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Found 5 results

  1. Just summarizing the last few threads GRIN... I've been reading these boards for awhile, and I've listened to several of my children's friends complain about their teachers' threats and complaints at the beginning of 8th grade, and I've concluded that it is perfectly normal to spend the entire 8th grade year struggling to begin to learn how to: -Write a short well-organized expository paper -Produce work that has a heading and date, is legible, has full sentences that actually answer the questions, and isn't half question marks -Use an assignment book to keep track of one's assignments -Make and use some sort of study guides -Show one's work in math (math becomes complicated enough that one needs to show the work now) -Type And it is normal to spend the rest of high school learning how to: -Use more adult reference material -Skim so one can sift through a greater quantity of material -Write a longer expository paper -Read at an adult level -To do research Eighth graders don't have to arrive at high school able to do the second list. It is ok to spend high school learning to do those things. High school is long - four whole years. Yes, it is nice to arrive knowing them, and lots of students do, but lots of other students' academic skills are slower to mature. They still will arrive there by college, when students do, indeed, need to have those skills in place. Lots of people say their children made huge leaps after the age of 16. So... if your 13yo isn't behaving like a 17yo, IT IS OK. DO NOT DESPAIR. They keep growing after 13 or 14. In fact, they grow tons, just like they grow tons between the ages of 2 and 6. Part of that growth is a new awareness of themselves and language and the world around them and their own reasoning powers. This awareness, unfortunately, also leads to some of the less attractive 13-15yo behavior. They are two sides of the same coin. If my own children and their friends are anything to go by, they themselves are horrified by some of their own changes and tendencies, and just as glad when they ease off later on. Growth isn't always easy, fun, and pleasant. Remember the terrible twos (or threes)? They were learning to be children then. Now they are having to start all over again and learn to be adults. Please, please give them lots of sympathy and tolerance along with bolstering their still immature self-discipline and judgement. And talk to them, lots. And listen to them, really listen, to the new person they are becoming, not just the old one they were. And mourn the child that is disappearing, because they are, too. And help them to look forward to the nice adult things, like being able to drive and being able to get together with friends more easily. And remember that they are still young. Hugs to everyone who is going through this. I'm going through it for the third time GRIN. HTH -Nan (I've left off various science goals, like learning to make observations, to draw, to design an experiment, to keep up with current discoveries in a field, and to use lab equipment because I haven't heard them discussed enough to be able to tell where the 8th grade/high school line normally lands.)
  2. I've been looking at some areas that we need to "shore up" before I have an official high schooler. Working with her today on some math things, I realized that she KNOWS mnemonics but just won't write them on her paper to help her. Why? I have no idea. She says she didn't think she was allowed to... that maybe that was cheating. Clearly, it's NOT if you write it when you are given a test. Clearly, it's not if you write it at the top of your homework paper which BY THE WAY is straight out of the book. I guess it never dawned on her that she could refer back to the lesson. It's mindboggling to me. But then I realized that she is a very different student than I am. I naturally do things that are taught to you in a Study Skills type program. She doesn't. (Look at titles, subtiles, bolded words, graphics, flip through to see how long the lesson is, etc.) So how do YOU teach this to your students? And then I realized that she knows how to write a keyword outline, but NEVER takes notes as she reads unless it is a specific outline task. And then she only knows IEW keyword outline process. So maybe I should put "Read and OUTLINE" on her assignment list. She also struggles with time management. I know a certain amount is normal. I was a procrastinator in public school too. But I would like to get her to a point that I can say "This week xyz needs done" and not spoon feed her the daily breakdown. I also need to figure out a reasonable consequence when expectations aren't met. For various reasons, our homeschooling as been a little more relaxed than I'm comfortable with and we nee to get back on track. Soooooooooo... what does this process look like in your homeschool?
  3. I'm considering doing a co-op class for middle schoolers, on study skills. I'm looking for suggestions from others who have done a class like this before, or who have taken a class that has been particularly helpful. My son actually took a study skills class last year, but I think we're of the mindset that it may take more than one round for the skills to actually "root." :)
  4. We need resources for my 8th grader who needs to learn how to study for closed book exams. Any resources that you recommend? ETA: Particularly learning to study a text book. I am going to sit with him and teach him how to take notes from a textbook, but resources would be great too.
  5. AKA Drill but hopefully without the kill? I have to admit that I was one of "those" students. The one that would quiz the egghead who had stayed up all night typing up his study guide, count this as my only "study time" and then go in and ace the test. I did not learn to study until I was in seminary studying Greek and finally met my match. I broke out in hives at my first Greek exam! My ds is a student like his old mam. And I have to admit that I've allowed him to look at the big picture, to fill in the details as he goes along, to avoid all the grunt work of drill. Because, as you know, drill always does seem to be associated with kill. But then dd came along. She's like her dad. He and she are both intelligent but need countless repetition to get it. I started to wake up to the value of drill and to see the many fun ways to do it. So here's the rub: I'm starting to wonder if I've done ds a disservice by not insisting that he do some of this too. Where I'm seeing the most for him is in Latin. He does beautifully translating Latin into English because he's smart enough to put things into the right tense etc. to make the story work, even though he's a bit hazy on the details. But when we go to translate English into Latin, he runs into problems because those details count and he can't slide by on intuition anymore. So we've started some drill amidst much protest. So - what do you think of drill, scales (in music), all that menial detail work? When do you think they are important? Right at the start? Later as needed? For only some subjects? Am I correct in wondering if my own lack of attention to detail is why I graduated from even grad school with high honors but still have a sense of not really knowing things? Of having snowed the professors but having perhaps cheated myself?
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