razorbackmama
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Posts posted by razorbackmama
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Oh, it wasn't. LOL. It was in a "I can't believe you actually believe that!" tone. And again, these are people I knew for all of 30 minutes. I totally agree that homeschooling moms can (and should) be able to hold thought provoking conversations. But I guess it just seemed out of place given the situation...goodness, we didn't even know each other's names really!:001_huh:I see this as an interesting conversation. Homeschooling moms can actually hold in-depth interesting, thought provoking conversations. Sometimes I get tired of the bane, drivel of "what curriculum do you use" or the competative "my curriculum is SO much better than yours".I see nothing wrong with that conversation if it was all in an adult, let's discuss calmly, tone. I'm always interested in hearing what others think, know and have to say. I might end up deciding I don't need to hear anymore from that person, in the end, but I might have learned something along the way.
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Sigh. No. But there is a there is a tactful way to discuss things like that with someone you've just met and there is a tactless way. The person in the OP was tactless.So small talk means you aren't permitted to ask any questions or stat any opinions unless it's about the weather? -
We do not get the chicken pox vaccine because of ethical concerns (among others). However, we want our kids to develop the immunity to it while they are young, since the disease is harder on adults. I just found out that a friend of mine has shingles and is therefore contagious. What is the best way to expose my kids? We actually are leaving in a couple days to go out of town, so it's not like we have time to just go over and hang out with her for days on end. I know how the germs are spread from a kid with chicken pox, but what about shingles...is it spread the same way?
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Possibly, but I don't think so. The vibe I got was that they were all sharing new information with each other too and that they didn't know all THAT about each other. I was just flabbergasted that rather than talking about the basics, "Oh, so where did you move here from? What does your husband do?" etc., we were talking about huge theological issues (and more)!:001_huh:Was that an established group where people have known each other a long time? I've had similar things happen when I am new somewhere. If they've known each other and been talking together for a long time, they've moved beyond small talk. That does make it hard for the new person, though.
I think there is a way to discuss vaccines in a "small talk" way. The person in question in the OP did not do that.For me, at one time, vacines would be considered small talk. It's a topic. It's not discussing my in laws or my relaionship with my brother. I had a child react. It's a current issue. -
Personally, I'd do a twin bunkbed for the two youngers and a twin loft bed for the elder on the opposite side of the room. You could even curtain off the "office" part of the loft bed to give him his own space. Older kids tend to need their own space more than youngers.
:iagree:
My 3 older girls share a room, and my oldest has a curtain around her bed (bottom of a bunk) for privacy. It works great.
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I felt absolutely no difference with all 8 of mine. I'm jealous! LOL
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Oh, you mean, why am I browsing around on the WTM forums when it's 12:06 am and I should be grading things for school tomorrow?;)
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I've had an experience like that. I had lived in a very small town for a year or two maybe, but we didn't really know anyone (long story). I heard that the very few homeschoolers in town had a park day, so I went.
Keep in mind, I'd never met these women before in my life.
Within 30 minutes we were discussing (I use the term "we" loosely...it was mostly THEY...and me with my mouth open) eternal security, whether infant baptism was OK, and something else equally huge...it's been about 10 years so I forget what it was.
I kid you not, I went home that night and flat out told my husband that I was done trying to make friends in that community. Do people not understand the concept of SMALL TALK anymore?????:confused:
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Drat those were the two I was going to recommend!:001_smile:
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Oh goodness no they aren't receiving the help they need in school. They aren't being left behind, but that's because they are just passing the kids through to the next grade without doing anything to help. It's an extreme case, but one student she tutored had graduated from high school and could not read. Period.nclb mandates that they receive the help they need in school. Is that not happening? Or is she trying to sell more help, privately?
This is how I feel as well, and I think, ultimately, how this tutor feels as well. I think that's why she asking for my input...how might she go about tutoring these kids in such a way as to have it be "worth" something? I don't know that it's actually possible, for the reasons you stated. When we talked I told her the most that I could come up with was an elective of some sort.There are a million reasons why a student would need remedial instruction-- not limited to: Learning disabilities, emotional trauma, poor instruction, unwillingness or rebellion of student...At the high school level giving credit for 'remedial instruction/tutoring' is like giving credit for 'Underwater Basket Weaving'... it would be a meaningless elective and would not fulfill the state minimum graduation requirements which contain SPECIFIC levels of instruction (core subjects).
Remedial instruction would be instruction in a core concept area.
Giving a student credit for remedial instruction in math (as an elective) would not make a difference unless the student could pass the ACTUAL core class (a true credit).
The student would not 'graduate' (receive a state diploma) unless the core requirements were met-- even if they have 1000 credits in Underwater Basket Weaving.
A student doing 5th grade math should not earn high school 'credit' for that level even if it is to their best ability.
For students with learning disabilities (and other documented situations) there are MODIFIED diplomas... but for a general STATE ISSUED diploma to be awarded the diploma would be meaningless if not set to a standard.
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That's exactly it and why she was asking me about it.:001_smile: She's not even sure if she and her partner will be able to come up with something. It absolutely kills her to not be able to help these kids, simply because they don't have enough time for "non-credit work." It's such a catch-22.If it really is about serious remediation of basic literacy skills, will take families a substantial chunk of weekly time and they are able to seemingly get by without it, it may be a hard one to sell. A student struggling with literacy is going to take longer to do existing schoolwork. The student may benefit from the tutoring most in reducing that time, but it is often hard to have people be willing to take on more for a longer term gain when they are getting by.I'll pass along the info. y'all have shared - you really have been quite a bit of help!
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How much time weekly does it take?
That's a good question.
I do know that for students without learning issues (as these kids would have, since they are seeking her out for tutoring), it is not uncommon around here for kids to spend 6 hours a day at school and then have 4-6 hours of homework every night. I'm thinking that it would be even longer for kids who struggle.
I actually think that is what my friend would be looking for...how much would she need to put together to "count" as a credit (or I guess a half) so that these kids and their parents wouldn't just throw away the idea of tutoring simply because they wouldn't get credit for it?
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If schools are giving the kids credit, I can't imagine much of a market for parents to pay for "more". (Not my way of thinking for my dc, but...)
They are though. They're willing, but then when they see how much time the tutoring will take, and then they don't get credit for it, they decide to skip the tutoring, since it will take time away from the work they DO receive credit for.
My friend isn't trying to figure out how to approach these parents and market herself...she is trying to figure out how to work with the situation, since the parents DO want help for their kids.
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While homeschoolers were included in her question, she was also referring to public schoolers as well.I think some homeschoolers get so caught up in making sure their kids are doing "rigorous" work that they make all the credits much harder to earn than they would be in regular high school.In most cases, homeschoolers have the freedom to award credit for things as we see fit. (Keeping appropriate records for things like college admissions--I wouldn't expect remedial reading to look great on your Harvard application, but I'm sure there are kids with stuff like that at large state universities.)
A few states are more highly regulated, require school district review, etc. Some people choose to regulate themselves by signing up for umbrella schools and such as well.
I think the answer for this specialist is to understand the homeschool laws in her state, and the specific umbrella programs her clients are using (if any), and see why the parents feel the kids can't get credit.
--Janet
These kids are SEVERELY delayed, not just trying to boost their scores. As in, it's not uncommon for her to work with a completely unreading high schooler.:001_huh::001_huh::001_huh:I have known parents who didn't hesitate when hiring a math tutor, especially if doing so meant their dc's would be able to take Algebra and/or Geometry in middle school, but would not consider tutors in other content areas. Math placement seems rather clear cut, but often in the schools locally the kids in those classes are doing their homework with a tutor. We have a wide assortment of math tutoring shops around and see them at the libraries and book store coffee shops all time.We do not see literacy tutors (with the exception of the occassional young elementary aged kid). Formal screening for gifted placement takes place in 3rd grade locally, and many parents will hire tutors for a couple of years before to boost their dc's performance on the ITBS/CogAT.
Based on what I have observed (take it for what it is worth), many don't feel qualified to tutor their own kids in math but feel they can support them in reading and thus don't contract out for it.
Of course, what I can't grasp is how these kids are able to complete content courses for credit when they are illiterate, but we're talking about the public school system here so....:glare:
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I don't remember NEEDING the TM, but it does have the pages reproduced with the answers(as opposed to just the answers). It makes it much easier to grade, but I think you could definitely go without it if you needed to.
:iagree:
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It might depend on your level, but we just finished our first CLE LU and there was a final test. What it didn't have was the two in between quizzes that the regular light units have.
:iagree:
I pulled a test out of 401 and gave it to her. Great suggestion!
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Managers of Their Chores is what you should get if you are more interested in the cleaning/upkeep side of things. It really, really helped me to organize and plan out what needs to be done when and by whom in my home. I revisit it every January when I assign out chores for the year.
:iagree:
MOTH does have a chapter on chores and such, but the vast majority of the book is about scheduling different things.
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She called me yesterday. Since she called after a LOOOOOOOOOOOOOOOOONG line of political calls, I was all set to chew someone out. But alas, the line went dead before I got connected to someone.
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I was talking with a literacy specialist friend of mine today, and she was telling me that often she'll talk with parents of high schoolers who really need tutoring to get their reading skills up to par, but because they are having to spend so much time on work for CREDIT, they don't, since the tutoring work would not be for credit. She was asking me if I knew how it might be possible to put together some sort of remedial work yet have this work count towards a credit of some sort. I told her the only thing I could come up with would be an elective of some sort, but even then I wasn't sure how it would look.
So I thought I'd ask the true experts...The Hive.:D Do y'all have any idea of how this might be possible? She is working with homeschoolers, public schoolers, and everything in between.
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We selectively vaccinate, and this one tops the BIG N-O list for us.
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I think this does help. And I think I'm seeing that maybe we just aren't far enough into IEW...he hasn't covered the 5-paragraph essay in IEW yet.As Crystal suggested, let AHL do the primary teaching. Follow the directions for writing as it is taught with MFW. Then use the MFW rubric to "grade" the essay.If needed, you can also "grade" the essay by using the checklist for a 5-paragraph essay from IEW. The IEW checklist checks for the essential parts that help with organization, sentence openers, and dress-ups.
The IEW checklist would act like a safety net helping to fine-tuning the details in paragraph construction. I think you can see nuances of the IEW checklist within the rubric from MFW, yet you might feel more comfortable using the checklist from IEW if it is more familiar to you.
No, I definitely knew that both would be too much.:)If you're talking about completing the writing assignments from AHL as well as assignments from IEW (example: Level C or something similar) then that would probably be a lot of writing. I'm not sure that much writing is necessary. From our limited experience, the papers in MFW are trying to teach quality of essays over quantity of papers written. -
No you didn't fail! I'm just not understanding, is all. I'm wondering if maybe he hasn't gotten far enough in IEW (he's just finishing up SWI...he hasn't done the SICC yet) to be able to pull the instruction from it to use as a supplement like you're suggesting. OR I'm just missing something.I hope they answer you.I remember using IEW before high school and to me it's doable the way I'm saying... but I guess the high school iew is too different from what I did with it.
oh well.. I tried. and failed. sorry
Please don't be offended that I'm hoping other people will jump in.:grouphug:
I didn't realize you had used IEW...I thought you had used Writing Strands before high school?
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I do understand what you're saying, Crystal, thanks!:) However, IEW doesn't work like that. At least I can't figure out HOW to do what you're suggesting, based on my experience with IEW.
That's why I'm hoping to hear from someone who has used IEW instead of/alongside AHL's writing.:)
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They write about 5 or 7 argumentative essays over the year with option to do more.
The first one is in week 1. The essays relate directly to the literature and worldview.
-crystal
Perfect example. These specifics are what I'm trying to flesh out in my head...would we just not do those assignments as they come up in AHL, and then pull from the "idea" of those essays whenever something similar comes up in IEW?:confused:
please no debate - chicken pox
in General Education Discussion Board
Posted
We are leaving to go out of town day after tomorrow but will be back in a week. After that we have absolutely no plans for Thanksgiving or Christmas.:D
I also found out after I posted my OP that 2 of her daughters haven't had chicken pox yet. So maybe they'll catch it from her and mine can catch it from them. That would certainly work out better timing wise because I really don't know that I have time to get together with her before we leave.:tongue_smilie:
But thanks for the info.! It sounds like varicella is spread differently depending on whether it's shingles or chicken pox, and that's exactly what I was needing to know!