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Sweetpeach

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Everything posted by Sweetpeach

  1. Hello Hive, My ds (age 11) is a horrible speller. Atrocious. Bang my head on a concrete wall bad speller. We're worked 5 levels of AAS and still, it's a daily struggle. Yesterday, I experimented with a little trick I remember from the early years of either AAS or SWR . . . can't exactly remember which program. I used unit cubes from our Base 10 set and organized each word into syllables or vowel teams/blends/digraphs. Using the unit cubes as a visual, he could spell big words like "colonist" or "American" or "threatened." I was shocked by his ability to spell, when he had this visual tool in front of him. Frankly, I think he was shocked as well. This is a kid who, when writing a narration, would spell what - wate or house - howse -- the creative speller extraordinaire. He told me later that it was almost like he could see the letters or teams needed to build a word, but he's completely unable to do that in his head. Does this resonate with anyone else? He seems way too old to not be able to see basic words spelled correctly in his head and then get them on paper. Warmly, Tricia
  2. Hi there, seeing that our first AofPS experience is finishing up in a few weeks, I can offer you my 2 cents worth . . . My oldest jumped from MEP 6 to AofPS Alg 1 -- ch 1 - 8 were pretty straightforward. A few minor bumps but nothing to completely sink his boat. Ch 9 - 13 were a bit more intense and he needed a tutor to help him. For the final 4 chapters, we've had his tutor here twice a week. If you've worked the AoPS Pre-Alg and it was fairly smooth, then why not have a go at it? My son was so p*issed off with the ch 10 and 11 Alcumus titles, I didn't think I would be able to talk him off the ledge. (hence my panic post about how much effort this course should be taking on a weekly basis) A few days pass, the math crazy subsides and he bangs off 4 Alcumus topics in two days. It is an intense course, there is no holiday from Math, it's an everyday + weekend endeavour but he's at the end and pumped to knock the final Challenge Set out of the park. Though I'm a huge fan of AofPS and we'll continue using these courses over the next four years, I'm not convinced that AofPS was the best choice for my son for his first go-round with Algebra 1, but I only realized that at ch 10. He made his way, mostly enjoyed it (the temper tantrums being the exception) and now we'll backtrack a bit, making sure there are no gaps in his understanding. Do I wish I had chosen a less intense Alg 1 for his first fly-by? Of course, but there's been no harm done with his math path and I think he feels rather accomplished, seeing that he completed this course. Before he does AofPS Alg 2, I'll have him do Derek Owens or Lials as a pre-run. Does this give a balanced pov to your question? Just our experience . . . Warmly, Tricia
  3. Hi there, I'm really sorry that you have to process this situation with someone who was once a 'near & dear' . . . it sounds like your friend has serious boundary issues and isn't able to watch herself in the context of friendship/parenting/homeschooling. My thought is that the most insecure among us need constant affirmation and attention from their peer group. If you have a deep tank of grace and acceptance and are willing to walk along with her while speaking your truth when her competitiveness grates you, go for it. Otherwise, you might have to tighten your boundaries and keep her at more of a distance. I'm sorry. Relationship can be so difficult. Warmly, Tricia
  4. Thrilled to be reading this thread . . . seeing that I got it backwards and did AoPS first and now heading into Round 2 of Alg 1 with different material. Deep Exhale. This is why we tell our first-born kid we'll pay for any and all therapy he may need as a result of being parented and educated by us. :) T
  5. Thank you, 8. I appreciate your explanations. I don't think my son is a whizkid or a genius. Is he capable? I think so. I think standardized testing only speaks to a small sliver of the true thing but for the past 4 years, I've had my oldest do the CAT 3 and he generally scores in stanine 8 or 9, testing a year ahead. I wanted to make sure he was thoroughly challenged with the math we chose to start JHS. I thought AofPS would solve all my problems. It has solved many problems. It has also introduced us to some new problems. I asked some questions about expectations and you've given me your honest assessment based on what I'm putting on the table. And I'm very thankful for that. I have some things to think about re: our math path over the next few years. I would like all of my children to have at AofPS . . . but seeing what I've seen to date, I'll take a dramatically different path with #2 and #3. Since my oldest is young, (brand new 13) I was happy to experiment with this smarty-pants math program and see where it took us. Warmly, Tricia
  6. Our son's tutor thinks this math is c-r-a-z-y but he enjoys coming alongside and helping out. I don't exactly know where to turn for a solid math program that is self-taught. The reason I used AofPS in the first place was because I was all done teaching math to my oldest. All. done. Do you get my drift? I couldn't keep up with him and I didn't even want to try. Out-sourcing math is my only option and we haven't been disappointed with AofPS. It's alot of work and for a 13 year old boy who hasn't had to work very hard at much of anything, this has been a shocker to him and me. There are moments when Alcumus failure makes him screech. I didn't realize Alg 1 was taught as a full-year course in public school. That tells me it wouldn't be an unrealistic endeavor to have another pass at Alg 1, with a different text? Thanks for weighing, everyone. I appreciate that you've taken time to help me navigate. He's already signed up for spring Number Theory, so he'll get that one under his belt and then I'll have to make some decisions about the next thing. Warmly, Tricia
  7. yes. YES. Take the offer. and the RUN for the hills. Way to go! :)
  8. There are spots where my ds gets it all the way on the first try. There are many other spots where he falters, but thankfully, he's alright with telling me where he needs more practice. I look here, which is where I learned about the Derek Owen videos, some great online resources, a couple options for extra practice. I was not willing to teach math any longer to my middle schooler and my boys don't want to go to public school. Somewhere in the middle, we hobble together a math path that will get the kids where they need to go. Thanks for your comments -- really appreciated. T
  9. Ladies above: Thank you for your kind responses. I have in mind that two hours daily is the minimum work required to keep up with these classes but I wanted to check in here first. I'm not "involved" in the actual math learning -- I gladly pay a tutor to come once a week -- but because he's young and this is his first attempt at a less-mommy, more independent study, I do play an "accountability" role with making sure the math is completed. He's just not there yet, in the sense of completing "owning" his own math efforts. (Does that make sense?) Would either of ask your kids to keep track of what they do . . . for a week. I'm not looking to play the "compare" game - AofPS is more than I ever imagined it would be and I'm completely sold on this program. I would like my son to understand the level of efforts other solid students are putting into this program. Young people have to learn the process of owning their efforts -- I'm in the middle of teaching character while making sure the math is finished. These are good times. :) Warmly, Tricia
  10. Hi there. Thanks for popping in -- see, the gifted thing isn't our land but he loves math and enjoys doing the math, once he "gets it" -- the struggling to understand part, he could leave that. (shocking, right?) I'm just wondering how much I need to push the gas pedal. Our tutor thinks it's unrealistic for a 13 year old to push himself and just know what needs to be done to master the chapter. So, I'm looking for specific scheduling helps . . . we do have a schedule made that takes care of the week, but I wanted to hear what other people are doing to meet the requirements, week by week, chapter by chapter. Thanks, Tricia
  11. Hello Hivers, If you have a child working the AofPS courses and is signed up for the class, could you tell me what a week of work looks like at your house. DS, 7th grade (due to that late birthday of his) is newly 13. He is a capable student, though not gifted by any stretch. For ie: the Alg 1 class is on Monday evening. Could you lay out your detailed approach to staying on top of each class. Can you incorporate the self-discovery time (gray box work), sub-section practice questions, end of chapter review questions, alcumus, and the weekly post-it questions given by the prof? Can you tell me how many hours daily your child is spending on each chapter? How many hours total would your child spend on getting each chapter done? I'm trying to figure out if my expectations are realistic. DS says the math is "stressful" and he has to "press into it" and sometimes he feels like it's "alot of work" but we have hired a very accomplished math student as a tutor and he does enjoy doing the math. He gets frustrated when he bumps up against the hard bits, but I'm starting to wonder if part of the frustration is the result of not spending enough time mulling over and around this fun math. I have a typical first-born male who turns his nose up when he doesn't easily and quickly get something on the first pass. Most of us would agree that AofPS does take giant steps over bumpy math terrain and it's pretty unrealistic for him to think he can take a quick look at the text and magically "get it". Would you copy and paste the sch into your reply and tell me *exactly* what you do, day by day? (boldly asked by the History graduate who is suffering along side her second DS as we work AofPS pre-algebra. ) I would deeply appreciate your commentary. I'd really enjoy hearing from folks who have plugged away with AofPS with their children who really enjoy working the math but aren't MIT math prodigies. Warmly, Tricia Monday: Class 8:30 - 10 Tuesday: Wednesday: Thursday: Friday: Weekend Work:
  12. Hello Hivers, If you have a child working the AofPS courses and are signed up for the class, could you tell me what a week of work looks like at your house. DS is newly 13. He is a capable student, though not gifted by any stretch. For ie: the Alg 1 class is on Monday evening. Could you lay out your detailed approach to staying on top of each class. Can you incorporate the self-discovery time (gray box work), sub-section practice questions, end of chapter review questions, alcumus, and the weekly post-it questions given by the prof? Can you tell me how many hours daily your child is spending on each chapter? How many hours total would your child spend on getting each chapter done? I'm trying to figure out if my expectations are realistic. DS says the math is "stressful" and he has to "press into it" and sometimes he feels like it's "alot of work" but we have hired a very accomplished math student as a tutor and he does enjoy doing the math. He gets frustrated when he bumps up against the hard bits, but I'm starting to wonder if part of the frustration is the result of not spending enough time mulling over and around this fun math. I have a typical first-born male who turns his nose up when he doesn't easily and quickly get something on the first pass. Most of us would agree that AofPS does take giant steps over bumpy math terrain and it's pretty unrealistic for him to think he can take a quick look at the text and magically "get it". Would you copy and paste the sch into your reply and tell me *exactly* what you do, day by day? (boldly asked by the History graduate who is suffering along side her second DS as we work AofPS pre-algebra. :blink: ) I would deeply appreciate your commentary. I'd really enjoy hearing from folks who have plugged away with AofPS with their children who really enjoy working the math but aren't MIT math prodigies. :) Warmly, Tricia Monday: Class 8:30 - 10 Tuesday: Wednesday: Thursday: Friday: Weekend Work:
  13. I have never heard of D1 -- but I just looked at their website. Great articles and we're Tebow fans. His intro was great! Thanks for posting -- I enjoyed lurking their page and I hope you get feedback from folks. It seems similar to a CrossFit gym, maybe? T
  14. The price of said racing bike scares me . . .
  15. Hi Danestress: I think I get you and where you're coming from . . . and this is coming from a mother who does get up at 5 am, 4x a week for swim practice. :) If I were in your shoes, I would let the clock dictate/determine the level of competition for next year. He may not blossom into a state swimmer but he might develop into a swimmer who can hold his own in certain situations. It seems as if he loves swimming and it's a big part of his life. The family economy/scheduling/mom's energy all plummet with these crazy early morning practices. Is your son willing to help you while you're rearranging your life to help him meet his athletic goals? At heart level, does he appreciate how much you are willing to put on the table for him? And at the end of the day, I believe your family dynamic would be more peaceful if he came to the realization himself that the competitive stream of swimming might not be the best fit for him. How he handles the disappointment of that decision will be a big point of character development for your young man. Bless you, Danestress -- this just isn't easy. Parenting just out-loud-stinks sometimes. Warmly, Tricia
  16. When I was searching for the books you all recommended, other suggestions popped up on our library search engine . . . (Blushing) The best book so far is called Sports Psychology for Dummies. Exactly the right amount of information, not too technical, just those first baby steps into understanding game-day stress. Thank you, Hivers, for all of your input. I really appreciated your thoughts. I've got three books plus the one I mentioned above to help me figure out my parenting role as I support our kiddies in their athletic and academic endeavours. Warmly, Tricia
  17. I regularly use this recipe and I understand not wanting to take a fry-pan out for serving. You can use a pretty baking dish! I've never eaten "regular" fritatta. Everyone at my house loves this. From: Quinoa 365: The Everyday Superfood by Green & Hemming. 1/4 cup quinoa 1/2 cup water 4 large eggs 3/4 cup finely diced ham (I used turkey, b/c that's what I had) 1 cup cottage cheese 1 10 oz. pkg of frozen spinach, thawed and drained 1 1/2 cups of cheese (calls for old, I used marble) Bring the quinoa and water to boil in a saucepan. Cover, reduce to a simmer and cook for 10 minutes. (I flavoured the quinoa at this stage with some chicken stock) Turn off the heat and and leave the covered quinoa for 10 minutes, until fluffy. Preheat oven to 350. Beat eggs in a large bowl. Mix in all of the other ingredients. Bake on center rack for 50 - 60 minutes until center is firm and edges are golden brown. Hope this is helpful. Warmly, Tricia
  18. Yes, these words are lovely. Really nicely said. The "comparing" game steals all my joy. There isn't one kid like another . . . and the path that is wonderful for this kid completely ruins another kid. Warmly, Tricia
  19. Yes. Yes, indeed. I couldn't agree more. I have average kids who do average work who need to be pushed from time to time. I'm trying to push/pull/engage/come alongside in ways that make sense for our family, for my personality and for their age/stage/interests. I think academics are important in the same way that I think competitive sport is important as well as community and social life and spiritual development and how to enjoy a good book, how to relax, how to self-sustain when the going gets tough. Life Stuff. All important and none more or less so than the other. I want to raise balanced, happy children who go off into the real world with their emotional tanks full enough to take on relationships, friendships, university, jobs, life. Draconian is not something I've ever aspired to. T
  20. Hi PiCO -- this blog is exactly what I had in mind when I originally posted. I can't wait to dive into the articles she has listed on her blog. Thank you so much for posting this. I really appreciate it. Warmly, Tricia
  21. Nan, you are *always* helpful -- your perspective is valuable. If I had the inclination to push myself out of my comfort zone and learn how to "multi-quote" I'd start the process of responding to your lovely response. :) Warmly, Tricia . . . and I just put the Bob Greene book on hold. Thank you for that rec, OP!
  22. Thank you for the Bounce rec. (first in line for the hold!) As I read over this thread, I'm wondering if I may find some of the answers I've been searching for re: excellence with academics. I would never dream of putting sport or performance before relationship (ie: demanding performance) and yet, somehow demanding performance for academics seems . . . well, seems alright in some way. I don't want to walk down that road of jeopardizing relationship for the sake of a great school report. I would love to find ways for my kids to self-motivate. (I know, you're all thinking I live in a world filled with butterflies and cupcakes.) Perhaps these books might do double duty for me. Wouldn't that be efficient reading? Warmly, Tricia
  23. Thank you! I just knew somebody would put a solid recommendation on the table! (excited edit to say this book is in our library system and has ZERO holds! :) ) Warmly, Tricia
  24. Hi there, Snowbelt Mom -- I really appreciated your comments. Certainly, these are regular conversations in our home as well. We're not bothered about winning at all costs and I believe sport is most beneficial when it comes to character development. Canoe/Kayak as a sport has so many elements which can't be controlled and that is another conversation that surfaces often. This is the information I'm after: "The only aspect that they can control is to play to the best of their abilities. After practicing so hard, they owe themselves that." I couldn't agree with you more -- we chase training for 10 months of the year. It's 5 mornings a week of swimming/running/weight training and 4 afternoons a week. We've reworked our life to accomodate this training and I saw last season that my son had a huge time gap between what he could put down in practice v. race day times. Some races showed 30 - 40 seconds between PB and race day results. When you wrote about playing to the best of their abilities because they've practiced so hard, I completely agree with you. I think some of this is simply age-stage development and learning to compete, but some of it is that my boys get lost in their head on race day. I'm trying to figure out how I can help? It's heartbreaking to know they've put so much energy into training and on race day, for lack of better words, they fall to the pressure. Am I being clear, as I type between math and reading lessons for my little? Warmly, Tricia
  25. Thanks Nono, for your comments. What Sport Psychology books were you reading back in highschool? Any recent books/articles/blogs about sport psychology cross your path that you'd care to share? Warmly, T
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