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Doodlebug

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About Doodlebug

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    Hive Mind Level 6 Worker: Scout Bee

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    Female
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    Coffee with a friend, reading, theology, being silly with my sister, home design, teaching children (not just mine), cooking, painting, chamber music, Elizabeth Goudge, good wine and the cocktail hour, orchids, nature...

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  1. It seems you feel you must respond even though it is causing you frustration. I'm familiar with some motives that produce that feeling... I want to be kind, to be loving, to prevent conflict, and sometimes out of concern about my mom's information resources. The absolute honest to goodness truth is that you don't have to respond to these kinds of emails. Where you are feeling a frustrated obligation to respond to your mom, that's the time I know I need to press pause and consider: she is an adult and I am an adult. We are both in full knowledge of the others' views. It isn't her job to police me. And it is not my responsibility to police her or her information sources. It really is more a boundary issue than a covid-19 misinformation issue. I'm not saying you should never engage covid-19 issues, but intimate relationships give us a front row seat to others' anxieties, and we typically have family patterns in motion that compel both parties to react in a certain way. It's okay to call intermission on engaging this issue with her. From personal experience, my absence in these conversations with my mom has produced far more thoughtfulness on her part than had we continued engaging in the same way. Wishing you all the best as you push forward with your mom! It is hard!
  2. I loved the practice problems provided in Foerster Alg 1. It allowed a student to work step-by-step, and that was helpful. Jurgensen offers "classroom exercises" before students launch into the written exercises, however, I'm not certain where I'll find solutions to the classroom exercises just yet. My solutions manual (1994) and teacher's edition doesn't arrive for a few days. My one concern with Jurgensen is the resources. Though they are available, it seems each resource has its pitfalls. We will make it work, however, that's my next step... to figure out what resources will be helpful, and where I'm likely to need to leap to a different resource. I am cringing at the amount of money I spent for the Jurgensen teacher's edition. Whew! That was painful. However, DS is insistent that our work together at the table is the best approach for him. And I suppose I've still spent less than 1/2 of what an online program would cost. So... My line-up of Jurgensen Geometry teacher resources thus far: Solutions Manual Teacher's Edition askmrh youtube videos --if these videos don't cut it, then I will consider subscribing to Homeschool Connections' Jurgensen Geometry recorded course. (Single Access subscription is about $12/month). Homeschool Connections Using this as a place to organize my thoughts! But if you have experience with any of these and want to share your experience/recs, I'll gladly take them!
  3. Yay for making a decision. Being a competent swimmer was a requirement of mine in early childhood, which meant lessons early on and participating in a recreational swim team for two summers -- so I understand why you would be locked in to that idea. If your daughter is a competent swimmer, I think that's something you can check-off and let her move on to diving (where she'll still be swimming). The goal I communicate to DS now is that he must do a summer sport. I really don't care what he does, but he usually chooses swimming for lack of a desire to run in the heat. LOL!
  4. I just updated my previous posting in this thread to reflect that there ARE updated resources in the pinned math thread specific to Jurgenson. Thanks to all those who updated and shared! I think Jurgenson it will be. 😉
  5. Thanks for the recommendations! In looking more closely at Jurgenson, it seems many of the video tutorials are no longer available (Duke's TIP program) AND the answer key isn't great. If I had the videos, I could make it work. If I had a great answer key, I could make it work. But to not have either? Yikes. ETA: I found updates to the Jurgenson resources in the high school math thread pinned at the top (specific to Jurgenson). Memoria Press Lesson Plans, Homeschool COnnections video tutorials, etc! I'm thinking this is the one!
  6. Yes! This is what I'm looking for... I'm just not sure which of the offerings fits that description!
  7. I'll start by saying I have reviewed the thread of available geometry curricula in this forum. Thank you for all of the shared wisdom there. It seems as though Holt, Jacobs, or Jurgenson may be the best options for us, but I thought I'd get your thoughts given our experience and preferences. We worked through Foerster's Algebra 1 this year and while we had an issue or two, I found it very easy to pick up and teach daily lessons with little to no prep. This is likely because the lessons are concise, the format is easy on the eyes (ample white space on the page), the printed answer key provides the work AND solutions, and we had the thumb drive from math without borders to help us where we got stuck. My DS is 14 years old and bright but has not yet declared any appreciation for math beyond "I'm so glad it's done." So, I'm not looking for an advanced math curriculum, but it has to have enough "chew" to it for my DS to engage with it. Foerster was great in that way. Any recommendations just jump out to you? Doodlebug
  8. I need to update my signature... He is 14, so entering 9th in the fall.
  9. Thank you for this. His exact words to me were, "I understand it. I am just done." I know he understands it because we've worked these problems together. I like the idea of reviewing the test and moving on. I'm probably going to rework the last two chapter tests to be more in keeping with the daily work. The chapter tests are way lengthy, which worked while motivation was in our corner... not so much now!
  10. DS has two chapters remaining of Algebra I (Foerster). Soooo close. However, since quarantine, I've watched DS's motivation and retention ebb steadily, especially in Algebra. I pushed in with him and began working at least 1/2 of each lesson to help him stay engaged with the work. He took chapter 12's test last week, which I handed it back to him 3 times because of issues with reading directions (provide the answer in simple radical form). I finally felt able to grade it to day, and it's not good. What would you do? Algebra isn't something I want to put away until the fall. But it's clear to me his head is not in a learning space (he's generally a good student). Any wisdom or words of advice for how to approach the teen quarantined brain? Doodle
  11. I don't think calling a formal time of death is required in most relationship scenarios. Reasonably healthy people understand the seasonal nature of casual friendships and give each other the freedom to move in and out of contact as circumstances dictate. Equally, I think we all move through phases with close friends/ family where we all need some space to grow. As I tell my husband, "I'm not saying I will never have a relationship with your sister. I am hopeful that we will find each other mutually agreeable in a future season." 😄 The only formal line I need to distinguish in the quiet of my own mind is: We can't be friends right now. In my experience, spelling it out was only necessary in a close friendship when destructive behavior was impacting me personally. Her mounting anger issues pounded on my vulnerabilities and that combination made the friendship an impossibility. I've found it's easiest for me to move on if I can acknowledge the part my own history plays... because we're all broken in some way.
  12. That's a really interesting response. "It's fine if we don't talk anymore..." She understood you. "...but we both need to be on the same page with that, so I need you to write me back and tell me what's going on" So your boundary is to happen on her terms, which makes it no longer your boundary. That is the problem speaking. Your boundary is not a shared item. You don't both have to be "on the same page with it." It is not unkind to let your actions do the talking, especially where words seems to be her playground, encouraging engagement. It is the only option she leaves you with. And that's why it feels awful. No one likes walking away from another human being. It is really sad and difficult.
  13. Honestly and with all the empathy in the world... I would rethink the need you're feeling to respond. I'm reading this thinking, "What a nice thing," you did. And in no part of my nice person soul am I thinking you owe a response. You were concerned. You reached out. This in no way obligates you to do the back and forth with someone who is in full possession of the facts and history surrounding your relationship. Let it go. That isn't ghosting. That's maintaining the boundary you established for this relationship. Actually, engaging this person after she has laid down an expectation of your timely response is absolutely the wrong thing to do. My vote is for don't respond. Make a response a few days from today, saying "So glad to hear you are okay. Stay safe!" And then, go back to your prior status with her.
  14. I began my DS in Latin in 4th, and then we did a spot of it in 5th, and began again in earnest in 6th. In hindsight, I should've waited. I've come to think of it this way... Beginning Latin prior to a strong foundation in grammar -- identifying parts of speech, parsing, diagramming -- can only be an exercise in vocabulary. Until students are using that vocabulary in a meaningful way (which requires grammar), it doesn't tend to stick nor does it maintain any special interest in the student. This is why the early Latin programs seemed like busy work to me. It was not meaningful work for a 4th grader. If I could go back and do it again, I would push Latin to 6th grade and go deep with English grammar in 4th and 5th. There is a very natural point with grammar where you and your student will say, "OK. We've got this. What's next?" I wish I'd known... because I believe that is the marker for beginning Latin. When DS said to our Latin tutor, "I would love to study Greek!" Her response: "Well why do you think you're studying Latin?" Latin, as one might expect, launches so many language ships... it is the connective tissue, so to speak, of western languages. Just my opinion as a homeschooling mom who loves Latin!
  15. Dh began working from home on Friday a week ago. Monday morning he chirped, “Wow. Youre really verbal in the mornings.” By Tuesday I was mad about it. 🤣 We’re figuring it out, though! The rest if the week has been far better.
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