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sportsmom

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Everything posted by sportsmom

  1. He did well from what was shown in the video! Good for him for researching and being able to support his opinion and then vocalize it in a stressful setting. I would never have known that he was as scared as you previously mentioned from watching him.
  2. DD5 came home from Kindergarten the other day. DD: Today I played with [boy1] and [boy2], but not at the same time. [boy1] only wanted me to play with him, and so I did, AND I played with [boy2] and I went back and forth. Me: Why didn't you all play together? DD: Well, [boy1] said that he only wanted to play with me, and that I couldn't be his friend if I played with anyone else, but that's NOT RIGHT. I told him that I can play with anybody I want to, and [boy2] is my friend, so I played with him. I played with [boy1] for awhile and then [boy2]. ETA...Boy1 is the same kid who said "did you know that I like your sister?" when DS and I went to help in class one day. I may be having a conversation with the teacher about boundaries at some point during the year. For now though, I'm proud of her for the way she handled herself.
  3. This sounds so familiar to what I am going through right now with DS. I've never looked much into his visual spatial processing, but he is FOREVER copying something down incorrectly - particularly in math. I've been assuming that it's because he isn't paying close enough attention, or that he is assuming that he knows what is coming next, so he ignores the rest (moreso in directions rather than problem sets) - but perhaps there is something else going on. Particularly when he is ignoring my repeated commands to rewrite the whole problem and line up equations properly. He works pieces of the problem scattered around a sheet of paper (oddly enough, the overly simplistic parts) and then does the rest of the work in his head. I'll be picking up some graph paper next time I'm at the store to see if that helps. Actually, my engineer husband may have some in his office... ETA....According to our optometrist, he does have a pretty significant tracking issue. His eyes "jump" off to the side and she was quite surprised to hear that he reads well. Apparently, it's enough of a problem that most people would tend to get frustrated and not enjoy reading.
  4. The number of times my husband has stated, "please, just get to the point" is far too many to count. I am sequential, I care about the lead up and what caused the end result (even though I need to see the big picture). He on the other hand only wants the top down view.
  5. Looking forward to an update! Good luck to her!
  6. My husband is very much like this. When friends complain that their husband can't do anything unless he only has one task to complete, I feel at odds. My husband can't complete ONE task by itself, but he can complete 12 different ones that don't necessarily have any overlap. Your example about the party very much reminds me of my son. He often appears to not quite fit in unless he has a true peer in that social group. I need to take some time to gather my thoughts a little bit more, but that's what immediately comes to mind.
  7. Glad I could help Larry! We used WWS 1 for a bit last year. My DS10 understood the material, but struggles with creative writing and inference (everything is face value for him) so it wasn't a great fit for him at that point. Hoping to try again towards the end of the year this year to see if a year of MCT will help.
  8. I don't have an accelerated writer, but Susan Wise Bauer's Writing with Skill books may be something to consider.
  9. That's really tough. Honestly, I don't know what I would do. Assuming the school day there is about as long as it is in the US, parents (and kids) who afterschool simply amaze me, and I applaud their dedication and commitment. Not sure if it's a possibility, but I wonder if you could work with the individual teachers? For example, once he completes the teacher assignment, he would then be allowed to do lessons that you sent in, rather be given time to pleasure read or something else. If you were the one making the assignments and checking his work, then I can't see how the teacher would object. But this could be one of those ideas that is good in theory, but then doesn't work out at all IRL.
  10. I think that sounds perfectly appropriate for both her age and the setting. Good luck to her! I'm sure she will do a great job!
  11. If I could take on something else, I would consider it. But I'm currently almost at the "you can find me crying in a corner hiding from everyone" stage. Last night we had a board meeting of a nonprofit we run, and at the end of it, our VP said, "you need an adult beverage more than anyone I have seen in a very long time."
  12. I live in the metropolitian area of my state capitol and there still isn't a center to me that is closer than 2 hours away - without traffic. Argh!
  13. I would most likely dress her in the same attire as the rest of the presenters, especially considering her fears. If she's "dressed the part" then that would be a huge worry off her mind. She can always wear her outfit around the house for a few days to get more acclimated to it, if sensory overload is a problem. Honestly, my initial instinct would have been to have her as "dressed" as possible. But I'm a little old fashioned that way.
  14. I like the tunic dress idea with a blazer and leggings. Maybe something like this? http://www.kohls.com/product/prd-2323677/about-a-girl-knit-waterfall-juniors-blazer.jsp I know it's a juniors size, but assuming that your 10 year old is pretty close to the size of my 10 year old, I would think an XS would work. DS can get by with a men's small these days, even if they are a bit big. A blazer that is cut like that won't look as off as a fitted one, probably.
  15. DS10 commented after his first week of classes - "I'm glad you found these 5th grade books." He has no clue that most of them are NOT 5th grade level books.
  16. One of our first homeschool math lessons when DS was in 3rd grade, the question was, "could you give a friend the larger half of an apple? Why not?" His answer: "Because you are greedy." I almost choked trying not to laugh.
  17. I *love* the idea of this, but honestly, I am SO out of my element that I can't seem to wrap my head around all the different pieces that I need to know. I'm sure if there were someone locally that was participating and we could join them, I would grasp the ins and outs pretty quickly. Just looking on the website and trying to figure out what applies to me and jumping through hoops is so UNAPPEALING. Honestly, I'm at the point of being almost stretched too thin as is and simply can't volunteer for ANYTHING else right now. I went to the first parent meeting of Girl Scouts for DD5 tonight and I felt awful for leaving the volunteer section blank. I just can't take on something else.
  18. That's very interesting. I always struggled in math, because I don't understand it. Even if I know what formula to apply (which is a feat in and of itself sometimes) I can honestly say that I do not understand the reasoning and practicality of it. It's why the fact that DS loves math is terrifying to me - I limped my way through Algebra 2 and don't UNDERSTAND a single thing - unless I can find a way to use it IRL. It's why I have always been significantly better at science than math - at one point, at the same time I had a 98 average in Chemisty and a 42 average in Algebra 2 - and not for lack of trying.
  19. Very interesting. I will look into the book. I think fundamentally, we agree. Some people can learn (including feeling) to be more empathetic, just as some people can learn (including understanding) things in an academic setting that they instinctively know. Others cannot, for whatever reason. I think it all comes down to the fact that brains are weird. :lol:
  20. Perhaps my post was misunderstood. This all confirms precisely what I was saying. One can learn the behaviors that come naturally with EQ, but that by no means guarantees that the person's actual emotional response changes. Again with DH. After spending a great deal of time trying to learn how to respond in an empathetic manner when I am upset, he now knows how to react in a manner that is comforting, but he still is completely baffled as to why I can get so upset/hurt that I cry. If he saw someone who was upset, he could comfort them, and unless they knew him very well, they would never know that he thought that they were overreacting and he actually has very little empathy. It's happened before. It's a learned behavior not an emotional response.
  21. Not to spiral this off in (yet another) different direction, but I'm not so certain that I fully agree with that statement. Yes, people can learn what is the "correct" social reaction and learn to react properly, and even do it quite well. However, that doesn't mean that they have emotional intelligence. I'll use DH as an example. He has 2 emotions - happy and angry, any other "normal" emotion comes out in one of those 2. He understands that other people feel sadness, disappointment, hurt, etc. and he has learned what to say to people who are feeling those emotions and even how to comfort, but he does not UNDERSTAND the emotion. That can't be taught or learned, even though he knows how to appropriately respond to be a functioning member of society. All that despite an extremely high IQ, clearly his EQ is extremely low. Has he learned how to adapt? Yes, but that doesn't mean that he has any firsthand knowledge to understand what people are feeling. My EQ is far higher than my IQ. DS is high IQ, and probably moderate EQ. Based on observations, DD is extremely high IQ and EQ - she feels more than any of us, which shows in more of her OE's. And I would say the same is true with IQ, many people can learn things and "overcome" (for lack of a better term) a lower IQ, but that doesn't necessarily mean that they have made the same connection that a higher IQ person would have. Just because I can apply the Pythagorean theorem and correctly work a problem in no way indicates that I understand it.
  22. In that case, I really hope we have an evening game (going crazy waiting for the schedule). If a morning game DD would have to be at the field by 8am for her 9am game. DS wouldn't be till 11am. Gotta love schedule juggling and running like a maniac from place to place, haha.
  23. I think that's part of it. We haven't had any concussions at the lower levels of football (ages 5-9) that I know of ever (fingers crossed keeping it that way), but in the older groups (ages 10-14) while not common, we have had enough for him to see kids sidelined until they have clearance from their doctor to return. That probably is part of his hesitation. He's never been an especially aggressive player, and I keep waiting for that switch to click where he can really "turn it on" while playing. He found it on the lacrosse field, so now he just has to find the confidence in himself on the football field. This is the first year he's about in the middle of both height and weight of all the players - he's never been tiny, just more on the smaller end. Since last season he has grown about 6 inches and put on 15 pounds. At almost 85 pounds, he's still intimidated by the bigger players who are ~150 pounds. His ability to read a play is often missed by coaches who don't really know him because he waits for the play to develop before moving - even though if you watch him, you can see that he is looking where the players and the ball are going to move before they do. At 6, after he learned his first real plays, he was watching NFL games and announcing what plays they were running and could predict what they would do next. It's amazing to watch. He could be an amazing coach one day, but I'm not sure if he will ever be a phenomenal player - not from lack of ability, simply lack of confidence and aggression. But he has fun on the field, and as long as he is playing safely, that's all I want for him. Honestly, lacrosse is where most of his love is, but we won't allow him to only play one sport all year. He plays in a winter league and a spring league. And a ton of the lacrosse kids came from football, which is what they play in the fall.
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