luuknam
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Posts posted by luuknam
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My 7yo son wants to be a stay-at-home-parent when he grows up. His plan B is kindergarten teacher, plan C: 1st grade teacher, etc. If things really don't work out for him I guess he'll be mentoring PhD candidates.
My 4yo son wants to be a nurse. His plan B is doctor. Probably not a very useful plan B (if nurse doesn't work out, doctor will?), but w/e.
These questions are mostly just for fun at this age, and I would let him know. On the bright side, he will have a lot more life experience and wisdom in 1st grade than in K though... that one year of difference really has a lot of impact at that age. :)
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The overly emotional attitude with it is what really bothers me and lots of women that I have come across are like that. I love my dd, I love our friends and family, but get so much of that stuff from certain people that it is just like come on.
Yes! That too. The overly emotional attitude is one reason that I try to avoid dealing with her. It's just too much. If I fail to send her some pictures of the kids for x period of time, she starts fishing for them in a variety of ways. She's sent me pictures of her dog looking all sad saying that he's missing the kids, for example. She's one of those people who thinks the dog is her baby, btw. I wish she had more grandkids, but these are her only two (the downside of my wife not having any siblings).
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For the details: this was my MIL talking about my kids, in an email, to me. I'd sent her an email with pictures of my 4yo getting his yellow belt and my 7yo getting his green belt (she's always nagging me for more pictures). So, that's what she sent as her reply, followed by "I always enjoy seeing their faces!". Not a word about the belts or w/e.
It was bugging me because hyperbole like that just bugs me in general. It also just felt disrespectful of god in a way - kind of like saying he did a better job on her own grandkids than on the other kids in the world. That said, I'm not religious, so I'm not real qualified to comment on that angle. Which is another reason it bugged me... why does she feel the need to throw god into the reply when she knows I don't believe? Her faith is already in her signature.
I guess it's also making me feel odd, because I wouldn't say my kids are the cutest kids in the entire world... and they're my kids. So when someone else says they're the cutest, it makes me feel like somehow I'm not thinking they're cute enough. I think my kids are cute, but I wouldn't make some objective statement about them being the cutest. Maybe the cutest to me... I do say things like "You're my favorite (name) and you're my favorite (other name)".
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"These are THE CUTEST boys in all of God's creation!"
If it does bug you, why? I'll add more details about the situation later, time to go deal with my kids.
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Dh may need some time to start accepting reality. Regardless of the reasons for the panic and meltdowns, the whole family will have to learn to deal with them while DS gets treatment. Putting one's foot down doesn't really work with non-NT kids.
Uh... it worked with my non-NT kid (and my other kid as well, who may or may not be NT). The downside of putting your foot down is that you'd have to endure the meltdowns, and they can last a long time and be quite intense (before the kid gets used to the new reality and stops those meltdowns). But I wouldn't make a blanket statement saying it just doesn't work with non-NT kids. Maybe it doesn't work with *every* kid, but it sounds like the OP hasn't even tried (not saying she has to try - just saying that it sounded like she hasn't).
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I've started reading books with perseverance as a topic to my 4yo, and talking a lot about how you get better at things with practice. Even easy things get better with practice - if academics is easy, that still doesn't mean that she's going from not reading to reading at a college level overnight. Sometimes practice may just not feel like practice, even if it is.
Car seats are tricky though. My almost 4.5yo just learned to strap himself in (as long as he's not wearing too many layers - if he's wearing a sweater and a winter coat he still needs me), and can't unstrap himself, and I can understand his problem - it's just not easy. Similar problem with some of his shirts - he's got a big head, and putting them on/taking them off sometimes requires a lot of force (and can be painful if it snags on an ear or something). I'm getting too tired to write anything else... but my point is that some of these things may just be harder than you'd think.
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My weather forecast shows snowflakes for tomorrow. We had some on Thursday or w/e... maybe an inch. Those melted, but we still have snow in the backyard and front yard from the winter, although the grass is starting to win. I now want the grass to be dry enough to let the kids play on it without it turning into a mud pit in 5 seconds. I'm afraid that may take another month. :(
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DS5 was filing out a dry erase workbook to practice letters. One page contained 4 spaces to draw something that started with P, D, W and C.
He drew:
- a box that represented a picture frame
- a stick figure that represented his dad
- a blue line that represented water
- and a diagram of a carbon atom, complete with 6 red protons and 6 blue neutrons in the center surrounded by 2 rings of electrons, the first with 2 electrons and the second with 4.
LOL.
Maybe you should teach him to draw Tungsten for W. :)
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Planning is also basically built in for me too because I'm required to submit a plan every year to the school district to satisfy the homeschooling regulations. Specific subjects are supposed to be covered. I also have to report on progress 4 times a year.
I hate the regs, but the planning part I suppose kinda forces me to come up with a plan. I think I would have always had at least some sort of loose plan anyway though. I could do without the progress 4x a year crap.
I'm probably going to try to send my WNY school district something along the lines of this:
http://homeschoolinginnewyorkcity.blogspot.com/2005/08/sample-ihip-4th-grade.html
So, some sort of plan, yeah... but still very vague.
Homeschooling-wise, it'd be really nice if we still lived in TX. I could totally live with not having to tell the school district anything.
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I printed something off a Philosophy for Kids website a little while ago and gave it to my DH to do with Crazypants. It was about discussing the Real in Velveteen Rabbit I think. Anyways, DH read it over and then tossed it away. "That's not what Plato meant by Real."
Well, alrighty then....
A few weeks ago the two of them did go out to Starbucks to discuss Metaphysics. Not sure why exactly. But... that was not in The Planz! lol.
Okay. Maybe make it be in The Planz! Every Saturday afternoon (or w/e), Starbucks discussions time with dad. Whether they end up talking about philosophy or something else.
The reason I mentioned a book is that it would have a nice outline of topics to discuss, basically. It would likely be more of a springboard for conversation than a full curriculum. And philosophy is probably best done by talking (or thinking) about things, rather than memorizing a list of philosophers and what they said.
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It's all just a draft. I did show it to my DH once, but since it was all in acronyms he couldn't understand any of it. He wanted to be sure Plato was on there somewhere though. When I told him that he was in high school he sighed, "I sure can't wait for this homeschool thing to get interesting." :rofl:
Get him a philosophy for kids book. There are variety of those. And then tell him he's in charge of teaching philosophy for x time per week, at whatever time you'd like him to be engaged with the kid. :)
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I'm a firm believer in that I don't have a crystal ball. Sure, I've got some thoughts on what I think may happen in the next few years, and some resources I'd like to use at some point, but my kids aren't average (no kids are, although some come closer than others), and I believe in making the education fit the child rather than make the child fit the education (although I do have certain skills I want them to have before they're adults, but they can be taught in a variety of ways).
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I misread that as "How much do you actually reuse your kids?". Not sure how one would reuse their kids. Curriculum... too early to tell, since my oldest is 7.
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To be clear, he has only said this once. But DH is the type of person who will hold stuff back, and only say it if he TRULY means it, so I know this was big, and that he still thinks it.
I don't quite know what to do about it. His standards are very high, not so much in household stuff, but in how he thinks people should live their lives--he's not exactly judgy about it, but he really believes in striving to one's utmost in everything, all the time. This can be very exhausting, because he lives as he preaches--he works very hard, exercises hard, works around the house, spends days with the kids doing long, well-planned outings..i get tired just thinking of all the stuff he does. For this reason, I am not his equal.
Talk to him about it, how that one time is still bugging you, etc.
That said, I think you might need counseling... couples counseling, and maybe individual as well.
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I was a horrible "wife" but I think I'm a pretty good spouse.
Newbies are all going "Huh???".
This newbie isn't. I'm with Ravin (even though I've never seen any of Ravin's posts before). And my wife doesn't even want me to be a "good wife". If I started to iron clothes in high heels with shaved legs and make-up on I'm pretty sure our relationship would be over pretty quickly. I might be kept around since, well, we have kids, but my wife doesn't want a "wife". I do get criticisms for being a lousy maid, but that's kept separate from the spouse issue.
Halcyon, I don't know if your husband just needs a lesson in how to phrase things (learning to address specific behaviors rather than just saying you're a bad wife), or if you have a much more major problem, but it needs to stop. You deserve better than that.
ETA: 10 years. We got married at 20 (me), and 28. She switched from being my husband to being my wife 7 years ago.
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Same and I don't even know what genre of music The Grateful Dead play, don't have a clue what they sound(ed) like. The only reason why Google would give that to me would be because I've clicked on plenty of welltrainedmind.com links in the past, and as we all know, WTM-ers are into The Grateful Dead (at least since 6 hours ago). Or because those are the top results for everybody.
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At the moment, mostly Wild Kratts. Before that, Magic School Bus and The Cat in the Hat Knows a Lot About That. Oh, and my youngest watched an episode of SciGirls together with me (about turtles), but I think he's a little on the young side (4), and that I should see if my oldest (7.5) likes it.
We also watched about an hour of Where the Red Fern Grows (the 70s movie, not the 2003 movie) last weekend, but the kids attention started to lapse around 50 min in. I guess we should see if they're interest in finishing it this weekend (I've never seen it nor read the book, so not sure what the second half is like).
Oh, and my youngest has opted for some LeapFrog movies when he was ill and I let him watch a bit too much TV of his choice. Not very educational for him at this point, but maybe he just wanted to see them again because he'd seen them before and he's not learning anything new (which makes perfect sense when you're ill - last time I was really ill I did a lot of Khan Academy exercises because I didn't have the attention span to read or watch TV and I was obviously a little delirious, but simple math was comfortingly distracting).
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It's been a decade since I took the GED (cheaper than having my high school diploma translated), but it should still be easy for someone who got into an early entrance program for college. When I took it it was about at a 7th or 8th grade level compared to what we did in secondary school (but I was in the pre-university track). They make it so that 40% of (U.S.) high school seniors flunk it, which is really a shame (to think that so many high school seniors flunk a test that easy, I mean), but anyway. Your library should have a GED test prep book you could look through if you're feeling inspired. One thing I learned is that you're supposed to know how many feet are in a mile.
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So just to clarify...when she looks at a group of objects, she has to count them each time? Is there a certain number of objects that she can look at and know what number is there? I believe most kids can look at a group of up to 5 objects and know the quantity without counting. DD would be stumped if there were more than 3 objects in the group. Her neuropsych specifically pointed out this particular dyscalculia flag.
It's called subitizing, if I remember correctly, and most people (not just kids) can only do 5, and yes, not being able to do 5 by a certain age is a red flag for dyscalculia. I'm not sure if the OP is doing this correctly, since 8 would be quite a high number to subitize. I can't do 8. If you were to drop 8 small objects on the floor (close enough together), I'd have to mentally group them to be sure how many there are. I wouldn't have to count them - I could maybe see four on the 'right' and four on the 'left' means there are 8, but I wouldn't be able to look at them and say '8' right away the way I'd be able to say '5' with any random scattering of 5 or fewer small objects. Specific patterns don't count for subitizing... if you have, for example, a dominoes set that goes to 12 dots, you could learn the pattern of 12 dots and not have to count or w/e. But subitizing is about randomly scattered objects. Interestingly some animals can also subitize, I think some birds can go up to 3?
Other question for the OP: does your daughter have word retrieval problems? Like frequently needing a moment to think of the right word, or using more general words? Like, "could you hand me those things over there" instead of "could you hand me the crayons"? Of course we all sometimes say things like that... I'm just wondering if she does that kind of thing a lot.
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Here's another consideration....testing requirements.
NY requires testing every other year beginning in 4th (which means you can use 4th as your skip year and test in 5th). Because of DDs LDs, I opted to "hold her back" in 1st grade. To her...whenever it comes up as to what grade she is, we call her 3rd grade. But on paper, on her reports and her IHIP, she is 2nd grade.
This buys me an extra year before I have to test her. She will need that extra year.
Or, you could have waited and held her back in 3rd grade, reporting her as 3rd grade twice. Only useful of course if you're not sure how the LD is going to play out. If it's obvious she's going to need to repeat a year, for academic reasons, it doesn't matter.
It also depends on the LDs... for some kids repeating one year wouldn't make much of a difference. I'm not sure what the rules are on accommodations. But, from what I remember, the OP's kid is above average academically, so testing shouldn't be a concern.
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Those are not the only possible explanations. Live in a state with a Sept 1 cut-off and move to a state with with an Oct 1 cut-off and suddenly a child with an early Sept birthday is a yr behind? No, you moved and the cut-offs were different.
Yes, but he has an August birthday, and there aren't many (any?) places that have cut-offs before September. Regardless, it doesn't matter - the point was that other kids will realize when a kid is older, and not all kids will be tactful about it for w/e reason. For some kids that wouldn't matter, but a kid who is already feeling self-conscious and awkward about being the biggest and oldest it could be a problem.
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Have you looked at WWE at all? If W&R Fable is too challenging, I would consider starting with WWE 2. WWE breaks writing down into even smaller daily increments to build skills. I find that the copywork/summary/dictation combo of WWE is great for gently building strong writing skills.
Thanks. I started looking into WWE a little before because I've seen a lot of people say "WWE 1-3 and then W&R Fable", but wasn't sure what to make of it since WWE 1 should be too easy and it can be confusing to begin in the middle of some program. On the bright side, if I decide to go with WWE, my 4yo isn't ready for W&R Fable yet either (understatement of the year), so we could get some use out of WWE even if I buy workbooks for all levels or w/e.
Anyone else have other suggestions for a reluctant 2nd grader to do next year (in 3rd grade then) before W&R Fable? Or more recs for WWE 2-3?
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If it's someplace he really wants to work for, and they're willing to wait a little while, but for some reason just will not change the rules on the HS diploma (I can't imagine wanting to work for a place that's that silly), he could just take the GED now and when he gets the results send them to them. Would be extremely silly, but hey.
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My 7.5yo (ASD, 2nd grade in public school) is a bit of a reluctant writer. I'm planning on homeschooling him next year, and W&R Fable looks interesting, but I think he's maybe not ready for it yet. Of course, next year is still half a year away.
Test results from last summer had him at being a month behind chronological age for writing, although that was only one small section of the test (they skipped the part where he'd have to write for half an hour, because they already knew that score would be abysmal because he did not have the stamina nor the motivation for that). At school, his 1-1 aide frequently has to coax him into continuing writing, or help him get unstuck when he gets stuck on "I don't know how to spell this word" and just stops. His school mostly has kids write about their own experiences though, which is harder, especially for a kid who on Monday can't tell you anything he did on the weekend most of the time (even when we did something fun and exciting on the weekend).
So, his writing is not too bad, but I'm wondering... if we decide Fable is reaching a little too high, what would you do before Fable (after ps 2nd grade)?
Teaching a child to cope with frustration
in Accelerated Learner Board
Posted
I get that. I guess part of what I wanted to say (and ended up not typing out because it was getting too late) was that maybe you need to cut down on the number of things you'd want her to struggle with. Don't even ask her to try to do her car seat. Just do it for her for now. As for the other things, just pick a couple you want her to work on (that you're *sure* she would be able to master if she'd just try), and work on those while you do the rest for her. Then, once she masters those, work on a couple of the other ones. Etc.
For example, let's say you want her to work on her pants. Step one: make sure they're really easy. So, loose-fitting jogging pants kind of pants only. Step two: break it down into smaller parts. Maybe pull them up to her hips at first and let her finish pulling them up to her waist. When she gets better at it, let her pull them up from lower and lower. Step three: patience... lots of patience, along with some cheerleading if it seems helpful. Step four: praise her for her effort, even if the result isn't quite the desired result. If she spends a minute wrestling with her pants, praise her for trying, even if they ended up around her ankles rather than around her waist, and remind her that with practice, she'll get better.
If she gets to the point where she puts her pants on backwards, just smile and praise her for her effort and success (I wouldn't even point it out they're backwards, nor fix it... it's okay for little kids to wear pants etc backwards all over town). If my little perfectionist was upset about backwards pants, I might even wear my pants backwards for a day just to show him it's okay. :)