The week before Spring Break had a frustrating start, but ended in accomplishments in growth.
On Monday, I spent about 15 minutes teaching one of the twins how to make circles, again! He seemed to have lost all orientation with the top, middle and bottom lines, but only while making a circle. He consistently writes his capital J in the lines, so I know he understands the concept. We also had to spend a considerable amount of time finding 2’oclock when orientated at the top line, although he understands how to find 2’oclock when he writes his o and a from the midline. This twin’s brain was turned off!
To top that off, my daughter rushed to play through her piano piece and played the entire thing incorrectly. I think she was hoping that I wasn’t listening. Well I was, so I very patiently, with a smile, went to sit beside her in order to help her play it correctly. The minute I sat beside her, she began to cry! If you have been reading my posts, you know the battles that we have had with the dreaded piano lessons. The piece is only 2 lines long!
But the Monday woes were not over. Both my 7 and 10 year old decided to use their checklists as a race agenda. Each child spent about 5 minutes on each checklist item. At one point, my drummer boy took out a book, looked at it, and then marked his reading log off as done. Really! Both practiced their typing for about 2 minutes and my drummer boy played his guitar for 5.
On Tuesday, the twins decided to switch roles in their cursive practice. The one who struggled Monday, did much better with sticking between the lines, but the other had a melt down, because he couldn’t do things his way. When he needed my assistance, he didn’t want it. Then when he messed up, he got upset. I insisted on aiding him, but he resisted. I do, however, always win!
I added times to the checklists and the kids had fun setting their timers. Their work was of a much better quality and there was no melt down at the piano!
|Typing 15 Min|
|Drums 2 songs|
|Guitar 30 min|
|Reading Log 20 min|
On Wednesday, the twins did the ol’ switch-a-roo again! Both did much better at writing in the lines, but this time it was the others turn to attempt to control the situation through whining. The outcome was the same, however. Mom won!
Thursday and Friday were pretty low key. I did end up correcting the twins grip. One of them actually writes better with the incorrect grip, so I am reluctant to correct much further. I will, however, gently guide him towards it as he continues to practice. The other twin corrected his grip quickly and easily. And these twins are identical?
As for other curriculum news:
We started Easy Grammar, Grade 3, a few weeks ago, and we are truly loving it. My daughter and my drummer boy have both memorized the list of prepositions and find the lessons to be quick and painless. I was worried that my drummer boy would struggle through grammar, because of his language processing issues, but he is progressing very well and I am seeing connections forming.
We did have one issue with the order of adjectives to nouns, that told me a lot about how my drummer boy processes and retrieves information.
In the lesson, he had to unscramble the prepositional phrase. The scrambled words read, “old inside an shed.” He unscrambled them to read, “inside an shed old.” I had him read his phrase out loud and then asked him if it sounded correct. He said that it did. Then I read his sentence back to him the way he had written it, and asked him again if it sounded correct. He held to the affirmative. Next I asked him if “the boy young” sounded correct. He thought it did, but when I asked him which sounded better, “the boy young” or “the young boy,” the light went on, and he said that the young boy sounded much better. So then I asked him again if the shed old still sounded correct. He did not connect the two phrases, so I asked him to choose which phrase sounded better, “an shed old” or “an old shed.” At that ah ha moment, he took off, and with only a little more help, completed the lesson correctly and quickly.
My oldest and my drummer boy have been participating in educational therapy through the Essential Learning Institute for about a year now. I haven’t seen much improvement in my drummer boy’s ability to recall word meanings after an exercise, so I called the therapist for advice.
The therapist decided to move him back several lessons until his word meaning recall becomes more automatic. I had to encourage my drummer boy to persevere through his exercises this week. I explained to him that this will make the brain stronger so that he can learn easier, just like physical exercise makes the body stronger, so that every day life is easier. I believe I was encouraging myself as well, because I am just as sick with this therapy program as he is. The program was only supposed to be 9 months and he would be “fixed.” Honestly, that should have been a red flag right there, but I was suckered in anyway. It is not all for waste though, we have seen tremendous improvement in his language processing capabilities, but is that because of the therapy, or the GAPS diet, or the art classes? How is one to tell? My oldest says that it has helped his concentration, so that is good. Still wondering when it will end though!
We have been studying 1 Samuel and this week we studied the story of Abigail and her foolish husband Nabal. I was amazed that Abigail actually took the blame for her foolish husband’s actions toward David which nearly got them all killed. This was the characteristic trait that I wanted to teach my children. I have been pointing out situations in which they place the blame on another, and ask them to rethink it “Abigail style.” For example, when a younger sibling is playing with legos and leaves the room without cleaning up, and an older sibling is in the room, not playing with the legos, but sees that the younger sibling has left the room without cleaning up, that older sibling should remind the younger sibling of our clean up rule and then help him clean up. Therefore, when I tell everyone to clean up the room, and I hear, “But I did not make the mess!” I can redirect their thinking Abagail style. It is a humbling experience to take the blame for someone else, but Jesus took the blame for us too.
This week we also started our first Amanda Bennett, Twisting Tornado, unit study. It should only take 4 days, but will probably take us 8. My drummer boy is easily distracted this week, probably due to the Zyrtec, but it is either that or allergies, not sure which is worse, so the study is taking longer than it might when he is better focused.
This is our first unit study and we have only completed the first day, but I already love it. I especially love how she incorporates scripture. This gets us out of the box of grammar, spelling, and math as separate subjects and connects it all together. It allows the kids to express themselves and critically think about a subject. This study even had the kids use a dictionary. Oops! I may have forgotten to teach that skill. I look every unknown word up on Google. I guess they should learn how to do both, just in case they don’t have a computer, Iphone, or Ipad near by, which is almost never for my kids. I actually had to dust the dictionaries off!
We chose to study tornadoes because the book club we had joined chose weather as the first month’s theme. Not to mention that ever since we had read “The Wizard of Oz,” the kids have been obsessed with tornadoes. More updates to come on this engaging activity.
That’s the skinny on the week before spring break as we anxiously await the arrival of our beloved family.
You are awesome in detailing the mundane! A so-exciting read in the eyes of the teacher! Your challenge does seem huge : )