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I think I may have reached my breaking point...
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<blockquote data-quote="Marguerite" data-source="post: 385095" data-attributes="member: 1991"><p>This is how we sort of fell into home schooling. Or correspondence, in our case. difficult child 3 was spending so much time at home, because at first he seemed to be really ill with something undefinable that gave him low-grade fevers and vomiting, plus I knew when he was unwell it made it a lot harder for him to hold it together and also every time I had my own medical appointments they were getting interrupted by phone calls from the school to come get him AGAIN. So increasingly, difficult child 3 was missing school. I was concerned by two main things:</p><p></p><p>1) difficult child 3 needed to keep up academically, so I begged work off his teachers (it was never enough) and bought some cheap books and computer programs, plus educational DVDs, to keep difficult child 3 occupied with learning during school hours. I found he did a lot more in a day at home than he ever managed to do in a week of school.</p><p></p><p>2) I didn't want difficult child 3 to associate being home during the day, with a holiday from school. I didn't want him 'rewarded' with a holiday. So we brought in the rule "School work during school hours."</p><p></p><p>All of this of course was while we were fighting similar battles to you, and I was trying to keep difficult child 3 in mainstream school. We changed schools and the new school was so much better. But despite being as good as they were (they were everything you would want for Wee, Shari) we realised there was still a great deal missing that not even the best school could provide. By that stage difficult child 3 had spent so much time at home for various reasons, each time having some sort of material to work with because I was increasingly supplementing what the school gave me for him to work on, that to jump to a correspondence enrolment was a simple phone call and made very little difference to our lifestyle. In the end, it made my life easier, not more difficult. We were about to go away for two weeks' holiday and had already arranged it with the school - difficult child 3 would take photos and together we would help him record a daily diary of the places we went to and what it as about. All we had to do in the couple of days before we left, was organise for the diary to be sent to a different school (the correspondence school) for marking. The added bonus for us was the correspondence school had sent us some Maths worksheets for the two weeks, which kept difficult child 3 busy each morning over breakfast. As we drove around on that holiday, I realised that I was no longer stressing about school or what it would mean when we got back from holiday and we had to once more try to get difficult child 3 to class and stay there, without incident. I found life became a whole lot easier, but also difficult child 3 began to do a whole lot better socially as well as academically. School and the problems (plus watching other kids misbehave - as you said, Shari, other kids are throwing stones too) were no longer difficult child 3's world. I was on the spot and I was the one there to tell him, "I know that boy just threw a stone, but you know it was not a good thing to do, don't you?" and help him walk away. And as he realised he was safe, he relaxed and became a lot easier to handle.</p><p></p><p>I know you have to work, but there are other options out there, is what I'm saying. And circumstances are forcing you in directions you should be free to choose and not be forced into. </p><p></p><p>Time to lawyer up, hon. That advocate who wants to go for the jugular - I'm sorry, but I think it's time to let her have her head. The only concern I have there, is that she MUST follow through on what she starts. You do not want someone who starts a fight then walks away just as she's got their attention and hostility aim in your direction. You need a lawyer who will take this pro bono, because this is such a vital issue of basic human rights violation.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 385095, member: 1991"] This is how we sort of fell into home schooling. Or correspondence, in our case. difficult child 3 was spending so much time at home, because at first he seemed to be really ill with something undefinable that gave him low-grade fevers and vomiting, plus I knew when he was unwell it made it a lot harder for him to hold it together and also every time I had my own medical appointments they were getting interrupted by phone calls from the school to come get him AGAIN. So increasingly, difficult child 3 was missing school. I was concerned by two main things: 1) difficult child 3 needed to keep up academically, so I begged work off his teachers (it was never enough) and bought some cheap books and computer programs, plus educational DVDs, to keep difficult child 3 occupied with learning during school hours. I found he did a lot more in a day at home than he ever managed to do in a week of school. 2) I didn't want difficult child 3 to associate being home during the day, with a holiday from school. I didn't want him 'rewarded' with a holiday. So we brought in the rule "School work during school hours." All of this of course was while we were fighting similar battles to you, and I was trying to keep difficult child 3 in mainstream school. We changed schools and the new school was so much better. But despite being as good as they were (they were everything you would want for Wee, Shari) we realised there was still a great deal missing that not even the best school could provide. By that stage difficult child 3 had spent so much time at home for various reasons, each time having some sort of material to work with because I was increasingly supplementing what the school gave me for him to work on, that to jump to a correspondence enrolment was a simple phone call and made very little difference to our lifestyle. In the end, it made my life easier, not more difficult. We were about to go away for two weeks' holiday and had already arranged it with the school - difficult child 3 would take photos and together we would help him record a daily diary of the places we went to and what it as about. All we had to do in the couple of days before we left, was organise for the diary to be sent to a different school (the correspondence school) for marking. The added bonus for us was the correspondence school had sent us some Maths worksheets for the two weeks, which kept difficult child 3 busy each morning over breakfast. As we drove around on that holiday, I realised that I was no longer stressing about school or what it would mean when we got back from holiday and we had to once more try to get difficult child 3 to class and stay there, without incident. I found life became a whole lot easier, but also difficult child 3 began to do a whole lot better socially as well as academically. School and the problems (plus watching other kids misbehave - as you said, Shari, other kids are throwing stones too) were no longer difficult child 3's world. I was on the spot and I was the one there to tell him, "I know that boy just threw a stone, but you know it was not a good thing to do, don't you?" and help him walk away. And as he realised he was safe, he relaxed and became a lot easier to handle. I know you have to work, but there are other options out there, is what I'm saying. And circumstances are forcing you in directions you should be free to choose and not be forced into. Time to lawyer up, hon. That advocate who wants to go for the jugular - I'm sorry, but I think it's time to let her have her head. The only concern I have there, is that she MUST follow through on what she starts. You do not want someone who starts a fight then walks away just as she's got their attention and hostility aim in your direction. You need a lawyer who will take this pro bono, because this is such a vital issue of basic human rights violation. Marg [/QUOTE]
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