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About MariaT

  • Rank
    Hive Mind Larvae
  • Birthday 10/15/1964

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  • Gender
  • Location
    suburban Chicago
  • Interests
    homeschooling since 2004

    DS 18 Artist. Senior. Accepted to School of the Art Institute Chicago, Class of 2021. Senior Capstone Project: Land Art and Environment; Modern and Contemporary Art History and Theory; American Studies; Contemporary Art Practices; Curatorial Practices; Interdisciplinary Art Study: Advance Projects.
    DD 15: Freshman-- AP Psychology; Spanish II; Pre-Calculus; Frankenstein Literature; Bioethics, Violin, Piano, Chamber Music Institute and Orchestra.
    DS19: Homeschool graduate. Class of 2019 Wesleyan University

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  • Biography
    coop board member, former coop instructor in humanities. Chocolate lover.
  • Location
    Chicago suburbs
  • Interests
    Spielberg--13, Neil Armstrong--11, Holly Short--8
  1. Sometimes seniors change their schedules in the middle of the year due to scheduling issues, such as with the Greek class. I agree other posters that she will want to show that she is continuing to pursue the 'most rigorous' course plan available. And you will also want to demonstrate intellectual rigor and persistence by pursuing the subject on her own. At some point you will need to send the colleges the mid-year transcript and then an end-of-the-year transcript. You may want to include a counselor letter from yourself explaining why two classes were dropped -- you can upload the letter and
  2. A friend of mine worked for a test prep company for several years and helps my kids practice for the ACT. Her Rule One on the science section -- skip the reading and go straight to the questions. Honest. The Science section is the last section of the test, when the students are tired and their minds nearly fried. Just go to the questions to find out what they want then go to the charts and tables and if needed scan the reading for the answers. Doing the reading slows you down so you don't finish. Go straight to the questions. Use process of elimination if needed. Really learn to read the c
  3. It depends on how best your dc learns-- reading the book helps reinforce the audio-visual of the lesson, and vice-versa. I remember reading on an old TT thread here a warning from a veteran TT user to NOT use the new CDs exclusively, particularly for the daily lesson problems, because sometimes the kid gets int0 the habit of going through and clicking on answers without working it out on paper. You get one or two chances to make a correct choice, which tempts a kid to race through and guess more. Then, when it came time to take the test, because the student hadn't practiced working out the
  4. OK. Turns out that he says he IS prepared, or at least he is prepared as he felt a year ago before the AP Psych. He's doing some light review tonight and then going to bed early. Whew. We are going to an Indian restaurant afterwards to celebrate. Maria
  5. Gahhh. I discovered DS16 the Wise Fool was not actually outlining APWH questions as much as just looking at them. He groaned that the essays were harder than he thought they would be. Not sure if this is due to lack of prep in the course or his personal lack of commitment. The test is TOMORROW! I set the kitchen timer and am sitting in the kitchen while he works through the practice essays. Lots of dramatic sighing and sad looks on his side of the room. Silent gnashing of teeth and perky "you can do it" tones on my side. We are both so too old for this. World history is not his favorit
  6. Tomorrow DS16 is taking APWH, and I worry. He is very low key about all his studies, which has its good and bad sides. Last week he discovered he had 10 more assignments to do for the online class, through NU-CTD. Ten is ALOT-- one assignment includes defining terms plus 3-4 essay questions. He groaned, sagged in his chair, "It's so much work," he said. Then he figured out if he did 2 a day he would finish by the Tuesday before the test. Which gives him one day-- today for test prep. He had done one MC practice test and got to a 3 with the MC, so we figure he can push it up with the essays. To
  7. Woohoo for your DD! This happened to us, as well. I love Teaching Textbooks. DD is mathy, and worked through Jacobs' Algebra, but the lack of explanation for answers made her nutty. This year we switched to TT and it is night and day-- she is no longer aggravated when she doesn't understand something: all she has to do is look up the explanation-- which she rarely needed to do. DD has her last Algebra II test tomorrow. A few weeks ago she suggested starting Geometry over the summer-- so after tomorrow's test she will take the rest of the week off math-wise, then start Geometry next week--
  8. When my kids started online classes, we had them start with classes in which they had an intrinsic interest, so that they actually wanted to learn the material and do the assignments. That helped when they got bogged down with course minutiae and drudgery. Once they figured out how to do an online course, we worked in non-favorite core classes. There is a learning curve with each program-- the student (and you) have to figure out how the class is set up, where to find assignments, how to do them, how to turn them in, how to check that the instructor actually received the courses. How to st
  9. Thanks so much-- I ordered a printable copy of the curriculum for DD for next year. I love how you start with chocolate! Maria
  10. I think you are smart to choose a subject he would like, and in which he would be successful. How does your CC handle registering for future semesters? At our CC, before the DE student can register for the next semester, he/she has to get a recommendation/approval by the current instructor to continue with classes--every semester. Another CC near here requires DE students to go through the entire registration process every semester. So it makes sense to make sure your DS is going to be successful in each class, because continuing in DE may depend upon it.. My DS is a hard-core humanities s
  11. Yes, he emailed the profs directly, with a subject line that said something like "Passionate high schooler hopes to meet you re literature" or philosophy or film or whatever. I think he attached a resume, which they never read. We did not go through admissions. In the beginning, I called admissions to ask what the procedure would be, and they all said we were free to set it up ourselves. Oberlin, Wesleyan and Yale profs were all eager and enthusiastic to meet, and DS had great discussions with them. They all said they had no connection to admissions, but he wasn't meeting with them to get an
  12. This NYT article from last fall addresses this trend. This approach is inexplicable to me. A student can only go to one school. Like others, I find this trend and the cavalier approach troubling. These students are playing games with peoples' futures. http://www.nytimes.com/2014/11/16/nyregion/applications-by-the-dozen-as-anxious-students-hedge-college-bets.html Maria
  13. Be prepared-- these college visits could be great material for college app essays, if you are organized. Here's what happened to us: Last spring my oldest DD did college visits with my husband. Several weeks before each visit we looked through the department faculty lists on the uni websites and he picked 2-3 profs he wanted to talk to. He emailed the profs, explained he would be on campus, and said he would love to get together to talk about the prof's work. DS read thru the CVs of the profs on the way to the schools. The faculty at almost every school was very welcoming. At his dream s
  14. If you want to aim really big, you might want to check out the Congressional Volunteer Award. http://congressionalaward.org/ there are some hoops to jump through--you have to register with them and there are other required things to do, but it is pretty impressive to list that on your college app. For smaller goals, your village also community also may give awards to teen volunteers for x number of hours, so that might be a goal to shoot for. Good for her! Maria
  15. I do what Ethel Mertz does, but I voted 'yearly'. I plan the general subjects for the year starting the spring before and spend the summer working out syllabi. Every Sunday, though, I make a one-page chart for each kid that lists the daily assignments for that week. This is the time when I check in with them to see if they are on track or if they are behind, and what they are going to do about it if they are behind. Which happens a lot. The one-page schedules go on the fridge. I do different colors for each month so it looks pretty! My boys never look at it. They make their own schedules and k
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