Cosmos
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Posts posted by Cosmos
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Mara Daughter of the Nile.
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Eliminate talking about "good at math" or "bad at math" ever for any reason.
Work problems with him and model appropriate responses to frustration. "Whew, that's tough and it's making me feel frustrated. I'm going to take a breath and pet the cat for a minute. There, now I'm ready to try again."
Praise him for tenacity on hard problems rather than quick answers on easy ones. Make sure he understands that the easy problems are fine for practice but it's when he comes to the hard problems that the real learning happens. "Wow, this looks like a hard one. I bet we will learn so much doing this problem, don't you?" and "That was fantastic! Look how hard you worked on that problem. Thirty minutes on one problem -- you are really learning determination."
Encourage math exploration as much as possible. Say "I wonder what would happen if . . ." and encourage him to do the same. Don't just solve a problem and move on. Challenge each other to find as many ways to solve it as possible. Do fewer problems. One problem fully explored for 30 minutes is a great math lesson for the day.
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Common Sense Media Digital Literacy curriculum
If you click on the scope and sequence you can find individual lessons, organized by grade level, on internet safety, privacy and securty, cyberbullying, digital footprint, etc.
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I never take notes actually *while* reading. I complete a section or a chapter, then look back and write my notes on it. My ds does the same.
Ds is just this year in 10th grade getting pretty good at writing efficient but thorough notes from a textbook. So I think it takes a long time to get good at it!
After your child has finished reading a chapter, ask him what were the main ideas or points. Then ask him to write each point and several details for each one. Cornell style works well and you can experiment with other methods. Ds has found it's best to focus his notes on the ideas -- new vocabulary (common in science books) goes on a separate page. When ds started, I would take notes on the same section and he would compare them. They weren't very good at first and it took him a really long time.
As I said, it has taken him years to get competent. I didn't realize what a difficult skill it was, but it is, or at least it can be for some people.
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Maybe this falls under "internet safety" but specifically: avoiding identity theft, not sending naked pictures of oneself (everyone will see them and they won't go away), suspicious fishing emails and spam (how to detect if it's really your bank that's contacting you). I was also just reading about an online dating scam where the lovelorn are convinced to spend thousands of dollars on their new online "girlfriend/boyfriends."
Also, don't join ISIS. (I hear it's a thing now.) Also, don't post racist or inappropriate comments publicly, even though you are only joking and everyone knows you aren't a racist, blah blah. Did you hear about this story?
Ugh, the internet is scary.
Yes! Those are all good things. And things I might forget to specifically mention. I need a checklist! hahaha
Check out Commonsense Media's Digital Citizenship materials. They cover a wide range of topics, including identity theft, cyberbullying, and effective searches. It's not perfect and the lessons are sort of "school-ish" but it's a great starting point for that list of skills. And we did do a number of their lessons at home, adapting to a casual/home environment. The lesson on spotting the internet scam was a lot of fun. And the cyberbullying videos are really good because they are real kids telling their stories. It's a great resource.
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I live in a rural area with smallish schools and the big thing here is a community theater musical that all area high school students can participate in. Some of the schools have their own drama programs as well, but I think some of them don't. And none of them put on as big a show as the community theater. There are at least five or six different high schools represented, so the homeschoolers don't stand out too much. Everybody has to get to know each other at the beginning.
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I don't mean to be pushy, but if some of you aren't working on this, do it. Two of the three schools we are working with close their registration in TWO weeks. If you are an old pro at this, then never mind.
Ds is planning to take calc AB. I wrote to the guidance counselor who had helped us get him set up for the PSAT. She said it was way too early for them and to write back in April. On the one hand, this is a small town, I've interacted with her before, and he's not taking anything unusual, so I think it will work out fine. But on the other hand, waiting until April makes me just a little nervous. Trying to :chillpill:
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I'm so sorry for your loss, In2why.
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He loves his computer, digital art, and ping pong and that's about it.
These are extra-curriculars, if he spends his free time on them, does productive activities, and works to improve. ECs don't have to mean joining a group. (I do think all people need social interaction, but that's a different conversation. I'm just commenting that solitary ECs are okay.)
You could just encourage him to take the things he is already doing and be more intentional about them, perhaps tracking hours and especially setting goals to achieve.
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With DS2 and DS3, I can say in a soft tone, "It's not kind to hit your brother. Please be a kind boy and don't hit your brother," and the child will understand and comply (well, DS2 tends toward oppositional behavior, so he may not actually obey, but he understands).
But, DS1 would rarely modify that behavior with such a soft tone and gentle wording. I need to say, in an intense (not yelling, just intense) voice, "Do not hit your brother. Stop. Do not hit your brother. Stop. Do not hit your brother," in order to get him to comply.
What stands out to me is that the words you are using in these examples are very different. "Do not hit your brother" and "stop" versus "please be kind" and "it's not nice to hit". Maybe it's the words making the difference rather than the voice. Have you tried using the direct words but without the intense voice?
It sounds like you've already really explored this and I don't have a lot experience with ASD, so please forgive my intrusion into the conversation. I just thought I would mention what I noticed on the small chance that it might be helpful for you.
I do understand your frustration. Not the same situation but I know the feeling of not being able to parent the way I wanted to because it didn't work for my child.
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That was cool.
Question for the more knowledgeable -- why is the example of the Heike warrior crabs described as artificial selection (rather than natural selection)? A predator has a preference for (or aversion toward) a particular phenotype in a prey species, and consequently a difference arises in the reproductive success of the prey species individuals expressing or not expressing that phenotype. In this case the predator is the human fisherman, and the prey is the crab species. But the humans aren't breeding the crabs.
Or is any interaction involving human actions automatically defined as artificial?
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No, sorry. He is learning Mandarin. :thumbup1:
I think the subject matter of Camus will make him consider it a harder read. Just because it will take motivation to deal with the kind of topics that Camus attacks. So maybe more dystopian or adventure or humor or sci fi. I'd love to give him Game of Thrones but its a bit OTT for my tastes to give to a 15 year old.
He enjoyed the Science Fiction Hall of Fame, and Woodhouse, and Day of the Triffods, and Count of Monte Cristo. All of those he would probably say were fun books in his eyes. He did really love House of Leaves. Even Tinker Tailor Soldier and the Spy seemed easier because of the content rather than the ease of the language/techniques of the book.
My ds has similar tastes for his free reading, so I asked him for ideas. He suggests: Heinlein, Arthur C. Clarke, Michael Crichton, and all of Jules Verne. He also mentioned Lost World by Conan Doyle in case your ds hasn't seen that one yet.
And if you haven't seen Ready Player One, it's a hugely entertaining dystopian. Especially for children of the 80s and/or video game enthusiasts. My ds is neither, but he still loved it. I wouldn't call it school reading by any means, though!
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The only thing I know about U Penn is from visiting as a tourist. It has the most drop-dead gorgeous campus I have ever seen. At least some sections are incredible old buildings and ancient trees with pedestrian paths winding through it all. I wanted to drop my sightseeing and find a library to curl up and study in. Just beautiful. A little oasis in the middle of a big city.
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Daily Time: 4x per week:
40min discuss literature/film
40min writing instruction/analysis of models/outlining
50min composition
1 hr everyday for literature
Weekly time
Film - 2 hours per week
serial literature - 2 hours every week
In addition, we are remediating some sort of dysgraphia, so he will dodictation 30 min 4x/week
type 30 min 4x/week
Wow, do you have more hours per day in NZ?? ;)
That comes out to four hours per day for English skills. With that much time, I'm sure you'll accomplish a ton. How are you fitting the rest into 2 hours a day?
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Sounds like a good plan to me!
And then in 12th (if he stays home) he could do diff eq and one more class without losing IMO eligibility. Is that right?
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Are your kids getting lots of emails from colleges all of a sudden? Ds has received at least a dozen starting some time yesterday. I'm guessing it must be from the PSAT based on the timing (and at least one mentioned the PSAT in the message), but he thinks he checked a box NOT to share his info. Do they honor those requests?
He took the SAT in December and the ACT last June, but this is the first time he's received these communications.
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So the class is actually half algebra and half analysis? Interesting. I bet he'll really like the algebra. It was the class that turned me into a math major!
Linear algebra will probably be easy for him, especially with the groundwork laid by AOPS precalc.
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Could he do programming and/or mandarin at the university instead of math? That might get the social part in plus ensuring it happens without crowding the math. Sorry if you've already explained all this.
It's too bad linear algebra and Calc 3 are both in July. It would be great to do one in January and one in July.
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Are you saying they don't have Calc 3 available in January 2017? Normally calc is done before real analysis, but if that's when the classes are and he has the prereqs, why not? For reference, I did Calc 1 in 11th grade, then did no math for 1.5 years, and then did a couple of weeks of study at college and placed into Calc 3. It was no problem for me, so for your ds I bet it wouldn't be either.
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In our area because of state testing, some schools nail it down in December before the holidays. They take a few in January if there are slots remaining, but by mid-January their packet is sent to the College Board and that is that.
A few do February, but that is the exception, not the rule.
In 2014, I waited until March because that's what the College Board website said. I already had my list of AP coordinators. WRONG!
Thankfully my last one is taking two AP's that are very common, but the local high school said to call a week after the PSAT to get on the preliminary list, and then registration is in early January and requires that we come in person.
I wrote to our local high school yesterday, and she wrote back that it's way too early for them. She asked me to write back in April! I was surprised after everything I've read here, but we're in a small town and I have already interacted with her getting ds registered for the PSAT. It makes me slightly nervous to have to wait, but fingers crossed, it will be as easy and uneventful as the PSAT.
Ds is NOT taking an AP approved course. It didn't occur to me that that could be a factor. Why would the school care?
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My college only gave BA degrees, no BS available.
Same at my college, which was a small liberal arts college. I was accepted to all the grad schools to which I applied, and I don't remember anyone ever even mentioning the fact that my math degree was a B.A. The reputation of the college and its math department are far more important than which letter appears on the diploma.
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I wouldn't require theater. But I would make presentation skills a required part of education. Lots of ways to explore different aspects of this -- public speaking, debate club, theater, etc. 4H is an activity that incorporates presentations. So is Model UN. These don't all touch on the exact same skills but they're all worthwhile activities and would appeal to different kinds of kids. If a student doesn't want to do any of those activities, you can also just incorporate oral presentation skills into your regular coursework.
Anyway, I explained the benefits of these kinds of activities to my ds and strongly encouraged him to do *something* of this form. He decided to try theater and it turned out he loves it. He's at first rehearsal for a new show today. He does some oral reports for school as well.
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Yay!!!
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I would make campus environment a consideration. Does she want an urban setting or small-town/rural? Big campus or smaller? Cold snowy winters or slightly milder winters?
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HS in three years - how to finesse transcript?
in High School and Self-Education Board
Posted
I don't see why you would need to retroactively make her 8th grade year into 9th grade. It wasn't. It was 8th grade. This year is 9th, next year is 10th, and the year after that is 11th. She wants to graduate after 11th grade. If she can make the credits work then she can do that. There is no need to change the grade numbers.
If it's important for some reason that the year she graduates be called 12th grade (though I'm curious what that reason would be, as I can't think of one) then put down that she skipped 9th grade and went directly to 10th. This year is 10th, next is 11th, and the one after is 12th. (Or perhaps this year is still 9th but she skips 10th and goes directly to 11th.) But last year was 8th. Nothing you do this year changes the past.