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Found 69,027 results

  1. Travel is a big one: we've done 10 weeks of camping around the desert southwest, 5 weeks on safari in Namibia, and recently tagged along on DH's work trip to Italy (3 weeks) all in the off-season avoiding summer crowds and prices. Mostly though its just time to explore interests - right now DS takes 2 languages and does 2 hours a day of challenging math. We study other subjects but I don't require huge output on them. Friends in the local middle school are perhaps getting a more well rounded education but they are spread thin with 6 classes and heavy homework loads that they have to give full attention to. Lots of busy work, little depth, and few chances to really develop or dive into a passion.
  2. Yes to all of this!!!! And oddly, my DD has started to love cooking as well! And now, at 9 with a lot of work under her belt, she can read recipes on her own! She made our thanksgiving desserts all on her own - I just handed her the recipes and clarified a few things for her. And this probably goes without saying, but when NOT working on reading/spelling I was always happy to read the directions to her in her school work, read the math word problems to her, scribe for her, etc so that the dyslexia didn't impact EVERY subject. And we will be doing a lot of documentary heavy schooling rather than reading textbooks, etc.
  3. Totally agree with the PPs, though I myself didn't believe it when my kids were younger I do now. My dd took AP chemistry her freshman year of homeschooled high school. I taught her the octet rule and other chemistry topics from BFSU, but honestly I don't think anything really stuck. And besides, here is the prerequisite for AP chemistry at PAH: Who Should Apply: This class is open to 9th through 12th-grade students who have completed one year of high-school chemistry and Algebra II. Students must be self-disciplined, well- organized, and able to schedule a minimum of 10 – 12 hours a week for the course, not including lab work. Note: The first-year chemistry requirement can be waived for students who have exceptionally strong math skills and the ability to apply math to solve complex problems. Fortunately I emphasized strong math skills in elementary and middle and I think that served her well. Also, I think strong reading skills are very helpful, though I don't see that discussed much. Since your student enjoys reading, I might also recommend National Geographic and Scientific American. Lots of really interesting stuff there, and he'll be well prepared for high school. Enjoy!
  4. I came back to reiterate a bit of what Katie touched on. "Play to their strengths," is one of the best pieces of advice I've gotten so far with this whole dyslexia thing. It's very easy for us as Moms (me at least) to want to hone in and want to throw the entire focus onto their weakness, and invest all of your time and energy there to fix it. That's normal, because we worry, right? No one wants to see their child struggle or fall "behind." But, I think it's easy to fall so much into that that it makes it tougher and more stressful for the kid and then starts to dominate the teaching relationship. I did that with my oldest with math (with help from her school), and it ended up causing so much anxiety for her and I regret it terribly. So my biggest piece of advice, no matter what program you use, is to focus on what they are good at and emphasize that even more than you work on the reading. Let her have the wins, if at all possible to where there are more wins than losses, if that makes sense. I'm not a trophy for everything and everyone sort of person, but I do think that when kids have struggles like these that can seriously impact self-esteem long term, they need to be picked up and propped up, and not falsely, but in a real way they can be proud of. So much hinges on reading, and the kids realize that sooner or later; so while you remediate, find something she is good at and don't over-formalize it, I'm not saying that- but support it. Cheer it. Brag about it. Shamelessly, LOL. If it's her generosity, or her cheerfulness, or a physical skill or if she's a walking fact book on Dinosaurs or something. Make that a huge thing you cherish and emphasize- build up that area of the esteem. So much in our society hinges on academics, I think that's part of why dyslexia can be so absolutely devastating- kids realize that sooner or later, because honestly, so much of how non-family adults relate to kids have to do with school, progress, grades or what have you. "What grade are you in?" "What do you like to read?" "How's school?" "What do you think you want to be when you grow up?" . I honestly cried reading some of the stories of adults who grew up dyslexic and how they were treated by schools and parents. Anyway, my chief goal is to make sure my daughter never feels second rate to anyone, be it her siblings, her friends, whatever just because of her reading difficulties, so I am maybe over the top on this propping up strengths, but I figure better that than my natural tendency to focus on the weakness. My dd7 is the only kid in the house that is really interested in cooking. The others are probably just going to starve when they grow up LOL, but she adores helping me cook. And she wants to "do it herself," so I bought a toaster oven that can bake as well (actually better!) than my built in ovens, because it's easy to operate, it's on the counter, and she can do it herself. I got kids' cookbooks that rely more on pictures than anything, so while she may need me to tell her a couple of things, she can figure out most of the rest. And then when she makes us eggs, or makes us cookies, or makes most of dinner with mom just assisting, or whatever, she actually has that special win- that she did it. Herself. She didn't need help. No, she can't really read a book yet, but she can cook, and her older siblings can't/don't. So if you could find something- be it cooking, sports, music, art- whatever, search for it and build, build, build. I don't know if you are familiar with the writing program, IEW, but they are a writing program we've used and they have a podcast. (Coincidentally IEW is what Barton recommends for writing program, but i just happened to use them for a previous kid, am a fan, so was already listening to the podcast for years before I knew that.) Anyway, the founder, Andrew Pudewa, has a son who is profoundly dyslexic. He's featured on two episodes of that podcast, and I found them overwhelmingly helpful, as they are from the perspective of the actual Dyslexic- not just everyone telling you how to deal with a Dyslexic child/student. I thought I'd link here in case anyone else would find them helpful. It's two parts- I've listened to it several times, but he is who overwhelmingly convinced me to play to my dd's strengths and let everything else come second. https://iew.com/help-support/podcast/episode-197-while-andrews-away-living-dyslexia—-interview-chris-pudewa-part-1 https://iew.com/help-support/podcast/episode-198-while-andrews-away-living-dyslexia—-interview-chris-pudewa-part-2 (If you look on your podcast app you can search for The Arts of Language podcast with the IEW logo, and should be able to pull up these episode numbers, since that's maybe easier than listening on your computer!
  5. I have percentages. Usually only older boys really bad at spelling and really good at math find them helpful, but you could use them and guide her through the most common sound for things that it really makes a difference for, with overwhelming percentages for one spelling, or for a spelling based on position. You could also her them spell while looking at the chart for a while and see if that helps, guiding her through it at first. The percentages are based on the most common 17,000 words in English. http://www.thephonicspage.org/Phonics Lsns/phonogramsoundch.html
  6. Howdy! I've been wanting to get on here all day, but I've been too busy! The day started out badly. I overslept and the kids were putzy. Then I reviewed their math homework and was dismayed because they apparently aren't listening in class or something ... plus one kid used pen and apparently copied some of her answers from her sister. I was working with them to understand the problems and fix them, when one kid turned on the attitude, and in response I made some move that resulted in liquid yogurt all over the kitchen table, which was covered with books and all kinds of other crap because my kids are slobs. Let's just say that a half hour later, my kids had zero doubt what I think about their attitude, their focus in school, their responsibility level, their slovenliness, and several other things. Hate to say that the morning sort of energized me to put more into my role - or try to. I am so not a morning person, and lately I've been tired all the time, so yes, I let some things go. Maybe I can reverse some of the damage. At least that's how I was feeling for much of this morning. After dropping the kids at school, I got busy cleaning for the maids and doing laundry. I got a lot done - all the clothes are clean (half are also finished and put away, the others are in the washer & dryer). I straightened the common areas and a few spots that had become junk repositories. I did some cleaning in my kids' rooms. I didn't get much done in my own room, but that is OK. In the middle of cleaning, I got an SOS call requiring me to drop everything and drive to work to hand something off. So that was about an hour of the morning shot. I also spent a lot of the morning in the bathroom dealing with something intestinal. I hope that is over. I got a bunch of client work done despite all that. I made it to TKD, signed up for tomorrow's belt test, and did some practicing on my own. I took the kids to a live nativity, which was really nice. Then we went out to dinner. Now I am waiting to switch out the last load of laundry so that my TKD uniform is ready for tomorrow's belt test.
  7. I am not certain if I am a top-down parent. My kids (like myself) tend not to question reasonable authority. What this looks like in practice is that I have a list of our subjects to cover each day written on a white board. Each item is something I think is worthwhile for them to do, is within their ZPD, and has been catered to their interest/ability (i.e. which specific math curriculum or phonics, etc). When they finish each item, they check it off of the white board. This white board is treated as some sort of god by them: if the white board says it isnt yet done, it must be done. They do not argue with the all-powerful whiteboard. I dont think it occurs to them to question the power of the white board. My kids also do not question the fact that we school more days than anyone I know. We do math, phonics (for those who need it), reading, science, and history year-round (with lighter math in the summer). I issue no rewards or punishments for finishing their work. I do give leniency on particularly busy days (we are far enough ahead that it doesnt matter). I remove privileges for things like excessive whining. I hope this doesnt sound like my children are angels:). My eldest is only in middle school, so I have not hit some of the more...exciting stages yet. One of my kids is rather challenging and quite intense, but thus far he has not questioned the omnipotent white board.
  8. When my kids were little, I was, to some degree, Parent In Charge. To a pretty large degree, I sat them down and said what we were going to learn or do, and it wasn't really negotiable. That worked moderately well for me for little kids, but philosophically, by around age 8 or 9, I wasn't willing to do that anymore. The way I feel about parenting small people is in a lot of ways pretty different from how I feel comfortable parenting big people, and while there's no hard or fast rule, by about age nine, I stop being willing to impose my will in an authoritative way. With older kids, we practice what we call "aikido parenting," in that we talk (a lot), but I'm just flat out not comfortable imposing my will. Now, I only have two kids, and while there's an assortment of special needs involved, they're pretty easy going kids, so I could definitely see a situation in which that flat out wouldn't work and I guess I'd have to figure out a different way of parenting. But it would be hard for me. I'm in charge in a lowercase sense, and I keep track of moving parts and details and facilitate things and make suggestions and even argue on occasion, but I don't mandate really anything with big kids. But, the big caveat was that because I felt certain educational standards were non-negotiable, and I also wasn't comfortable imposing my will on them, I sent them to school around age nine. If they were natural unschoolers who gravitated towards educational pursuits, it would be one thing, but while they learn a great deal left to their own devices, they don't do any math, writing, or foreign language on their own, and those are skills that I felt were necessary. Hence sending them somewhere where somebody else mandated it. ETA: I haven't mandated any real rules around screen time since they became big kids. It seems hypocritical given the way both my husband and I use technology. They do read, but not as much as I'd like. But....my younger one, who has learning issues very similar to your kid, I think, has learned a staggering amount, mostly from YouTube. Like, she can tell you exactly how to do a hysterectomy on a cow, despite never encountering one in real life, and she knows tons of history and while she's never read Dante's Inferno, she can tell you about it in exacting detail, all from various educational stuff she's watched on YouTube. I wish she was inspired to independently read Inferno, but honestly, she's not. She does read easier books, but she's willing to read pretty complex stuff on her own, too. But, I know at some point she will read it for school, but she'll enter into the discussion leagues ahead, because she already knows the plot, the characters, and the themes.
  9. Because today we did math and art and went to a PE class and spent the rest of the day making Christmas cookies with my mom.
  10. You can do that with KONOS. It's a unit study that teaches everything except math and English skills while studying godly character traits such as attentiveness, orderliness, and wisdom. You teach to the oldest child and let the younger ones come along.
  11. We expect that with SLD Math. At this point, if he had an IEP it would say hand him a calculator. Going back to 3rd-5th gr skills may not serve him well at this point. Might be better to hand him a calculator and move forward. There are kids with math disabilities who are actually quite GOOD at math, once you remove the computation and get him doing actual math, actual problem solving. It's way more important, for life skills, that he know how to translate the math of a word problem into equations, into something he can punch into a calculator. Adults do with a calculator anything more than 2 digits anyway. But if he's having difficulty translating word problems into equations, that will be where you want to focus. Also graphing skills, measuring, estimating. These are things that will affect real life and might not be done enough in a curriculum for you to realize they're issues. The graphing and reading/interpreting graphs will hold up his science test scores on the ACT as well. So with my ds (ASD, math SLD, etc.), I use lots of word problems, Ronit Bird, a little bit of Tang Math. For the word problems, there are grade leveled books from all the major curriculum publishers (Spectrum, Evan Moor, Teacher Created Materials, etc.). There's also Crossing the River with Dogs.
  12. Oh my, I am so muzzy-headed today; it's the cold. Today: finish yesterday's list (get out lights, ornaments); runs; math, languages and piano for school; piano lessons; make grocery list for DH & boys when they shop tomorrow; nap some; Christmas list -- ideally finish gift ideas and draft a general Holiday Season Plan; exercise for me; have boys spend a few minutes cleaning their rooms; boys put their laundry away. Total kudos/extra credit for any of this I can get done: strength/yoga for boys; sketch out a plan for teaching elder DS Greek (his online class became to stressful and too time-consuming given other goals, so now it is just us); get some plants in pots/ground; general housecleaning. And build joy, gratitude and grace into our day. Doesn't that sound nice????
  13. We didn't use LOF pre-algebra with my older, but since then and also for younger (who isn't to pre-A yet) it has become our go-to reinforcement book. When we finished Singapore 6A before the semester was over, I pulled out LOF fractions because I thought that's what needed practice and younger is loving the change of pace. Older used/uses LOF Alg and Alg 2 once/week while he worked through AoPS Algebra and geometry - it's been nice to have a fun, short, easier math day and he's found it useful to see the material taught a different way. When he starts AoPS Alg 2 in the spring, we plan to continue with whatever LOF book he's on, once/week. Younger will likely do Jousting Armadillos pre-algebra, and I'll probably have her use LOF once or twice each week at the same time. We've used Khan for other topics, but haven't tried it for math.
  14. Huh? I had no idea you can use digit sums to check multidigit multiplication! I learned how with Oldest today. He likes this way of checking waaay better than switching the factors and doing a whole other math problem. Why didn't I learn this nifty little trick when I was in elementary? Oh, yeah. Because they didn't teach it! I really want to laser glare my fourth grade math teacher right now for withholding information that would've made life easier.
  15. In trying to save some money on a math textbook, I saw that there are California versions of Saxon Math (for Intermediate 4, Intermediate 5, etc) and that they are available in two volumes. I am giving Saxon Intermediate 4 a try, I think it will really be a benefit here to have two smaller books instead of one huge book. Just wondering if anyone else has tried them. I'm expecting the content to be similar to Saxon 5/4.
  16. Daddy at work Grocery shopping Did phonics, math flash cards and her Bible, calendar and telling time. Currently at storytime. More errands today. Lunch with Dad. Needs to do penmanship and read to me.
  17. My son has done Singapore through 6A and it has been great. He gets high scores on math tests and he feels comfortable with math. At this point ability-wise I think he could go either way, either do SM 6B or go ahead and start a pre-algebra program. He's ambivalent about it. My thinking is that we have several pre-algebra programs we can try, and not doing 6B gives us some wiggle room with time if we need to switch programs. But is there anything in SM 6B that he shouldn't miss?
  18. I used My Father's World as family style for Bible, history, science, art and music appreciation. It was designed for multi ages in those subjects and you leave out what is too advanced based on you knowing your kids. Then each to own in language arts/math. They'd tell you to look at their world geography year (exploring countries and cultures), but depending how learning difference impact the oldest, you might look at their program with the word Adventures (in the title) for 2nd/3rd grade. it's an Us history and states overview. It is Christian if that matters to have or to not have .
  19. So, at the end of two weeks of our new more streamlined approach, this is what we are doing. At breakfast I read a short chapter from Minn of the Mississippi, which has plenty of interesting science as well as being good literature. The chapters are short enough that I'm usually done when they finish eating. Then they get ready for the day and each child has a "daily work" binder with 5 dividers for the days of the week. On Sunday I put their "individual" work in there. For my 1st grade boy that means: -two phonics pages from this set https://www.teacherspayteachers.com/Product/Digraphs-Worksheets-Phonics-Workbook-2270082 -one handwriting page from this set (we already did the first book in the series and I have all of them) https://www.teacherspayteachers.com/Product/Lowercase-Intervention-or-Homework-Practice-HWT-Style-Font-1696921 -3-4 pages I print from Mathematical Reasoning - I got the PDF so I could print the ones I want him to do, and skip the stuff he's already solid on. He's loving it. -a page I created/printed that has a cute photo of a dog reading a book that says "Read Something" which is his reminder to do independent reading. For the 4th grade girl (the one with dyslexia) -one lesson from Math Lessons for a Living Education -one lesson from Language Lessons for a Living Education -Either two pages from Abecedarian or a two page spread from Super Speller (alternating) -Then the cute homemade pages with photos to remind her to: -read something -do one handwriting page from Cursive Success -do a typing lesson from Touch, Type, Read, and Spell which reinforces phonics as well as teaches typing -practice her spelling cards (visual flashcards for most common words - we do about 5 a week- where there are pictures in the words and she likes to redraw them. Not a full spelling solution, but because she is so artistic it hits a sweet spot with her and gives her confidence in her every day assignments to at least be able to spell the most commonly used words and I do these with her, breaking them down into their sounds, etc as appropriate for dyslexic education) Then for our group work we are currently doing an advent unit study. The younger one was fighting it as he didn't want to write his answers on the reflection pages, but didn't want to just skip them when his sister was doing them. So yesterday I took the time to find an alternate page for him that went with the same theme as her reflection page - in fact I found a coloring page and a page with a maze on it and let him choose. That made him happy to have his own work, and everyone did well. We are also doing a Holidays Around the World unit, and then we are doing a Space Science unit from the good and the beautiful. But now I'm not trying to hit all three of those in the same day. Or at least, not push too much. So yesterday we did the craft from the Holidays study for Mexico, but that was it from that. And Space was a short lesson that we did outside. I subscribed them to more educational youtube channels and they chose on their own to watch some videos on bees and bee keeping, how candy canes are made, and others. they've been watching Crash Course Astronomy as well in the evenings. I am refraining from printing note booking pages about crash course Astronomy, lol. And I have art assignments from Art with a Purpose I was forcing them to do, and I realized that forcing art is not what I want for them. So I subscribed them to the Art Hub for Kids youtube channel and last night when they were looking for something to do with DH I put on one on drawing Rudolph and they had fun doing that. I've cleared my shelves of all the stuff I am not using RIGHT NOW. Stuff I may use is in a bin in the living room on shelving, out of sight. Stuff for another year is in two medium plastic bins in the closet in our room. Not having it out, taunting me, is a huge mental relief. I heard or saw some one talking about the silent to do list - the idea that your stuff is always talking to you, and it really hit home. So those flashcards left over from CLE that we are not using but I want to keep were just screaming "maybe you should do more fact drill, are you sure you don't want to use me?" every time I walked by. Etc etc. We are also going to try to do more out of the house stuff that I've been skipping in order to try to get all the academic stuff done. Because in the big picture my goal is not kids that made it through all the lessons of our history curriculum, my goal is happy, well rounded kids who love life. That is the perspective I've been missing - the long term view. When I try to think what my goals are for this year, I get bogged down in minutia. If I think about my overall, long term goals it is easier to see that not all of it has to happen this year, this week, this day. Yes, I want her to have an overview of history by middle school, but we have time. Yes, I want her to be able to write well by the time she graduates, but that doesn't mean she has to be writing a certain amount this week. Obvious, and yet not.
  20. Yes, people take breaks all the time and are fine. Second grade is pretty young to be loathing school 😞 When you come back to school, you should be fine to get on with Singapore.
  21. I have a grade 7 student who I suspect may possibly have dyscalculia (also has SPD, Tourette Syndrome, a lot of ADD traits). At the very least, he is a very visual-spatial learner with a strong dislike of math. For the past few years we've been focusing on CLE math, but he dislikes it. Dislikes having so many new topics at once. We decided to give Life of Fred a try (a definite fail in my book), but one issue I noticed is that when he would come to a concept that he hasn't practiced in awhile, he would "forget" how to do it (ex. need a reminder on the steps for long multiplication). So, I want a mastery program, that really allows him time to learn the topic well, but also includes some amount of review of previously learned topics. Suggestions?
  22. Love these threads. Love reading what others are up to and learning from those more experienced than us. It's also a great opportunity to reflect a little on where we are headed. So let me start with plans for my older boy, who just turned 6, and who's really, officially "doing school" with me on most days now. • Start reading early elementary level chapter books (like Magic Treehouse) in Mandarin by the end of the year. I am incredibly excited about how far we've come in the 20 months or so of studying the language, even though I realize we still have so much further to go. • Maybe have him start reading in Polish. Not in a hurry there. But a definite goal for me: read Polish books to him on most days of the week. • Learn spelling and increase fluency in handwriting enough to be able to write down his own "stories", letters, and anything else he might want to write down. I can already see how much this will empower him - just like the ability to read, which gave him so much freedom and independence. • Let him continue reading and enjoying books in English. No curriculum there. Just one goal for me: keep supplying him with interesting stuff to read that is both somewhat challenging and age appropriate. Perhaps try to introduce some more non-fiction into the mix. Continue reading history. • Keep working on fun math competition problems. Finish 5th and perhaps part of 6th grade of Math Mammoth. Successfully take part in Math Kangaroo (as in, be able to sit through the whole test, focus on solving problems for at least half of its duration, correctly fill in and hand in the answer sheet.) Work towards having him scribe his own math for at least half of the MM problems that we do. • Keep doing some biking, hiking, tennis and soccer for fun, when the weather allows. Aim for 3 hours outside on most days. • Continue enjoying music, singing and learning to play the piano at home, and maybe look into taking singing lessons. And then there's the little boy, who just turned 3, and who is still a mystery to me in terms of what he'll be like when it comes to learning. What will he enjoy? How much "school" will he ask for? He does like listening to books, so I definitely want to give him the gift of early reading, which has worked out so beautifully and gave so much independence and confidence to his older brother. But with this one, I somehow just don't know. He's very, very quick, and very, very stubborn. So the goals are tentative, very tentative: • Go from reading the simplest phonics readers in English to reading Magic Treehouse-type books. • Maybe do some Mandarin. • Keep doing soccer, scooting, walking, going outside for 3 hours on most days. Transition from balance bike to pedals when he's tall enough.
  23. Well, this is exactly what this thread is about. My parent-child relationship is different than yours. I would have quit math for 1-3 months, and then started on a single big problem. I want to build a shed, lets figure out how many materials we have to buy. etc. There is no way I would ever have forced my younger to do math that he didn't want to do. (I didn't have this trouble with my older haha.) In my experience (and clearly different people have different experiences), my kids learn NOTHING if they are not engaged. They can pass the test, but nothing is retained, and the content cannot be used applied to other contexts. I had so much trouble with my younger with math, that we did 5 different pre-Algebra programs over 2 years while I waited for him to mature. We just picked something every day that he *wanted* to do. This kept him excited about math and with a perception that he was good at it. Was it a pain in the neck? Sure. Was it the most efficient path? No way. But did it keep him wanting more math everyday? Definitely, yes. For me, attitude and engagement is everything.
  24. Well, it's been awhile (Ds was 11 when we did the therapy, and he's 22 now), but I'll remember what I can. Ds had trouble reading and writing. He could actually read words just fine, but not more than three sentences (a short paragraph) at a time. He would get rather exhausted and then angry, and just refuse to do it. The same would happen with writing. He could only write a sentence or two and then he'd just stop. I remember doing the strength test that Dianne Craft has in the Brain Integration Training (BIT) Manual, where you press down on the child's outstretched arm before having them read or write, then do it again after they read or write a short paragraph. My son was quite noticeably weaker just from the effort he was putting into those particular tasks. The Circle-8 crayon activity and the physical, cross-body exercises in the BIT Manual helped with these things. After six months, he no longer complained about writing. He'd just do it. He could read easily as well, though he never really became an avid reader. (He did read all four of the Eragon books!) Ds also had behavioral issues that, in part, may have stemmed from the high dosage, long-duration antibiotics he had when he was little. They left his gut void of good bacteria, and overgrown with yeast. I gave him several supplements recommended by Dianne Craft to promote good bacteria, boost his nervous system, and get rid of yeast (probiotics, fish oil, Vitamin E, Primrose oil, and grapefruit seed extract). He took them every day for several months. I also limited his sugar intake. This, coupled with high protein snacks to even out his blood sugar (he was hypoglycemic), made him more cooperative in general. (I learned about all this from the Biology of Behavior CD's) I hope this answers your questions. I don't think my ds would have been cooperative earlier. He had to be old enough to understand why we were doing it, and how it might help. Like gardenmom5, I also had to set aside some of the academics to make time to focus on the therapy. That may have helped as well to get Ds to cooperate. These fun activities took the place of long reading and writing assignments. We also did 45 minutes of flashcards every day because he was 11 yo and didn't know them yet. Going on in math was going to be impossible without getting those facts under his belt. So, for several months, we did therapy, math facts, read-aloud (taking turns), science experiments, and various un-schooling type activities. I'm so glad we were home and I was able to focus on his needs like that. He's out on his own now, college graduated and self-sufficient. It was uncomfortable to just "stop" doing school for those months, but going on with full academics was impossible. The time we spent doing BIT was time well spent. Note: You may be able to incorporate just some of her ideas into your son's day. Maybe he'd be more cooperative if he read the Manual himself, so he could understand it, and took it on as his own responsibility.
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