I have a question about the quantity of work expected with History Odyssey Level III. DD is planning to do this for freshman history, and when I look through the amount of reading and writing required, it seems like a far more than 1 credit's worth of work (assuming one credit equals 150-180 hours of work). I am estimating each lesson taking more than an hour a day, and DD having to work five days a week at more than an hour a day on history alone. DD does like history and doesn't mind doing more than that for high school history. However, she will be spending more than 180 hours on math, more than 180 hours on history, and more than 180 hours on her biology class, in addition to the rest of her coursework. This all adds up to a whole lot more than 180 hours per class, leaving her with precious little time to pursue her own interests. On the other hand, this seems pretty typical. Is this 150 to 180 hours per credit complete fiction, and is the reality more than that per class for most? I'm starting to wonder how we are going to fit all this in and still leave time for her to sleep and pursue her own interests. Have any of you pared this down to be an actual 150-180 credit hours, here or for any other course, or do you just require completion of the book/program?

:rofl:

She should take up diving, as well. Female recruits for that combination are harder for colleges to come by. :)

If DD is special needs, a Western pleasure horse might be the best choice, because generally they are calmer and slower moving. She can always switch to an English horse later, and most horses can switch between English and Western. You might also consider a barn specializing in therapeutic riding, although those seem less inclined to let the rider tack and groom their own horses, so beware that.

That's a bit on the high side for lessons, but still within normal range. We started out with weekly lessons, and once DD got established, she worked at the barn doing farm chores in exchange for access to a horse for riding for pleasure. Your DD is a bit young, but in a few years, it might be something to consider. Ask the barn if there are package deals that allow a cheaper-per-hour price; most barns offer that. Ask for a barn tour and check to make sure the stalls are regularly mucked; there should not be an overwhelming manure stench, just a regular barn smell. Grooming and caring for the horse is an important part of establishing a good working relationship with the animal, so a barn that saddled and grooms the horse for DD and brings it to her like a valet in a parking garage should be avoided. It's important your DD do these chores on her own so she develops a bond with the animal, although the first few lessons, it makes sense to have the teacher/farmer do it. For this reason, I think a natural horsemanship barn is better than a barn that is just interested in sitting you or on the horse, or a jumper barn. Initially, you'll need a basic helmet (a decent helmet of < $100 gives you no worse protection than the $500 variety, BTW) and heeled boots to get started. Jeans are fine, unless the barn is snooty, in which case, find another barn. However, English riding is more comfortable with breeches instead of jeans (but that's a personal preference and not a requirement). If your DD decides to show, she'll need more particular clothes.

All of this. 1000X. A real hardship might give this girl some perspective.

If you are out and about in the world doing anything even remotely related to learning, I'd count that as a day and go for the 180 days option; I currently use a calendar checklist similar to the one mentioned above. I am not required to keep attendance data, but I do because it is so simple and nearly effortless, and I've got an attendance record if doody ever hits the fan for God-only-knows-what-reason.

I think 2 reasons: There is more acceptance of open and forthright questioning and differences in every area (not a bad thing, IMO), and it's very trendy to jump on whatever is in the news and pumped up as acceptable and common in the media (Bad thing, IMO).

A painting service, powerwashing service, handyman service, lifeguarding at the local pool/lake, gardening/lawn care maintenance that is not mowing, pet sitting/dog walking, messenger/errand service for the elderly. Don't discount babysitting; there are open-minded people around.l

My DS's troop (he's new to the troop) is also "boy lead", but does not seem to have the behavioral problems you are describing. But who knows what a longer time there will bring? We are new and I get info filtered through DH and DS. Ours also divvies up the boys via grade. In the case you are describing, the adults need to step in at that point, otherwise, why have adults there, you know? Maybe you hit an off night and should visit again, but if your gut says no-go, then no-go it should be.

DD read the first four cantos in 7th grade. There was nothing particularly objectionable there, but I wouldn't go any further (for reasons others have posted), and I'd save the full work for high school. DD was able to grasp the bit we read very well, and we had some terrific discussions. But we also I used a literature guide. IMO, a student with a religious, catholic background would have an easier time understanding the work without needing additional explanations. DD did need an explanation here and there.

I don't get it either, but I'm older than dirt and my kids tell me I'm out of it, so it might just be that, lol!

This was exactly my experience when I registered my kids for school. Now that that I know better that I don't have to provide a ss#, I would flst out refuse and they would've had to take a water bill as evidence of residency

DH and I paid for our own wedding; I did not expect our parents to pay. I do not expect to actually pay for either kids' wedding, but I will help out if asked or if it's needed.

College biology instructor here, so I'll offer my opinion. I would look at the following labs as important: A biochemistry lab, an ecology lab, a photosynthesis Lab, a microscope lab, a cell respiration lab, a genetics lab, a dissection of a vertebrate and invertebrate (virtual or real, virtual is fine), a botany lab ( plant structure), an enzyme lab, a cell transport lab ( diffusion and osmosis), some type of evolution lab (that could include evaluating fossils or working with the Hardy Weinberg), a bacterial lab, mitosis lab, and meiosis lab. Some of these (mitosis, meiosis, genetics, and evolution) would be suitable to a dry paper lab.

We have private schools around here that allow us to buy a class singly, or two classes, or three? Is that an option?

I agree with this! My DD is "behind" in R+S English because we started the whole R+S thing after we quit public school in 5th grade. But to jump up would be a huge leap and would make her English assignments really miserable. DS is at grade level, but only because I took him out of school at the end of third grade and started R+S immediately. R+S English is deceptive: it looks easy to jump a grade, but in reality, it is not easy for my kids at all. That is especially true if you try to jump from the 5th to the 7th grade level; huge leap there.

If possible, I think your DD should stay as far away from someone like that as humanely possible and don't get involved with them, and make sure they don't get involved with you. People like that just bring others down. When confronted by mean girl for no reason, look her in the eye and don't respond in any other way, except for perhaps a sneer or eye roll. You seriously need to drill, drill, drill into DD that this is a character flaw in this girl and not at all about DD. She must internalize and believe that before she can comfortably make eye contact with her (which signifies personal confidence) while at the same time ignoring her; it's a learned skill. She probably targets your DD because of her lack of confidence posture, so work hard on that. ETA: I think Katy, above, had great advice for squashing that little bug of a mean girl. But dishing back is a hard thing for the victim to do because they don't have the confidence to do it; that's why they are a victim in the first place. So work on the confidence and if your DD can dish back without sounding like a shrill victim, that would be effective, as well. I do not think mommy intervening at that age is going to do anything to stop the bullying. Confidence in your DD will stop the bullying, and she can't build confidence if mommy runs interference for her; nope, not at that age.

I actually wouldn't assume there's anything wrong with the Young kindly who couldn't read at the end of kindly. That seems perfectly with the normal to me.

Before the school can officially admit them, all students should need to take a basic math and literacy test. If they are not up to college level standards, they should be given a document to read and sign that tells them this, notifies them of their proficiency level, gives them an estimate of how much longer and more expensive college will be due to remedial, non-credit classes, and informs them of free/low-cost resources to bring their math/reading levels up to par. At least this will let them know straight-up what they are in for.

I had a student who couldn't multiply 7x7 in her head, and when I told her not to save her math reqs for the last semester because it might give her trouble, she said she had already passed her math courses! I asked her how, and she replied "They let us use a calculator". So I brought this up in a casual convo to an acquaintance of mine who teaches math at the same "college", and she said they should be allowed to use a calculator. I argued that if some of these kids are transferring their math credits to a 4-year institution, the class should reflect the appropriate level of math. She said it didn't matter because "most of these kids aren't going to set the world on fire, they're going to be stuck in a back room adding columns of numbers anyway". The problem isn't the students; it's the administrators and instructors at the high school level and college level that think math and reading illiteracy is acceptable.

An enclosed porch.

I pull privileges. I don't know if that's the same as grounding.

I don't think you are out of line for asking him to tone it down, but I also don't think you should expect that he would be changing and singing a different tune from the one he has sang his entire life. I also don't think swearing is the worst sin out there.

I don't object to group projects, but I do object to group grades. After all, this isn't a work situation where an account is going to be lost if a project fails, but this is a learning environment where kids that actually have mastered the material and the idea of group work should not be penalized because of those who can not do that. A classroom situation ( where students are not necessarily committed to that one class, nor do they necessarily feel the obligation to be there) also does not have the same dynamics of the work situation (where people are obligated to be at work if they need the paycheck and where they are obligatoed to perform when the boss asks). When I assign group projects (rarely, because they are over-rated), I set up the assignment such that each person receives a separate grade for their work on the project, and I require "progress reports" from each participant so that I can evaluate their individual contributions to the project. Assigning a group project with one final grade, while not making the effort to evaluate each student's contribution, is the hallmark of a lazy instructor.