Thursday, May 31, 2007

REDUCING ANGER

http://www.focusonyourchild.com/develop/art1/A0000174.html

Anger Busters for Kids
Eight Ideas for Reducing Anger

Your child is yelling, slamming doors and having an all-out tantrum … but can he trust you with his anger? Punishing the behaviors associated with anger might be a quick fix, but without instruction your child will lose out. National anger management trainer Bob Bowen warns that children who never learn proper ways to express their frustration will eventually find their own, often inappropriate, methods.

“At 7 years old she may be yelling or pulling someone’s hair, but by age 16 she will have developed 15 other incorrect ways to say ‘I’m frustrated.’ She has to find her own path because, as parents, we haven’t given her the correct one.”

The road to teaching proper “anger behavior” can be extremely bumpy when parents are sucked into the heat of the moment. Parents need first to handle their own emotions.

“When a child sees a parent managing his own frustration and anger, he will learn by example,” Bowen says. “How a parent responds to his child’s anger is how the parent teaches.”

Teaching discipline instead of punishing the child equips him with anger management tools that can be used the rest of his life. Here are eight things you can do to help your child learn how to express his anger positively.

Eight Great Anger Busters
  1. Model anger management. “Mommy is feeling very angry right now, so I’m going to take time to be alone and get some self-control.
  2. Show respect. Don’t participate by calling names or getting physical.
  3. Give them words to express their anger. “I know you are disappointed, or sad or frustrated.”
  4. Identify with their pain. “I remember when I didn’t get to go to a party.…”
  5. Set positive limits. Instead of saying, “Don’t you throw that doll,” say, “After you put the doll on the table, we can go have snack.”
  6. Redirect energy bursts that often come with anger. Encourage positive outlets like running, jumping, blowing into a horn or painting.
  7. Avoid power struggles with your child. They’re always lose-lose situations. If your goal is to control, you will teach him to control others.
  8. Provide a cooling-off period by reading a book together or going on a walk. Then calmly discuss what happened and make a plan for next time.

— Lynne M. Thompson

TAKING A WALK






































Wednesday, May 30, 2007

TELL ME MORE

From one of my favorite homeschooling sites:


The Two Sided Question And The Dangerous Why

The word "Why" is actually one of the most ineffective words when you need to find out some information.

From the parent's side, when you want to know information about something, often we ask our children "Why" something happened, or "why" they did something.

The problem with using the word "why" is that it immediately invokes negative feelings. It's almost impossible to use the word "why" without sounding accusatory. So your child immediately becomes defensive and anxiety begins to set in. So probably, you won't get the information you need.

Instead, trying using the phrase "Tell me more" about what happened, or whatever else you need information about. It requests the same information without all the negative baggage.

From your child's perspective, one of the hallmarks of homeschooled children is that they don't have any fear when it comes to speaking with adults, and asking lots of questions. In this respect, the word "why" also invokes reserved feelings when a child asks why. Why not teaching your children this same technique?

Instead of your child asking "Why" something is, how about having them use: "Please tell me more."The word "why" automatically carries negative baggage with adults, why not bypass it altogether when asking for information.

LOOKING COOL





































MIRROR PRINTS

More artworks by my boys. Here are some of them...









































Tuesday, May 29, 2007

NEW EXOPLANETS

http://news.yahoo.com/s/space/20070529/sc_space/28newexoplanetsdiscovered

28 New Exoplanets Discovered
Jeanna Bryner
Staff Writer
SPACE.com

HONOLULU-Astronomers have discovered 28 new planets outside of our solar system, increasing to 236 the number of known exoplanets, revealing that planets can exist around a broad spectrum of stellar types-from tiny, dim stars to giants.

"We added 12 percent to the total in the last year, and we're very proud of that," said one of the study team members Jason Wright of the University of California at Berkeley. "This provides new planetary systems so that we can study their properties as an ensemble."

The planets are among 37 new objects spotted within the past year. Seven of the objects are failed stars called brown dwarfs, with masses that dwarf the largest, Jupiter-sized planets but too small to sustain the nuclear reactions necessary for stellar ignition.

John Johnson of the University of California at Berkeley and his colleagues presented the findings here today at a meeting of the American Astronomical Society (AAS).

Astronomers don't directly spot extrasolar planets, but rather look for stellar wobbles caused by orbiting planets. The planet's size and distance from the parent star affect how strong or weak of a wobble, and more sophisticated techniques for measuring the stellar wobbles has led to an ever-lengthening list of such outer planets. Now they can detect wobbles of a meter per second compared with the 10-meter limit just 15 years ago.

Planet profiles
One of the exoplanets, a red M dwarf just 30 light-years from Earth, was discovered two years ago, but recent observations have allowed astronomers to pin down its mass, radius and density. The ice-giant planet circles the star Gliese 436 (GJ 436) and has a radius and density that are surprisingly similar to that of Neptune.

Weighing in at 22.4 Earth-masses, the exoplanet is the first Neptune-sized planet observed to transit a star. The previous record holder, dubbed HD 140926b, weighed in at 100 Earth masses, and Jupiter is 320 Earth masses.

"[Gliese 436b] must be 50 percent rock and about 50 percent water, with perhaps small amounts of hydrogen and helium," said head of the planet-search team Geoffrey Marcy, also of UC Berkeley. "So this planet has the interior structure of a hybrid super-Earth/Neptune, with a rocky core surrounded by a significant amount of water compressed into solid form at high pressures and temperatures."

Its 2.6-day orbit around GJ 436 means the hybrid planet circles very close to its star, just 3 percent of the Sun-Earth distance, and making it a hot Neptune. Unlike most giant planets found with such close ties to their stars, this planet has an eccentric orbit. The elongated orbit suggests the parent star could have another planetary companion with a more distant orbit.
"I'm sure people will immediately follow up and try to measure the atmospheric composition of this planet," Wright said.

GJ 436 is an M star and 70 percent of all stars are considered M-type stars, so finding that these dim stars can support planets could mean a boon for planet hunters.

Bigger is better
At least four of the newly spotted planets belong to multiple-planet systems, supporting the idea that at least 30 percent of all planet-parent stars have more than one planetary companion. Since smaller planets and those outside our solar system are trickier to detect, Wright predicts this percentage will continue to rise as detection methods improve.

And three of the just-discovered planets circle stars that boast masses between 1.6 and 1.9 times that of our Sun. The stars are A- and F-type stars, which are typically difficult to detect because they rotate fast and have pulsating atmospheres.

Due to their extreme rotational velocities and high temperatures, A and F stars only jitter slightly from orbiting planets and so surveys can only pick up wobbles from super-massive planets and brown dwarfs in short-period orbits around these stars.

Johnson discovered that "retired" A stars, which have nearly burned all of their hydrogen and remain stable for a short stint, have slower rotation rates and are not so hot. That makes it easier for astronomers to measure their planet-caused wobbles.

Unlike planets orbiting M-type stars, these exoplanets tend to orbit at least 0.8 astronomical units (AU) from the parent stars.

For this reason, massive stars are more likely to harbor Jupiter-sized planets than are lower-mass stars, Johnson said. And retired A-type stars are twice as likely to support planets compared with Sun-like stars, which Johnson attributes to the fact that bigger stars start out with more material in their disks to feed planet building.

So these massive stars also could represent a treasure trove for places to spot new exoplanets, along with the M stars, Johnson said.

LIZARD EGGS

I was cleaning the closet the other day when I chanced upon some lizard eggs. I thought it was a great opportunity to show them to the boys and teach them about how different eggs are in size. They already know quail eggs and chicken eggs. I figured they would appreciate how small the lizard eggs were. True enough, they were so fascinated and even handled the eggs carefully and I let them play with the egg shells. I took a photo of the eggs and put a 5-centavo coin beside it as a reference on how tiny they were. After 5 minutes of this, I put the eggs back carefully in the closet. I'm sure, a few days from now, there would only be shells in there. =D

PAPER AIRPLANES

We made some paper airplanes the other day. I printed a Backyardigans paper airplane template and the boys had a great time throwing their airplanes around and making them fly. It was great fun especially when they were so absorbed in the game that they gave me a full 30 minutes of peace. =D



The template and the paper airplane, after folding.









Side view of the paper airplane. It looks really nice with the Backyardigans on it.






First throw. Wheeee! =D


















Kuya's turn! This is fun!



LEARNING MUSIC

http://www.bbc.co.uk/music/parents/learninganinstrument/whichinstrument.shtml

WHICH INSTRUMENT IS RIGHT FOR YOUR CHILD?
Practical advice on commonly-chosen instruments.

You can tell if it's suitable for your child if they get some positive enjoyment out of it, pick it up of their own accord, find some new way of playing around with it, so they're not just practising in a rote fashion but actually wanting to make music with it.
Liz Wilhide, Parent

Choosing the right instrument for your child needn't be a nightmare. Most children will begin on one of a handful of instruments: piano, recorder, violin or cello.

You'll want to make sure they are comfortable with it. Some instruments are better for younger players. The recorder, for instance, is easy to handle. Some stringed instruments are available in smaller versions for beginners. Whereas anything involving breathing, like brass and woodwind, should wait until they have the strength to blow and their second set of teeth have appeared. Every instrument is different.

I think if you find you're really enthusiastic about wanting to play it then that's probably a good indicator.
Louise Brown, 14, learning saxophone

TOP TIPS:
  • Take your children to hear live music to find out about different instruments. Encourage them to think about the genres that interest them - rock, classical or jazz?
  • Try before you buy - an instrument can be costly.
  • Think about where your child will fit in. For example, there are often more clarinet and flute pupils than there are groups for them to play in, while bassoonists and oboists are more scarce, and so might enjoy more opportunities. Bass players are also rarely short of a gig, unlike their guitar-playing counterparts.
  • If your child finds it difficult at first, encourage them to persevere, the rewards are worth it.
  • Some instruments, like recorder or piano, are best for beginners and some string instruments may be available in special small sizes.
  • Some, especially brass or woodwind, are more suited for older children.
  • Think about practical considerations: will the noise disturb the neighbours, is it too big too lug around, have you got room for your child to practise?

Monday, May 28, 2007

BASKETBALL

Time for some fun! =D


















MARKETING

I think this article is very helpful, especially in today's world...

http://www.parenting.org/precious/e_current.asp

Marketing to Your Toddler

The following article contains excerpts from the just-published book, Who's Raising Your Child? Battling the Marketers for Your Child's Heart and Soul .

If today's marketers and advertisers have their way, your toddler will dictate what toys fill the game room, what food is served at the breakfast table, which designer labels hang in the closet and what entertainment flashes across the plasma-screen TV.

Sophisticated marketing messages that celebrate consumption and consumerism are streaming into children's lives every day. And they've been spectacularly successful.

In one poll of parents, 20 percent said their kids by age 3 - before they could read - began asking for brand-name products. Almost half of the parents said that kids were asking for branded products by age 5.

Advertisers' unrelenting pursuit of our young people through mass media, the Internet, even in school and on the street, can seem overwhelming. However, there are things you can do now that will help your toddler grow up to care more about people and less about things.
  • Set limits on your toddler's television time . Many experts recommend that preschoolers watch no more than one hour of TV daily.
  • Watch TV with your child . Be a filter for your child by helping him or her understand what's happening on screen.
  • Teach your child to take "No" for an answer . Nagging or whining for something comes naturally to children. You must teach your child that there will be times when he or she wants something, but you will have to say "No."
  • Reward your child with time and attention rather than with things . Give your child "people" rewards (hugs, kisses, time spent with Mom and Dad) when he or she has earned it for good behavior.
  • Encourage play activities that promote creativity, problem-solving and concentration . TV entertains kids, but it doesn't engage the part of the brain that thinks critically or solves problems.
  • Find ways to involve your child in volunteer or service activities . When you donate your time and energy to a cause, look for opportunities to explain to your child why you do this or have your child assist you.

Using these strategies successfully when your child is young will help him or her develop a sound system of values that puts people first. He or she may still get enticed by the latest toy or snack food on the market, but you will have given your child a larger framework from which to understand personal desires and choices.

Sunday, May 27, 2007

NADIA BOULANGER SAID...


Loving a child doesn't mean giving in to all his whims; to love him is to bring out the best in him, to teach him to love what is difficult.

LADYBUG ROCKS

I think this is a wonderful craft to make!! We might even use this as decoration for Nikki and Ethan's future room! =D


LADYBUG ROCKS

Kids can make these adorable ladybugs as shelf decorations, or as a paperweight for Mom or Dad's desk. While the average ladybug is red, ours come in several vibrant colors. Let your kids pick their favorite!

Age: 3 and up (This project is rated VERY EASY to do.)

What you need:
Smooth, round or oval rocks, washed and dried
Acrylic craft paint in colors of our choice
Black acrylic craft paint
2 wiggle eyes for each ladybug
Black Sharpie marker
Acrylic matte sealer spray
White craft glue (Tacky Glue)

How to make it:
1. Completely wash and dry all rocks.
2. Paint rocks in desired colors, allow to dry. Apply second and third coats if needed. Lighter colors will require more coats than darker shades.
3. Paint head on using black acrylic craft paint. There is no pattern needed, simply paint about 1/4 of the rock black in the "front".
4. Use a black Sharpie to draw a straight line down the center of the rock, starting at the center of the base of the "head".
5. Dip the end of a large paint brush, or the eraser of a pencil, in black craft paint. Dot on the spots, reloading with paint after every dot.
6. Once the paint is dry, spray the rock(s) with acrylic sealer spray. Allow sealer to dry completely.
7. Using white craft glue, attach wiggle eyes and let dry.

Helpful Hints
• If you are doing this in a group setting, you may find it easier to prepare the rocks ahead of time. Wash, dry and apply a coat of Liquitex Basics Gesso (white) to each rock. This is a craft medium that works well with many projects. It will also create a base so that less coats of color paint will be required.
• Bigger rocks are easier for small hands to manipulate. They are also heavier, so be sure that there are enough adult helpers for a group of little ones.
• White and black paint can be used instead of wiggle eyes. Simply dot on white paint, allow to dry, then use a smaller tool to dot on the black.

Parenting.com, March 2007

SIGHTSEEING

Visiting the local parks...



Butterfly farm behind us, soon to open.












Beautiful flowers.











Beside the statue of the former mayor.
















Cheeeese!!













At the Boy Scouts' Camp.










Time to go home...

Saturday, May 26, 2007

IMPROVING FINE-MOTOR SKILLS

http://school.familyeducation.com/growth-and-development/school-readiness/41182.html

Poor Fine-Motor Skills
Education Expert Advice from Peggy Gisler, Ed.S. and Marge Eberts, Ed.S.

Question: I have twin first-grade boys who are doing great with reading but have very poor muscle control with writing. This causes them to get impatient and not write well. What can I do to help them?

Answer: Your twins will not be able to write well until they have developed good fine-motor skills. Fortunately, these skills improve easily with lots of practice. And best of all, this practice should be fun for you and your boys.

Use the following activities to help your sons develop the precision, balance, and hand-eye coordination that are needed to perform the fine-motor skills used in handwriting:
  • Have your children play with clay or play-dough to strengthen the major muscles used in handwriting.
  • Encourage their play with Legos®, miniature cars, small blocks, action figures, and other small toys.
  • Do puzzles with your children.
  • Provide creative artwork that involves using crayons, marking pens, scissors, and finger paints, as well as tearing paper.
  • Play games with your children that involve the handling of cards and small game pieces.
  • Have your children sort collections of coins found in your home into stacks of pennies, nickels, dimes, and quarters.
  • Help your children learn to manage such everyday skills as tying and lacing their shoes and buttoning their clothes.

Remember, every child has a different timetable in acquiring the fine-motor skills needed for handwriting. The more your children use their fingers in activities, the sooner they will acquire these skills. In the meantime, let them do some of their schoolwork on the computer because handwriting is so difficult for them. And don't forget to read to them and encourage their successful efforts in learning to read.

Friday, May 25, 2007

CASETTE TAPES

Yesterday, we got some old casette tapes and I let the boys play with them. They were quite creative. And they enjoyed it so much, they kept on playing until evening. Here are some photos:




Nikki tries it domino-style. Ethan kept on knocking the tapes over which irked Nikki to no end.

















There they go!! Ethan was hopping like a bunny at this time. =D

















Nikki tries another way. (Photo is a bit blurry, sorry!)













Nikki was proudest about this. I was quite surprised when he thought of making this because I didn't teach him how to make chairs. =D



















"Look mommy! I made a banana and tomato sandwich!" I told Nikki that would be a strange-tasting but colorful sandwich. =D














Here, Ethan piled all the tapes and told me he made a building. Then he demanded that I take his picture. =D















One more creation. Nikki really had loads of fun!




Ethan copies Kuya and makes his own tower.

FREE PLAY

http://pediatrics.about.com/od/activitiesforkids/a/1006_free_play.htm

The Importance of Free Play
From Vincent Iannelli, M.D.,

Activities for Kids
The next time your child comes to the pediatrician it might be a good idea that she leaves with a prescription for some daily 'free play' time.

With all of the structured activities and the strictly scheduled lives that kids have these days, many kids are left without any real time to just play, which is considered a birthright by many experts.

So why is it so important to let kids play? According to the American Academy of Pediatric's Clinical Report on The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds, in addition to being important to healthy brain development, the benefits of play include:
  • allowing kids to use their creativity and develop their imagination, dexterity, and other strengths
  • encouraging kids to interact with the world around them
  • helping kids conquer their fears and build their confidence
  • teaching kids to work in groups, so they learn to share and resolve conflicts
  • helping kids practice decision making skills that it is fun
It is important to note that this kind of play is meant to be unstructured, child driven play.
It is not the kind of play time that is totally controlled by adults and doesn't include passive play, such as sitting in front of a video game, computer, or TV.

Keep in mind that just because free play isn't controlled by adults doesn't mean that you shouldn't supervise your kids while they are playing, especially if they are playing outside.

Examples of Free Play
True free play is any kind of unstructured activity that encourages your child to use his imagination, such as playing with blocks and dolls. It wouldn't include playing with most electronic toys.

A group of kids playing soccer in the backyard together, versus only playing on a team with a coach, would be another good example of free play time.

If you are simply running from lesson to lesson and your kids are overscheduled with activities, consider cutting back a little and adding in some free play.

Thursday, May 24, 2007

PLAYING WITH BLOCKS



Here's Ethan with some blocks that were previously owned by my brother. Ethan really likes playing with lego-type blocks. =D

















It was a hot day so Ethan didn't want to wear a shirt. Nikki too.













Peek-a-boo! Nikki is behind, playing with his Nintendo DS Lite that his dad gave him. He loves Mario Bros. =D
















Look Mommy! I made a grocery store! (This is what Ethan really told me.) Then he asked me to "take a picture!" So cute! =D











TIME TO EAT

This is a common problem with my boys. Hopefully, they will be less fasticious about eating in the later months...

http://www.todaysparent.com/preschool/foodnutrition/article.jsp?content=20061204_103611_5012&page=1

"I'm Not Hungry"
How to avoid mealtime battles with your preschooler
By Teresa Pitman

When I announce that dinner’s ready, four-year-old Sebastian is more upset than eager. “I’m not hungry!” he says. “I want to keep playing hockey with Uncle Dan!”

Sebastian, in fact, has a long list of things that are more interesting, fun and important to him than eating — and he’s not the only preschooler who feels this way.

“Worrying about their child not eating enough is almost a universal concern among parents of preschoolers,” says Robert Issenman, president of the Canadian Paediatric Society. “But preschoolers actually need only about 100 or 200 more calories than a one-year-old.”

Plus, children this age are caught up in learning about the world and exploring the environment (or, in Sebastian’s case, playing hockey). They just aren’t focused on food because there are so many other interesting things to do.

Tara Leigh Vandermeulen says her five-year-old daughter, Maggie, often insists she’s not hungry, but then qualifies it. “She says, ‘The top part of my stomach is for good food and it’s full, but the bottom part is for junkie food and it’s not full yet.’” She helpfully points out the different sections of her belly, and then holds her hand out and asks for a cookie that she’s confident will fit into the “junkie food section.”

Pretty typical, says Issenman. “Children this age are developing their own tastes, and trying to exert more control over their environment. They choose foods that taste good to them and are easy for them to eat.” Hence the preference for snacks like juice, chocolate bars and other munchies.

While your child may not seem to be eating enough to survive on, Issenman says researchers who have actually recorded what preschoolers eat find that, over time, children do get sufficient calories and nutrients — provided healthy foods are made available to them.

“It’s natural for parents to worry,” says Issenman, “but try not to let that worrying turn into nagging your child about food or turning mealtimes into a power struggle.”

Instead, a parent’s job is to offer a variety of nutritious foods. Your child’s job is to decide how much to eat. If you each do your part, Issenman promises, it will work out.

Mealtime strategies that work
  • Limit juice and don’t go overboard on milk — water is a better choice. “A cup of juice has as much as or more sugar than a cup of Coke,” says Robert Issenman, president of the Canadian Paediatric Society. A three-year-old who is drinking three glasses of milk and three glasses of juice daily will be too full to eat much actual food.
  • Don’t let your child graze all day long. Set out snacks and meals for about 15 minutes, then take away any food your child doesn’t eat — without commenting on it.
  • Don’t let your child watch TV while he’s eating. Research has shown that the distraction of TV at mealtimes can create eating problems.
  • Offer a variety of foods at each meal, but don’t feel you need to be a short-order cook, preparing one food after another until you find something your child likes.
  • Trust your child. Your goal is to encourage your child to listen to his body to know when he’s hungry and when he’s full. “Small children really have very good systems to know what they need to eat,” adds Issenman. “You don’t want to override that by constantly bugging them to eat more.”

Wednesday, May 23, 2007

IDENTIFYING OBJECTS

Although Ethan likes to look at books, he still cannot read. So, what I do is teach him the objects in the pages so he'll still be interested. Most of his picture word books are in Manila but I found my old picture word book and that was what we studied the other day. Unlike before, Ethan is beginning to repeat the words I am telling him now. A few months ago, when I would ask him to say a certain word, he would not mind me and just turn the page. At least now, he's beginning to repeat the words. I'm happy with that. =D

Here are a couple of pages in the book.


Close-up of a page.

RECYCLING PAPER

Here is a little project Nikki and I did a few nights ago. I wanted him to make a picture for his dad using old magazine paper. He told me what he wanted to add to the picture and I cut it out for him. I think it was a wonderful project. =D


Nikki had a bit of difficulty with the kite's tail so I helped him with that.
Ethan liked this picture. But only because I drew some bugs in it. I think the nest with eggs was a nice addition. Nikki had some difficulty pasting that so I helped him.

PERSEVERING

Another heart-warming letter from a homeschooling mom...

I'm Crazy to Do This, But I'd Be Crazier Not To!
By Hilary Lynch

I woke up with high hopes. It was a spring day and I longed to have a satisfying day of school, especially with my second daughter, Amiel, then aged six. Although we hadn't been officially schooling for very long, things had not gone well, and I was hoping that spending some longer quality time together would make the difference in helping her learn to read.

We had been spending time for several weeks going over letters and sounds. Even though in many ways she seemed ready for reading, and said she wanted to learn, unfortunately, each time I'd work with her we would both end up frustrated and in tears. She would cry out, "I don't understaaaand!" and I, in turn, would – again! -- try to control my frustration at her seeming inability (or was it just refusal?) to understand what I thought was a simple instruction. So, I was hoping today would be different. It was, but not like I thought it would be.

By 11 am, the all-too familiar routine was well under way. My explanation; her explosion. My repeating the basics; her becoming withdrawn and pushing my arm away. All I wanted was for her to focus on what was in front of her and say the blend, "fr, frog" and we could finish. All she seemed interested in doing was some craft project, a project I had hoped to use as a reward for some -- even a little – progress this morning. "After we do this one lesson," I said as I tried one more time to help her gain some mastery over this phonics lesson. But she never did finish the lesson and say "fr, frog." We both just kept getting more and more frustrated, and we both ended up feeling like failures. Me as a teacher, and her at reading. I gave up. Sure, go do the craft. Do whatever you want to do! I give up! Who cares about developing the character trait of discipline anyway! It was hopeless! Is this what home schooling was all about? Misery?

What was I doing homeschooling? I am crazy to do this! Do you realize I am doing this by my own free will? What sane person willingly puts themselves in a position where they have to face such an ordeal day in and day out? I am crazy to homeschool! As Amiel spent a few minutes with some glue and paint doing her craft project (not the one I had planned, but she was happy), I peeled some carrots for lunch, trying to compose myself. After a few minutes, she cleaned up and went off to play, happy as a clam. I was feeling a little more ready to face teaching again, so I went to check on how my older girl was doing with her schoolwork. Then a little miracle happened. It wasn't a big miracle, but it was one nonetheless. I came into the living room to see Amiel with all her stuffed animals lined up in a row, along with an old set of plastic refrigerator letters and phonics flashcards. "Now this one says, 'f' and this one says, 'r,'" she said as she pointed to the pictures. Each of her smallest of students was participating in the lesson that I had so futilely tried to teach just a few minutes ago. Here she was, teaching phonics to her animals when half an hour ago she was in tears!

I thought for a moment. No one had asked her to do this. She was teaching because she loves to teach, and she was learning as she did so. Where else but in homeschool could this happen? Where else could my dear, sweet Amiel have the freedom to learn things in her own unique way? Where else but in homeschool could she re-energize in her own way, and take the initiative to internalize the lesson in a way that she enjoyed and was meaningful to her? Homeschool was the very best way for her to learn!

In hindsight, there is much I would do differently. I have learned so much about my daughter, about myself, and about what being a good teacher means. One of the main things I have learned is that we have a great opportunity as home schoolers. Where else could we learn so much about ourselves and our children? About what makes us – both her and me -- excited, or feel like a failure? Where else could we learn so much about the grace of God that can transform even frustration into appreciation of each other's uniqueness? Where else but in home school? True, I am crazy to home school. It IS hard work. But I can honestly say that for us the blessings of home schooling far outweigh the crazies – hands down!

~Hilary Lynch~

Tuesday, May 22, 2007

MORE ART IDEAS

Here is Ethan checking out the book: Fun to Make and Do. He loves doing art works and when he saw this book, he got it and browsed through it, looking for something that would catch his interest. =D






































INTRODUCTION TO ORDINALS

I printed these worksheets from edhelper.com. I supposed that Nikki will have to tackle ordinals soon and I saw that this was the perfect introduction to that.