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Wee went to school today. Behind the 8 ball.
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<blockquote data-quote="Marguerite" data-source="post: 336928" data-attributes="member: 1991"><p>Shari, you've left him with grandma before, haven't you? If you had some sort of rough schedule drawn up, could she supervise his work? I don't mean teach, just supervise. We found that when difficult child 3 (and difficult child 1 before him) had worksheets to do or some other work, all we needed was somewhere for the kid to sit and work, and someone to be there for him to call on if he got stuck. And the same someone to shove a sandwich in his direction at the right time. We found the best schedule was to let him work on a worksheet until it was done, rather than the school method of changing task after half an hour or whenever. Keeping it more flexible like this made it a lot easier for the kids to get into a self-teaching mode at which point they began to get confidence in themselves as being capable, after all.</p><p></p><p>My work with difficult child 3 is going to be more involved tis year, but only because the work is getting a lot more abstract. But the worksheets he has are still fairly well set out, all in writing including instructions. All he has to do is read each step in turn, and do it. I 'helped' a bit more today, by encouraging difficult child 3 to get started. We'd talked about what was on the agenda a few days ago, so he knew what to do. He had to watch a movie ("Whale Rider") and then begin to answer questions on the worksheet. After he watched the movie, I asked him some questions (to check he'd understood it) and we talked about it. What did he understand the movie to be about? Who were the characters? What were they doing? And so on. Because this topic involves complex social understanding, he does need a bit more help than usual, but is still doing amazingly well. A lot of the time with more concrete subjects, I can leave him alone and trust him to work. After all, his schooling is output-based.</p><p></p><p>A classmate of his (another correspondence student, one who rarely attends study days and who we often don't see from one year to the next) has been doing really well, came first in the year in most subjects last year, and his mother works full-time. She told me she went back to work because he said he could work better in an empty house. And clearly he does.</p><p></p><p>Correspondence doesn't always require a parent to supervise. It also greatly reduces the workload of who would otherwise be the teacher in a home-schooling set-up.</p><p></p><p>I do hear you on the need to work. It is grossly unfair that some people don't have the luxury of being able to do this, when really it shouldn't be a luxury, it should be a viable alternative.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 336928, member: 1991"] Shari, you've left him with grandma before, haven't you? If you had some sort of rough schedule drawn up, could she supervise his work? I don't mean teach, just supervise. We found that when difficult child 3 (and difficult child 1 before him) had worksheets to do or some other work, all we needed was somewhere for the kid to sit and work, and someone to be there for him to call on if he got stuck. And the same someone to shove a sandwich in his direction at the right time. We found the best schedule was to let him work on a worksheet until it was done, rather than the school method of changing task after half an hour or whenever. Keeping it more flexible like this made it a lot easier for the kids to get into a self-teaching mode at which point they began to get confidence in themselves as being capable, after all. My work with difficult child 3 is going to be more involved tis year, but only because the work is getting a lot more abstract. But the worksheets he has are still fairly well set out, all in writing including instructions. All he has to do is read each step in turn, and do it. I 'helped' a bit more today, by encouraging difficult child 3 to get started. We'd talked about what was on the agenda a few days ago, so he knew what to do. He had to watch a movie ("Whale Rider") and then begin to answer questions on the worksheet. After he watched the movie, I asked him some questions (to check he'd understood it) and we talked about it. What did he understand the movie to be about? Who were the characters? What were they doing? And so on. Because this topic involves complex social understanding, he does need a bit more help than usual, but is still doing amazingly well. A lot of the time with more concrete subjects, I can leave him alone and trust him to work. After all, his schooling is output-based. A classmate of his (another correspondence student, one who rarely attends study days and who we often don't see from one year to the next) has been doing really well, came first in the year in most subjects last year, and his mother works full-time. She told me she went back to work because he said he could work better in an empty house. And clearly he does. Correspondence doesn't always require a parent to supervise. It also greatly reduces the workload of who would otherwise be the teacher in a home-schooling set-up. I do hear you on the need to work. It is grossly unfair that some people don't have the luxury of being able to do this, when really it shouldn't be a luxury, it should be a viable alternative. Marg [/QUOTE]
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