 year old to a hair salon that had a different employee dress code than I was anticipating. The stylist who worked on her hair was wearing a t-shirt emblazoned with the word FUCK across it. I think it is a very positive thing that if I has determined that salon wasn't a good, appropriate fit for us that I could have taken my business elsewhere and found an establishment that offered a different environment. But I would have considered it pearl clutching on my part if I had moved beyond "this isn't a good fit for us" to "this isn't appropriate because my standards of propriety are more important than the employee's or employer's".
  15. I used "Okay, Boomer" to refer to my own hypothetical attitude in my example that I got to determine what was appropriate for other people.
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