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<blockquote data-quote="Marguerite" data-source="post: 43191" data-attributes="member: 1991"><p>We moved away from trying to force difficult child 3 to fit in, to his detriment, and towards a celebration of his individuality and his gifts. He still has to struggle with a mainstream curriculum and right now is HATING Geography because it seems the entire term's work is on "globalisation", which when you think about it is very hard to pin down and define. His view is, he doesn't know about it, he doesn't WANT to know about it, he will never use this knowledge and he feels he is wasting time. Perhaps the lesson for him here is to accept having to embrace apparently unwanted knowledge because the effort itself is a lesson. I've told him to endure, and do it, so he can move past it to more appropriate work.</p><p></p><p>In trying to cram our square pegs into round holes, we knock off their corners and they lose their individuality. They are never as good a fit as those who were born machined to the round hole; and meanwhile somewhere, there are square holes desperate for a match. And if we can't find a square hole, we'll make one to fit.</p><p></p><p>There is a reason our kids are born different; sometimes society forgets that it is these differences that drives progress, challenge and change.</p><p></p><p>Since following his own path, difficult child 3 is now happier and more relaxed and, ironically, can appear more "round peg" than ever before, although it is only a semblance. By allowing him to be himself, we have allowed him to have the scope to also become whoever he needs to be.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 43191, member: 1991"] We moved away from trying to force difficult child 3 to fit in, to his detriment, and towards a celebration of his individuality and his gifts. He still has to struggle with a mainstream curriculum and right now is HATING Geography because it seems the entire term's work is on "globalisation", which when you think about it is very hard to pin down and define. His view is, he doesn't know about it, he doesn't WANT to know about it, he will never use this knowledge and he feels he is wasting time. Perhaps the lesson for him here is to accept having to embrace apparently unwanted knowledge because the effort itself is a lesson. I've told him to endure, and do it, so he can move past it to more appropriate work. In trying to cram our square pegs into round holes, we knock off their corners and they lose their individuality. They are never as good a fit as those who were born machined to the round hole; and meanwhile somewhere, there are square holes desperate for a match. And if we can't find a square hole, we'll make one to fit. There is a reason our kids are born different; sometimes society forgets that it is these differences that drives progress, challenge and change. Since following his own path, difficult child 3 is now happier and more relaxed and, ironically, can appear more "round peg" than ever before, although it is only a semblance. By allowing him to be himself, we have allowed him to have the scope to also become whoever he needs to be. Marg [/QUOTE]
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