http://www.teachervision.fen.com/classroom-management/teaching-methods/50767.html
Children Depend on Us, So Be Dependable
by Rafe Esquith
Far too many times, an adult promises a child a reward for good behavior. This in itself is a problem but even more problematic is when the adult breaks his or her promise.
I know a well-respected teacher who once told her class, on the first day of school, that at the end of the year she would take them on a very exciting trip. Practically every day, students who were not behaving properly were threatened with the punishment of not going on the special trip. Many students even did extra work to make sure they would be included. During the last week of school, the teacher announced to the children that she was moving away and would not be able to take them after all. I wish she had stuck around long enough to hear the bitter comments of her students. This betrayal not only ruined anything good she had done with the kids that year, but soured many of them on school and adults in general. I can't blame them. A broken trust has to be avoided at all costs.
Parents and teachers have to come through. If I tell the kids we are beginning a special art project on Friday, I have to deliver, even if it means running out to a twenty-four-hour Home Depot at 4:00 a.m. to get extra wood and brushes. Being constantly dependable is the best way to build up trust. We do not need to lecture the children about how we came through on a promise; let them figure out that they can trust us. It's a cliché, but our actions truly do speak louder than our words.
A nice bonus here is that, if trust has been established, the kids are far more understanding on the rare occasion when a promised activity needs to be postponed.
Tuesday, July 31, 2007
Sunday, July 29, 2007
BOWLING
The boys had a fun time playing bowling yesterday. They were already exposed to bowling while we were in Japan (Ruther loves to bowl) so they were pretty excited about rolling those big balls on the lanes again. =D
MUSIC
Here's Nikki with his Blue's Clues piano. It's really a fun piano and teaches simple songs like "Twinkle Twinkle Little Star". Hopefully, Nikki will want to learn how to play the piano when he's bigger.
Saturday, July 28, 2007
DISCIPLINE
http://www.family.org/parenting/A000001538.cfm
APPROACHES TO DISCIPLINE
by Focus on the Family
All parents seek disciplinary techniques that work. However, not all techniques work for all ages or for all children. Use this list as a guide for age-appropriate discipline.
Distraction.
Infants (birth to 18 months) typically do not need strong disciplinary measures. When babies “misbehave” they are often exploring and testing their boundaries. Simply directing a baby’s attention elsewhere may solve the problem.
Time-Out.
Many parents use time-out for all behaviors all the time. However, for time-out to work, it should be used as one tool in an arsenal of other discipline techniques for ages 2 to 8. Some basic guidelines for time-out include:
-Make it short –– 1 minute for each year of your child’s age.
-Eliminate reinforcers. Your child should not be able to play, watch television, etc.
-Use a timer. Restart the time if your child leaves time-out.
-Use other discipline techniques if time-out does not work.
Removal of privileges.
Taking away toys, activities or outings can be an effective way to manage inappropriate behavior for children ages 18 months and older. To make sure this technique works for you:
-Choose a meaningful privilege that your child will greatly miss.
-Follow through on warnings to remove privileges.
-Remove the item for a short amount of time (differs by age –– several hours for a 2-year-old but several days for a 12-year-old).
Natural consequences.
Parents do not need to get involved in order for natural consequences to take effect. For example, if your child refuses to eat dinner, instead of developing a power struggle, allow her to go to bed without eating. She will naturally be hungry in the morning and will be certain to eat. (Appropriate for children 2 and older.)
Logical Consequences. This is a punishment that fits the crime. Suppose your child throws a ball in the house and breaks a vase. She could be asked to work off the value of the vase or use her allowance to buy a new one.
Spanking. Spanking typically works best with ages 2 to 6. It should be used only for specific, purposeful misbehavior and should never be done in anger. As with other techniques, spanking should be used as one of many discipline tools.
APPROACHES TO DISCIPLINE
by Focus on the Family
All parents seek disciplinary techniques that work. However, not all techniques work for all ages or for all children. Use this list as a guide for age-appropriate discipline.
Distraction.
Infants (birth to 18 months) typically do not need strong disciplinary measures. When babies “misbehave” they are often exploring and testing their boundaries. Simply directing a baby’s attention elsewhere may solve the problem.
Time-Out.
Many parents use time-out for all behaviors all the time. However, for time-out to work, it should be used as one tool in an arsenal of other discipline techniques for ages 2 to 8. Some basic guidelines for time-out include:
-Make it short –– 1 minute for each year of your child’s age.
-Eliminate reinforcers. Your child should not be able to play, watch television, etc.
-Use a timer. Restart the time if your child leaves time-out.
-Use other discipline techniques if time-out does not work.
Removal of privileges.
Taking away toys, activities or outings can be an effective way to manage inappropriate behavior for children ages 18 months and older. To make sure this technique works for you:
-Choose a meaningful privilege that your child will greatly miss.
-Follow through on warnings to remove privileges.
-Remove the item for a short amount of time (differs by age –– several hours for a 2-year-old but several days for a 12-year-old).
Natural consequences.
Parents do not need to get involved in order for natural consequences to take effect. For example, if your child refuses to eat dinner, instead of developing a power struggle, allow her to go to bed without eating. She will naturally be hungry in the morning and will be certain to eat. (Appropriate for children 2 and older.)
Logical Consequences. This is a punishment that fits the crime. Suppose your child throws a ball in the house and breaks a vase. She could be asked to work off the value of the vase or use her allowance to buy a new one.
Spanking. Spanking typically works best with ages 2 to 6. It should be used only for specific, purposeful misbehavior and should never be done in anger. As with other techniques, spanking should be used as one of many discipline tools.
ART
Nikki has been studying some paintings for the past months, but just informally. I plan on buying an art book and showing Nikki other famous paintings just to expose him to other art forms. =D He is familiar with these works of art:
This is by Katsushika Hokusai and titled "The Great Wave Of Kanagawa".
This one is titled: Peaceable Kingdom by Edward Hicks.
This is by Katsushika Hokusai and titled "The Great Wave Of Kanagawa".
This one is titled: Peaceable Kingdom by Edward Hicks.
This is called "Tree of Life" by Gustav Klimt.
This painting is by Henri Rousseau and it is titled: "Tiger in a Tropical Storm".
Thursday, July 26, 2007
SINK-FLOAT EXPERIMENT
The other day, Nikki and I did a sink-float experiment. I could tell that Nikki could easily answer the questions in his workbook, but I wanted him to experience first-hand whether the objects would sink or float and not simply guess. So that's what we did. =D
The materials: a rock, a sponge, a leaf, a piece of paper, a ball, a coin and a ruler. And of course, a tin full of water.
Nikki was pointing to the feather in his workbook because we could not find a feather so I told him, we'll do that some other time. =D
First, the rock. Yup, it sank! =D
Nikki shows me the leaf before putting it in the tin of water. =D
Even if this experiment lasted only a short while, I could tell that Nikki had fun. Next week, we'll do the egg experiment. =D
BY EXAMPLE
Building Moral Intelligence: Seven Ways to Nurture Tolerance in Children
By Michele Borba, EdD
The best way to teach kids tolerance is not through our lectures but through our example. So be a living textbook of tolerance for your child and for all other children. Michele Borba, EdD, offers some advice!
Prejudices Are Learned
Did you know that today's American youth are displaying intolerant actions at alarming rates-and at younger and younger ages? The FBI tells us most hate crimes are committed by youth younger than 19. How tragic! Remember: kids aren't born hateful: prejudices are learned. And while hatred and intolerance can be learned, so, too, can sensitivity, understanding, empathy and tolerance.
If today's children are to have any chance of living harmoniously in this multiethnic world, it is critical that parents nurture it. Here are seven strategies (from my book Building Moral Intelligence) you can use that help curtail bigotry while at the same time influencing your kids to
treat others with respect and understanding.
1. Confront your own prejudices. The first step to nurturing tolerance is to examine your own prejudices and reflect on how you might be projecting those ideas to your child. Chances are that you are communicating those attitudes to your child. Then make a conscious attempt to temper them so that they don't become your child's prejudices.
2. Commit to raising a tolerant child. Parents who think through how they want their kids to turn out usually succeed simply because they planned their parenting efforts. So if you really want your child to respect diversity, you must adopt a conviction early on to raise him to do so. Once your child knows your expectations, he will be more likely to embrace your principles.
3. Refuse to allow discriminatory comments. When you hear prejudicial comments, verbalize your displeasure. How you respond sends a clear message to your child about your values: "That's disrespectful and I won't allow such things to be said in my house," or "That's a biased comment, and I don't want to hear it." Your child needs to hear your discomfort so that she knows you really walk your talk. It also models a response she should imitate if prejudicial comments are made in her presence.
4. Embrace diversity. From a young age, expose your child to positive images - including toys, music, literature, videos, public role models and examples from TV or newspaper reports - that represent a variety of ethnic groups. Encourage your child, no matter how young, to have contact with individuals of different races, religions, cultures, genders, abilities, and beliefs. The more your child sees how you embrace diversity, the more prone he'll be to follow your standards.
5. Emphasize similarities. Encourage your child to look for what he has in common with others instead of how he is different. Any time your child points out how she is different from someone, you might say. "There are lots of ways you are different from other people. Now let's try to think of ways you are the same." Help her see how similarities outweigh differences.
6. Counter discriminatory beliefs. When you hear a child make a prejudicial comment, listen to find out why he feels the way he does. Then gently challenge his views and point out why they are incorrect. For example, if your child says, "Homeless people should get jobs and sleep in their own houses." You might counter: "There are many reasons homeless people don't work or have houses. They may be ill or can't find jobs. Houses cost money, and not everyone can pay for one."
7. Live your life as an example of tolerance. The best way for your child to learn tolerance is for him to watch and listen to your daily example. So ask yourself each day one critical question: "If my child had only my behavior to copy, would he be witnessing an example of what I want him to emulate?" Make sure you are walking your talk.
Although it's certainly never too late to begin, the sooner we start, the better the chance we have of preventing insidious, intolerant attitudes from taking hold. There has never been a time when it is most important to do so than now. All the best in building your child's moral intelligence!
By Michele Borba, EdD
The best way to teach kids tolerance is not through our lectures but through our example. So be a living textbook of tolerance for your child and for all other children. Michele Borba, EdD, offers some advice!
Prejudices Are Learned
Did you know that today's American youth are displaying intolerant actions at alarming rates-and at younger and younger ages? The FBI tells us most hate crimes are committed by youth younger than 19. How tragic! Remember: kids aren't born hateful: prejudices are learned. And while hatred and intolerance can be learned, so, too, can sensitivity, understanding, empathy and tolerance.
If today's children are to have any chance of living harmoniously in this multiethnic world, it is critical that parents nurture it. Here are seven strategies (from my book Building Moral Intelligence) you can use that help curtail bigotry while at the same time influencing your kids to
treat others with respect and understanding.
1. Confront your own prejudices. The first step to nurturing tolerance is to examine your own prejudices and reflect on how you might be projecting those ideas to your child. Chances are that you are communicating those attitudes to your child. Then make a conscious attempt to temper them so that they don't become your child's prejudices.
2. Commit to raising a tolerant child. Parents who think through how they want their kids to turn out usually succeed simply because they planned their parenting efforts. So if you really want your child to respect diversity, you must adopt a conviction early on to raise him to do so. Once your child knows your expectations, he will be more likely to embrace your principles.
3. Refuse to allow discriminatory comments. When you hear prejudicial comments, verbalize your displeasure. How you respond sends a clear message to your child about your values: "That's disrespectful and I won't allow such things to be said in my house," or "That's a biased comment, and I don't want to hear it." Your child needs to hear your discomfort so that she knows you really walk your talk. It also models a response she should imitate if prejudicial comments are made in her presence.
4. Embrace diversity. From a young age, expose your child to positive images - including toys, music, literature, videos, public role models and examples from TV or newspaper reports - that represent a variety of ethnic groups. Encourage your child, no matter how young, to have contact with individuals of different races, religions, cultures, genders, abilities, and beliefs. The more your child sees how you embrace diversity, the more prone he'll be to follow your standards.
5. Emphasize similarities. Encourage your child to look for what he has in common with others instead of how he is different. Any time your child points out how she is different from someone, you might say. "There are lots of ways you are different from other people. Now let's try to think of ways you are the same." Help her see how similarities outweigh differences.
6. Counter discriminatory beliefs. When you hear a child make a prejudicial comment, listen to find out why he feels the way he does. Then gently challenge his views and point out why they are incorrect. For example, if your child says, "Homeless people should get jobs and sleep in their own houses." You might counter: "There are many reasons homeless people don't work or have houses. They may be ill or can't find jobs. Houses cost money, and not everyone can pay for one."
7. Live your life as an example of tolerance. The best way for your child to learn tolerance is for him to watch and listen to your daily example. So ask yourself each day one critical question: "If my child had only my behavior to copy, would he be witnessing an example of what I want him to emulate?" Make sure you are walking your talk.
Although it's certainly never too late to begin, the sooner we start, the better the chance we have of preventing insidious, intolerant attitudes from taking hold. There has never been a time when it is most important to do so than now. All the best in building your child's moral intelligence!
Wednesday, July 25, 2007
ETHAN AND THE COMPUTER
Here's Ethan spending lots of time playing on the computer. He loves noggin.com and spends a lot of time learning there. =D
Monday, July 23, 2007
LEARNING NIHONGO
Nikki has lately shown an interest in learning Nihongo. I was trying to learn Nihongo online when I saw a video with a catchy tune teaching Japanese numbers from 1-20. Pretty soon, Nikki was hooked and he memorized the numbers after watching the video only twice! And then after that, I found another video teaching hiragana. Now, Nikki and Ethan can recite the hiragana in order! Amazing. I'm planning to look for more videos that will teach them more Nihongo words. But for the moment, I am happy that they are having fun learning a new language. =D
Hiragana
FUN AT ALABANG TOWN CENTER
Last Saturday, we went to Alabang Town Center and the boys had a lot of fun there. =D
By the fountain.
Whee!! At the slides.
Nikki's turn.
The boys cool off at Timezone with some air hockey. Nikki loved it a lot he played 4 games!
Ethan tries his best.
The boys love numbers and asked to have their picture taken at the huge cinema numbers. =D
There were actully 5 cinemas and we took them all!
Nikki shoots and scores!
Ethan in front of a cardboard cut-out.
Nikki and the Simpsons.
With Optimus Prime and Megatron. =D
By the fountain.
Whee!! At the slides.
Nikki's turn.
The boys cool off at Timezone with some air hockey. Nikki loved it a lot he played 4 games!
Ethan tries his best.
The boys love numbers and asked to have their picture taken at the huge cinema numbers. =D
There were actully 5 cinemas and we took them all!
Nikki shoots and scores!
Ethan in front of a cardboard cut-out.
Nikki and the Simpsons.
With Optimus Prime and Megatron. =D
Sunday, July 22, 2007
BRAIN FOOD
http://www.family.org/parenting/A000002234.cfm
How Eating Affects Learning
by Kelly Hammer and Vicki Caruana
What’s a good lunch for your child? A meal from the school cafeteria? A traditional peanut butter and jelly sandwich? It’s a more important matter than you might suspect.
Children’s health and learning go hand in hand, and what we feed our children can contribute to their success. The brain is directly affected by what we eat.
We can set habits that contribute to both body and mind health. Understanding first how the brain uses what we feed it is crucial. Learning how food can help or hinder the learning process will help you understand the issue.
It’s important to know enough about nutrition to make wise choices. Children at different ages have different nutritional needs that affect school performance.
Brain Basics
The brain is the most complex of all the body’s organs. It’s the main control center of the body. Mood, memory, heart rate and breathing are all regulated by the brain. It is the organ of thought, speech and all emotions.
Throughout our lives the brain is constantly busy receiving sensations, processing information, generating thoughts and storing memories. The nutrients in the food we eat are needed to keep the brain in good working order.
The brain and nervous system form the body’s messenger service. The messengers are called neurotransmitters. The body has approximately 60 known neurotransmitters. Some of the more common ones are serotonin, endorphins and norepinephrine.
With the brain as a control center, the messages are passed from neuron to neuron via neurotransmitters to register a thought, movement or emotion. Therefore, how efficiently a child’s brain is working and developing depends upon this messenger system. The nutrients we consume daily play a vital role in building brain function.
Copyright © 2005 Focus on the Family All rights reserved. International copyright secured.
Kelly Hammer is a pre-school teacher and the founder of Hammer Nutrition — Working to Build Healthier Families.
Vicki Caruana, former public school teacher and adjunct professor, is now a writer and inspirational speaker who has made it her mission to encourage teachers.
How Eating Affects Learning
by Kelly Hammer and Vicki Caruana
What’s a good lunch for your child? A meal from the school cafeteria? A traditional peanut butter and jelly sandwich? It’s a more important matter than you might suspect.
Children’s health and learning go hand in hand, and what we feed our children can contribute to their success. The brain is directly affected by what we eat.
We can set habits that contribute to both body and mind health. Understanding first how the brain uses what we feed it is crucial. Learning how food can help or hinder the learning process will help you understand the issue.
It’s important to know enough about nutrition to make wise choices. Children at different ages have different nutritional needs that affect school performance.
Brain Basics
The brain is the most complex of all the body’s organs. It’s the main control center of the body. Mood, memory, heart rate and breathing are all regulated by the brain. It is the organ of thought, speech and all emotions.
Throughout our lives the brain is constantly busy receiving sensations, processing information, generating thoughts and storing memories. The nutrients in the food we eat are needed to keep the brain in good working order.
The brain and nervous system form the body’s messenger service. The messengers are called neurotransmitters. The body has approximately 60 known neurotransmitters. Some of the more common ones are serotonin, endorphins and norepinephrine.
With the brain as a control center, the messages are passed from neuron to neuron via neurotransmitters to register a thought, movement or emotion. Therefore, how efficiently a child’s brain is working and developing depends upon this messenger system. The nutrients we consume daily play a vital role in building brain function.
Copyright © 2005 Focus on the Family All rights reserved. International copyright secured.
Kelly Hammer is a pre-school teacher and the founder of Hammer Nutrition — Working to Build Healthier Families.
Vicki Caruana, former public school teacher and adjunct professor, is now a writer and inspirational speaker who has made it her mission to encourage teachers.
Saturday, July 21, 2007
Friday, July 20, 2007
BUTTERFLIES
I think these are sooo cute!!
Age: 3 and up (This project is rated EASY to do.)
What You Need
one half of a black chenille stem
Paper coffee filter
Water color paints
Paint brush
Water
What You Do
1. Flatten the coffee filter and place it on a plate or newspaper, the paint and water will soak through. Set aside on paper towels to dry.
2. Fold the chenille stem in half. (Remember, you are only using half of a chenille stem to begin with.)
3. Fold the coffee filter accordion style, in about 1/2" pleats.
4. Position the pleated coffee filter into the bent end of the chenille stem. Center the filter at the bend.
5. Twist the chenille stem around the filter to secure it in place.
6. Bend the tips of the chenille stems over about 1/4" to create the antennae.
7. Fan out the butterfly wings.
8. If desired, hang with yarn or fishing line.
Helpful Hints
• For a more vibrant butterfly, be sure to paint all white areas with paint.
• Tie a piece of fishing line around the "neck" and suspend from the ceiling. They will look like they are flying!
• Instead of using all the colors on one filter, make some with warm colors (red, yellow, orange) and some with cool colors (blue, green, purple).
Coffee Filter Butterfly
These beautifully vibrant butterflies are a great way to welcome spring! Suspend them from the ceiling with fishing line, or make several and attach to a paper plate mobile.
Age: 3 and up (This project is rated EASY to do.)
What You Need
one half of a black chenille stem
Paper coffee filter
Water color paints
Paint brush
Water
What You Do
1. Flatten the coffee filter and place it on a plate or newspaper, the paint and water will soak through. Set aside on paper towels to dry.
2. Fold the chenille stem in half. (Remember, you are only using half of a chenille stem to begin with.)
3. Fold the coffee filter accordion style, in about 1/2" pleats.
4. Position the pleated coffee filter into the bent end of the chenille stem. Center the filter at the bend.
5. Twist the chenille stem around the filter to secure it in place.
6. Bend the tips of the chenille stems over about 1/4" to create the antennae.
7. Fan out the butterfly wings.
8. If desired, hang with yarn or fishing line.
Helpful Hints
• For a more vibrant butterfly, be sure to paint all white areas with paint.
• Tie a piece of fishing line around the "neck" and suspend from the ceiling. They will look like they are flying!
• Instead of using all the colors on one filter, make some with warm colors (red, yellow, orange) and some with cool colors (blue, green, purple).
WORKBOOK
Another cutting and pasting activity. Nikki enjoys this a lot. =D
Another review for Nikki.
We took some time accomplishing this. I had to cut the red circles because Nikki complained his were ugly and it was pretty hard to do. So I obliged and he pasted them. In addition, I let him count Pooh's and Eeyore's fruits and compare. I let him use the <> sign so he could get used to using those symbols. =D
Last activity. While he was drawing the tomatoes Nikki said, "Mommy, my tomatoes look like hearts." =D So cute.
Wednesday, July 18, 2007
ECLECTIC HOMESCHOOLING
http://preschoolerstoday.com/resources/articles/homeschooling.htm
The Best of All Worlds
Eclectic Homeschooling
By Carma Haley Shoemaker
When you choose something, do you like to have a wide variety to choose from, whether it is for your furniture, food, music, etc.? If so, then you could easily instill these same preferences and choices into your homeschooling style. Offer your child the best of all the worlds – eclectic homeschooling.
What Is "Eclectic" Homeschooling?
A traditional definition of "eclectic" from the Webster's Unabridged English Dictionary says, "Made up of or combining elements from a variety of sources." So it is only fitting to say that an eclectic homeschooler is one who looks at the different approaches and methods of homeschooling and takes from each forming his/her own unique philosophy.
"An eclectic homeschooler may like the concept, adapted from the unschooling method, that education should be child oriented," says Terry McKee, an eclectic homeschooling advocate from Eclectic, Ala. "He/she will possibly draw from the classical approach by familiarizing his/her child with grammar, logic and rhetoric. The eclectic homeschooler may utilize unit studies to his/her own degree their maximum effectiveness, using them to help his/her child choose what will be his/her vocation or occupation in life. He/she probably will seek out living books, like Charlotte Mason suggested, though choosing only the classics that he/she deems worthy and appealing to him/her and his/her family."
The eclectic approach can also include developing moral character, with some choosing to do so through a variety of ways and those that best meet the needs of the family. "Eclectic homeschoolers may choose the approach of the relaxed homeschooler, allowing the child to learn at [their] own pace especially in the child's early years," says McKee. "Then he may opt to speed his child through the rest of school, using a structured textbook curriculum in preparation for college. And finally (at least for now) the modern eclectic homeschooler may decide to step up to the computer age, selecting some quality software that is fun and educational."
Strive to Be Different
Some experts and homeschoolers say that homeschooling can be compared to building a wall. While some prefer the uniformity of bricks to build their wall, others turn the building of the wall over to the ones who will live inside of it – their children. The latter will do their best in providing their children with an assortment of building materials and assistance when requested.
"Eclectic homeschoolers start with a foundation of their own views about what makes a person well educated," says Beverly S. Krueger, director of the Eclectic Homeschool Association. "To that foundation they will add stones that are similar but of different shape and size, selecting each stone to fit in a particular spot, removing a stone that wiggles too much and shifting a stone to create a tighter fit. The result is a functional stone wall of great beauty and strength. Eclectic homeschoolers strive for a functional education that helps their children become people of great inner beauty and strength."
Benefits?
One of the most common benefits of eclectic homeschooling is the fact that the children have the majority of say in what they do, study, learn and develop. While parents will offer some basic rules or "must dos," allowing children to determine their own course of study often keeps them motivated, interested and striving to accomplish more.
"Most of the eclectic folks I know might insist their children do some math and language arts workbook stuff as basic study," says Shay Seaborne, moderator of the Virginia Eclectic Homeschooling Organization. "The parents may even choose which period of history the child will study. However, the children are then allowed to determine which history books to use and projects to make. They may let the kids decide what science or art areas they'll discover. It is a nice balance, and many parents feel most comfortable having some say in what is covered and when. But the benefit of allowing the child to determine their own course is still there, resulting in a much more involved student."
Drawbacks?
As in many aspects of life, nothing is all "good," even a great concept such as eclectic homeschooling. There are some drawbacks to this untraditional mode of teaching, the most common being the fact that many children thrive on routine, and routine is not an ingredient in eclectic homeschooling.
"As for curriculum, an eclectic homeschooler rarely uses a resource exactly as the instructions indicate," says McKee. "He will take the information and mold it, restructuring it to glean what he needs most from it. The options, directions, and/or content may be change a little – or a lot. And absolutely everything can be considered curriculum. There is not much room for repetition or routine."
An important word that is often used when referring to this particular method of homeschooling is "seems." Eclectic homeschoolers use what "seems" best at the time. And as we all know, things are not always what they seem.
"The choices eclectic homeschoolers make are not erratic," says Krueger. "The methods and resources they select to use are chosen to further the educational goals they have for their children. Their children's temperaments, gifts and learning styles are all taken into account in determining how they will homeschool and what they will use. Occasionally, what seems best does not actually work out to be best. It can be frustrating and expensive to buy something that does not work. On the other hand, it can be frustrating to a child to continue doing something that they dread."
Resources?
The world is a resource for eclectic homeschoolers. As previously mentioned, everything can be molded or formed into some kind of curriculum – and often is.
"To avoid making mistakes, most eclectic homeschoolers are resource scavengers," says Krueger. "They want to know what you are using and why. If you stopped using something they are considering buying, they want to know why you stopped. If someone says they have a list of resources for a study on the middle ages, they want a copy. If you are looking for a particular item, they'll know right where to find it in one of the catalogs they have stacked in a pile. When someone begins a discussion of a particular way of homeschooling, they are all ears, listening for new ideas or a different angle on an old idea. Everything, everyone, every place is a resource."
But Is It for You?
When considering whether or not eclectic homeschooling is what your family is looking for, there are many aspects and concepts to keep in mind.
For example, the eclectic homeschooler considers that there is a time for everything, and it is up to him to consider the right time for everything to do with his family. "An eclectic homeschooler is flexible, knowing that each day of homeschooling brings new challenges and opportunities," says McKee. "And he must always be looking for open doors and what works best for his child. The eclectic homeschooler usually recognizes we are all unique individuals, right down to our very own DNA building blocks. Eclectic homeschoolers recognize that each individual has a soul that will live throughout eternity. And as parents, [the higher power] will hold us accountable for our part in raising children, so we must consider each child's unique needs."
An eclectic homeschooler will gladly share what he knows, but will be the first to tell you that you must find your own way, that no one else's formula will be the best for you. "Only you can know what is best for your family," says McKee. "The freedom that homeschooling can offer is there – if you have the courage to take it. Are you an eclectic homeschooler?"
The Best of All Worlds
Eclectic Homeschooling
By Carma Haley Shoemaker
When you choose something, do you like to have a wide variety to choose from, whether it is for your furniture, food, music, etc.? If so, then you could easily instill these same preferences and choices into your homeschooling style. Offer your child the best of all the worlds – eclectic homeschooling.
What Is "Eclectic" Homeschooling?
A traditional definition of "eclectic" from the Webster's Unabridged English Dictionary says, "Made up of or combining elements from a variety of sources." So it is only fitting to say that an eclectic homeschooler is one who looks at the different approaches and methods of homeschooling and takes from each forming his/her own unique philosophy.
"An eclectic homeschooler may like the concept, adapted from the unschooling method, that education should be child oriented," says Terry McKee, an eclectic homeschooling advocate from Eclectic, Ala. "He/she will possibly draw from the classical approach by familiarizing his/her child with grammar, logic and rhetoric. The eclectic homeschooler may utilize unit studies to his/her own degree their maximum effectiveness, using them to help his/her child choose what will be his/her vocation or occupation in life. He/she probably will seek out living books, like Charlotte Mason suggested, though choosing only the classics that he/she deems worthy and appealing to him/her and his/her family."
The eclectic approach can also include developing moral character, with some choosing to do so through a variety of ways and those that best meet the needs of the family. "Eclectic homeschoolers may choose the approach of the relaxed homeschooler, allowing the child to learn at [their] own pace especially in the child's early years," says McKee. "Then he may opt to speed his child through the rest of school, using a structured textbook curriculum in preparation for college. And finally (at least for now) the modern eclectic homeschooler may decide to step up to the computer age, selecting some quality software that is fun and educational."
Strive to Be Different
Some experts and homeschoolers say that homeschooling can be compared to building a wall. While some prefer the uniformity of bricks to build their wall, others turn the building of the wall over to the ones who will live inside of it – their children. The latter will do their best in providing their children with an assortment of building materials and assistance when requested.
"Eclectic homeschoolers start with a foundation of their own views about what makes a person well educated," says Beverly S. Krueger, director of the Eclectic Homeschool Association. "To that foundation they will add stones that are similar but of different shape and size, selecting each stone to fit in a particular spot, removing a stone that wiggles too much and shifting a stone to create a tighter fit. The result is a functional stone wall of great beauty and strength. Eclectic homeschoolers strive for a functional education that helps their children become people of great inner beauty and strength."
Benefits?
One of the most common benefits of eclectic homeschooling is the fact that the children have the majority of say in what they do, study, learn and develop. While parents will offer some basic rules or "must dos," allowing children to determine their own course of study often keeps them motivated, interested and striving to accomplish more.
"Most of the eclectic folks I know might insist their children do some math and language arts workbook stuff as basic study," says Shay Seaborne, moderator of the Virginia Eclectic Homeschooling Organization. "The parents may even choose which period of history the child will study. However, the children are then allowed to determine which history books to use and projects to make. They may let the kids decide what science or art areas they'll discover. It is a nice balance, and many parents feel most comfortable having some say in what is covered and when. But the benefit of allowing the child to determine their own course is still there, resulting in a much more involved student."
Drawbacks?
As in many aspects of life, nothing is all "good," even a great concept such as eclectic homeschooling. There are some drawbacks to this untraditional mode of teaching, the most common being the fact that many children thrive on routine, and routine is not an ingredient in eclectic homeschooling.
"As for curriculum, an eclectic homeschooler rarely uses a resource exactly as the instructions indicate," says McKee. "He will take the information and mold it, restructuring it to glean what he needs most from it. The options, directions, and/or content may be change a little – or a lot. And absolutely everything can be considered curriculum. There is not much room for repetition or routine."
An important word that is often used when referring to this particular method of homeschooling is "seems." Eclectic homeschoolers use what "seems" best at the time. And as we all know, things are not always what they seem.
"The choices eclectic homeschoolers make are not erratic," says Krueger. "The methods and resources they select to use are chosen to further the educational goals they have for their children. Their children's temperaments, gifts and learning styles are all taken into account in determining how they will homeschool and what they will use. Occasionally, what seems best does not actually work out to be best. It can be frustrating and expensive to buy something that does not work. On the other hand, it can be frustrating to a child to continue doing something that they dread."
Resources?
The world is a resource for eclectic homeschoolers. As previously mentioned, everything can be molded or formed into some kind of curriculum – and often is.
"To avoid making mistakes, most eclectic homeschoolers are resource scavengers," says Krueger. "They want to know what you are using and why. If you stopped using something they are considering buying, they want to know why you stopped. If someone says they have a list of resources for a study on the middle ages, they want a copy. If you are looking for a particular item, they'll know right where to find it in one of the catalogs they have stacked in a pile. When someone begins a discussion of a particular way of homeschooling, they are all ears, listening for new ideas or a different angle on an old idea. Everything, everyone, every place is a resource."
But Is It for You?
When considering whether or not eclectic homeschooling is what your family is looking for, there are many aspects and concepts to keep in mind.
For example, the eclectic homeschooler considers that there is a time for everything, and it is up to him to consider the right time for everything to do with his family. "An eclectic homeschooler is flexible, knowing that each day of homeschooling brings new challenges and opportunities," says McKee. "And he must always be looking for open doors and what works best for his child. The eclectic homeschooler usually recognizes we are all unique individuals, right down to our very own DNA building blocks. Eclectic homeschoolers recognize that each individual has a soul that will live throughout eternity. And as parents, [the higher power] will hold us accountable for our part in raising children, so we must consider each child's unique needs."
An eclectic homeschooler will gladly share what he knows, but will be the first to tell you that you must find your own way, that no one else's formula will be the best for you. "Only you can know what is best for your family," says McKee. "The freedom that homeschooling can offer is there – if you have the courage to take it. Are you an eclectic homeschooler?"
MATH
I bought this math workbook for Nikki. When I browsed through the pages, I thought that it was a bit easy for him. But then again, this will be a nice review for him since the later pages are challenging. This workbook cost only P65.00. =D
This one was easy for Nikki.
Another easy page. =D
He already knows less and more. =D
Another easy page.
Nikki answered this so fast, I gave him 2 stickers. (He usually takes his sweet time when he answers his workbooks.)
This was a bit tricky for Nikki because this was the first time he tackled division. But after the second set, he got it. We need to review this lesson again next time.
Tuesday, July 17, 2007
ETHAN AND THE MOUSE
Ethan has finally discovered the use of the mouse. Before, when I would teach him how to use it, he would press the right button instead of left-clicking it. But lately, he has been getting the hang of it and last night, he was so engrossed with the games in noggin.com (which are perfect for his age) that he was able to sit in front of the computer for 2 straight hours!! I wanted to halt his studying/playing after the first hour but he didn't want to. I suppose he was making up for all the months he was not able to play on the computer because of difficulty in mouse-clicking. So I let him be. That's one benefit of homeschooling: a flexible schedule. I was really surprised at Ethan's resilience and concentration while he played. Usually, Ethan has a short attention span. He would not be able to keep still for long. Even when he eats, he would pick up the food then walk around while eating. So last night was a really pleasant surprise. He really loved playing at noggin.com that whenever Nikki would approach him to give him some tips, he would protest loudly. I was really proud of Ethan last night. Even if I did lament to Ruther that Ethan would not pay attention to me when I tried reading to him in the past, I'm still happy at this latest development. This tells me that Ethan takes his time in learning and no amount of pushing or prodding from me will help until he is good and ready.
TOO MUCH?
http://eclectichomeschool.org/articles/article.asp?articleid=343&resourceid=324&topicid=
How Much Is Too Much?
by Patricia J. Donahue-Krueger
Wondering how much is ‘too much’ in terms of planned activities for your homeschooled children? Do you look longingly for at least one blank page in your date book? Do you yearn for one small square on your wall calendar that is totally free from times and meeting places and ‘must do's’? Have you found yourself in that zone of madness where activity equals productivity? Then you are not alone.
Over scheduling our children at home is simple. We open the daily mail and are enticed and mesmerized by an array of classes, lessons, field trips, projects, and computer programs. Often homeschoolers feel that enrolling their children in yet another sports activity, art class, community group is somehow filling in the "gaps" left by not being in school. At times, it seems to happen while you are not looking. Suddenly and without warning, you are booked, filled to the top with yet another place to go. Why?
I questioned several homeschoolers, unschoolers, eclectics, and curriculum users. For those who have experienced this over booking problem, several similarities came to light.
Some signed up for one too many classes after having been carried away with too many choices. Many spoke of having to prove to spouses, parents, or in-laws that the time spent homeschooling their children was ‘enough’. They needed to satisfy the homeschooling critics in their lives. Others said "yes" to each new, exciting class or program that their children requested. Not wanting to dampen their spirit of curiosity and love of learning, they signed yet another enrollment form.
The one similarity among these people is that none seemed content with their situation. One mother spoke of buying her daughter an organizer to keep track of her commitments. Another felt that her son wasn't enjoying his scheduled activities. Most felt that they would not renew this hectic schedule again.
Do you say to your child "sorry, last year we were all so booked with classes and running around that no one seemed to have time to breathe.... much less enjoy our homeschooling"? Yes. I think that you can. One mother said this to her son recently, and he seemed to visibly relax, to walk a bit slower knowing that his life would take on a new simplicity this coming year.
Simplicity. Perhaps that is what we should strive for in those activities we schedule with our homeschooled children. Stop trying to ‘make up’ for activities you think your children are missing by being at home. Instead, concentrate on the myriad of experiences, activities and wonders of everyday living that your children are exposed to because they ARE at home.
Do I advocate not partaking in outside activities? Not a chance. That would have taken from my children the chance to make ceramics, take dance, art and music lessons. It would have left my two boys without the experience of playing soccer and my two daughters without the joy of park district craft classes. I would not have wanted to lose any of what we did. But I would not have wanted them do all of this in one year or even in one season.
Part of the reason that we homeschool is to embrace what we learn. Gone are the days when my son, then in public school, learned his lessons in order to ace a weekly test and immediately brush aside those facts and figures as no longer being important. Learn - Test - Forget...this was his approach— an approach, I’m sad to say that his classmates shared. I want no part of that for my children. I want no part of that for me.We still learn from the many classes and programs around us, but we have learned to be selective. We have learned to value and respect our time.
Even Tess, at four, knows that we all need lots and lots of down time together. Time to read, time to sit in the park and watch the clouds, and time to sit and think as Thomas Edison did.
Edison would often sit on the end of the dock at his Winter Estate in Fort Myers, Florida with fishing pole in hand. In Edison's time fishing was a revered pursuit. One simply did not disturb an individual while fishing. If you looked closely at the end of his fishing line, you would find the bait hook curiously bare. Edison did not bait that hook. He was not fishing. He was sitting and thinking. Just thinking...marvelous scenario isn't it?
Perhaps that is what we must learn to do. Just sit and think. Do less running around. Have fewer ‘must-do’ items on our lists. We need more time to think, to wonder, and to explore our world on our own. Classes are wonderful. Our art classes have taught us well and proven to be a source of great joy. My daughter Mollie, now six, has asked to learn to play the harp. She will need a gentle soul to help her learn this. So, the lessons and classes have their place. But not everything needs to happen today. We don't all need to learn everything on our wish list right now. We learn to take things one wish at a time. We are learning to savor learning something new. We are learning to struggle with the unknown.
If we were to try all of these things at once, if we were to cram our lives with one activity after another.... we just might miss much of what is new. So, we step slowly. Adding things to our list and dropping others. The process is ongoing.
So, look at your date books. A bit too crowded? Losing your sense of why you first chose to home-school? Go find yourself a nice quiet dock as Thomas Edison, a fellow home-schooler, did. You never know what you might find.
Copyright © 2004 Eclectic Homeschool Association
How Much Is Too Much?
by Patricia J. Donahue-Krueger
Wondering how much is ‘too much’ in terms of planned activities for your homeschooled children? Do you look longingly for at least one blank page in your date book? Do you yearn for one small square on your wall calendar that is totally free from times and meeting places and ‘must do's’? Have you found yourself in that zone of madness where activity equals productivity? Then you are not alone.
Over scheduling our children at home is simple. We open the daily mail and are enticed and mesmerized by an array of classes, lessons, field trips, projects, and computer programs. Often homeschoolers feel that enrolling their children in yet another sports activity, art class, community group is somehow filling in the "gaps" left by not being in school. At times, it seems to happen while you are not looking. Suddenly and without warning, you are booked, filled to the top with yet another place to go. Why?
I questioned several homeschoolers, unschoolers, eclectics, and curriculum users. For those who have experienced this over booking problem, several similarities came to light.
Some signed up for one too many classes after having been carried away with too many choices. Many spoke of having to prove to spouses, parents, or in-laws that the time spent homeschooling their children was ‘enough’. They needed to satisfy the homeschooling critics in their lives. Others said "yes" to each new, exciting class or program that their children requested. Not wanting to dampen their spirit of curiosity and love of learning, they signed yet another enrollment form.
The one similarity among these people is that none seemed content with their situation. One mother spoke of buying her daughter an organizer to keep track of her commitments. Another felt that her son wasn't enjoying his scheduled activities. Most felt that they would not renew this hectic schedule again.
Do you say to your child "sorry, last year we were all so booked with classes and running around that no one seemed to have time to breathe.... much less enjoy our homeschooling"? Yes. I think that you can. One mother said this to her son recently, and he seemed to visibly relax, to walk a bit slower knowing that his life would take on a new simplicity this coming year.
Simplicity. Perhaps that is what we should strive for in those activities we schedule with our homeschooled children. Stop trying to ‘make up’ for activities you think your children are missing by being at home. Instead, concentrate on the myriad of experiences, activities and wonders of everyday living that your children are exposed to because they ARE at home.
Do I advocate not partaking in outside activities? Not a chance. That would have taken from my children the chance to make ceramics, take dance, art and music lessons. It would have left my two boys without the experience of playing soccer and my two daughters without the joy of park district craft classes. I would not have wanted to lose any of what we did. But I would not have wanted them do all of this in one year or even in one season.
Part of the reason that we homeschool is to embrace what we learn. Gone are the days when my son, then in public school, learned his lessons in order to ace a weekly test and immediately brush aside those facts and figures as no longer being important. Learn - Test - Forget...this was his approach— an approach, I’m sad to say that his classmates shared. I want no part of that for my children. I want no part of that for me.We still learn from the many classes and programs around us, but we have learned to be selective. We have learned to value and respect our time.
Even Tess, at four, knows that we all need lots and lots of down time together. Time to read, time to sit in the park and watch the clouds, and time to sit and think as Thomas Edison did.
Edison would often sit on the end of the dock at his Winter Estate in Fort Myers, Florida with fishing pole in hand. In Edison's time fishing was a revered pursuit. One simply did not disturb an individual while fishing. If you looked closely at the end of his fishing line, you would find the bait hook curiously bare. Edison did not bait that hook. He was not fishing. He was sitting and thinking. Just thinking...marvelous scenario isn't it?
Perhaps that is what we must learn to do. Just sit and think. Do less running around. Have fewer ‘must-do’ items on our lists. We need more time to think, to wonder, and to explore our world on our own. Classes are wonderful. Our art classes have taught us well and proven to be a source of great joy. My daughter Mollie, now six, has asked to learn to play the harp. She will need a gentle soul to help her learn this. So, the lessons and classes have their place. But not everything needs to happen today. We don't all need to learn everything on our wish list right now. We learn to take things one wish at a time. We are learning to savor learning something new. We are learning to struggle with the unknown.
If we were to try all of these things at once, if we were to cram our lives with one activity after another.... we just might miss much of what is new. So, we step slowly. Adding things to our list and dropping others. The process is ongoing.
So, look at your date books. A bit too crowded? Losing your sense of why you first chose to home-school? Go find yourself a nice quiet dock as Thomas Edison, a fellow home-schooler, did. You never know what you might find.
Copyright © 2004 Eclectic Homeschool Association
Monday, July 16, 2007
Sunday, July 15, 2007
LISTENING
http://www.kidsource.com/parenting/listening.html
Why Listen?
Listening is a core competency skill for relationships. As we become better skilled at listening, we uncover layers and layers of communication -- both in conversation and within ourselves. There is no communication that goes only one way; if we want to be heard, we will practice hearing. Listening is the basis of conflict resolution, the core of trust, and also central to the development of healthy self-concept.
Listening is an active process. It involves being in the moment, interpreting, and deferring judgement.
One of the largest blocks to listening is our desire to solve problems. This is particularly true for teachers and parents. For some of us it is a bigger challenge than others -- I know that when a student comes to me in turmoil about an issue, I often find myself leaping into talking... even though I know that listening will serve better.
Another barrier to listening is time. A colleague has made a "sacred" time each night when she and one of her daughters is home, she always spends a few minutes just sitting on the edge of their beds, ready to listen. Her daughters are now in their 20's, but that doesn't stop Lee from listening. She often says that it has been one of the most valuable practices she developed as a parent. No pressure, no questions, just a time and place to listen.
The except below is from February of our 2000 Emotional Intelligence Calendar / Activity Kit. It provides some context on the meaning of listening and several activities to practice. In the calendar there are also books, movies, role models, postcards, and stickers. While all these are fun helpers, the real tool for teaching listening is -- listening. If each of us can take responsibility for listening a little more to each other, our kids, and our students, we will certainly become more clear and connected.
February -- Listening
Most of us have spent a lot of time and energy learning to talk. We often assume that because we speak, others will hear and understand. But we often forget to practice, and to teach, listening.
Listening can be listening to your own self; it can be listening to someone you have trouble hearing; or it can be listening to your family and friends. It can also be listening to the wind, to water, to children playing, or to new knowledge.
Effective listening includes paying close attention to body language and to intent -- to truly hear, listen with all your senses. To listen effectively, you can also pay attention to your own motive -- are you trying to convince, or to learn?
Listening Practice
• Practice listening for someone. "Listening for" means listening to intentions, to vision, to greatness. When you listen for someone, you are actively making her good, and actively working to be on her side.
• Try "layered listening" where you focus on sound, then listen for a sound farther away, and again, and again until you are hearing as far as you can see. Metaphorically, you can use this technique listening to people as well -- what can you hear beneath the surface of their words?
• Create a sound/listening map where you chart everything you hear.
• Practice listening by drawing pictures of the words you hear.
• There are many variations on "back-to-back" listening -- for instance, partners sit back-to-back; one person tells a story and the other person draws illustrations.
• Listen to "Peter and the Wolf" to learn the sounds of various instruments; then practice identifying those instruments in other pieces of music.
• Next time an argument starts, grab a video camera and tape yourselves -- it will probably shorten the fight and change the way you interact. Use the "this is on record" technique to moderate future disagreements.
• Visit a construction site, a park, a mall, a playground. Write in your journal about the differences in the noise levels, rhythms, and the kinds of sounds you noticed.
Credits
Joshua Freedman is the Director of Programs for Six Seconds is a nonprofit educational service organization supporting emotional intelligence in families, schools, corporations, and communities. He is also the coordinator of the Nexus EQ Conference.
2000 Handle With Care Emotional Intelligence Activity Kit / Calendar, Freedman, Jensen, Rideout, Freedman. San Francisco: Six Seconds, 1998. ISBN0-9629123-5-2. The calendar explores 12 themes of emotional intelligence with activities, role models, books, movies, quotes, and includes over 150 stickers and 12 postcards.
Handle With Care Emotional Intelligence Activity Book, Freedman, Jensen, Rideout, Freedman. San Francisco: Six Seconds, 1998. ISBN 0-9629123-2-8
Why Listen?
Listening is a core competency skill for relationships. As we become better skilled at listening, we uncover layers and layers of communication -- both in conversation and within ourselves. There is no communication that goes only one way; if we want to be heard, we will practice hearing. Listening is the basis of conflict resolution, the core of trust, and also central to the development of healthy self-concept.
Listening is an active process. It involves being in the moment, interpreting, and deferring judgement.
One of the largest blocks to listening is our desire to solve problems. This is particularly true for teachers and parents. For some of us it is a bigger challenge than others -- I know that when a student comes to me in turmoil about an issue, I often find myself leaping into talking... even though I know that listening will serve better.
Another barrier to listening is time. A colleague has made a "sacred" time each night when she and one of her daughters is home, she always spends a few minutes just sitting on the edge of their beds, ready to listen. Her daughters are now in their 20's, but that doesn't stop Lee from listening. She often says that it has been one of the most valuable practices she developed as a parent. No pressure, no questions, just a time and place to listen.
The except below is from February of our 2000 Emotional Intelligence Calendar / Activity Kit. It provides some context on the meaning of listening and several activities to practice. In the calendar there are also books, movies, role models, postcards, and stickers. While all these are fun helpers, the real tool for teaching listening is -- listening. If each of us can take responsibility for listening a little more to each other, our kids, and our students, we will certainly become more clear and connected.
February -- Listening
Most of us have spent a lot of time and energy learning to talk. We often assume that because we speak, others will hear and understand. But we often forget to practice, and to teach, listening.
Listening can be listening to your own self; it can be listening to someone you have trouble hearing; or it can be listening to your family and friends. It can also be listening to the wind, to water, to children playing, or to new knowledge.
Effective listening includes paying close attention to body language and to intent -- to truly hear, listen with all your senses. To listen effectively, you can also pay attention to your own motive -- are you trying to convince, or to learn?
Listening Practice
• Practice listening for someone. "Listening for" means listening to intentions, to vision, to greatness. When you listen for someone, you are actively making her good, and actively working to be on her side.
• Try "layered listening" where you focus on sound, then listen for a sound farther away, and again, and again until you are hearing as far as you can see. Metaphorically, you can use this technique listening to people as well -- what can you hear beneath the surface of their words?
• Create a sound/listening map where you chart everything you hear.
• Practice listening by drawing pictures of the words you hear.
• There are many variations on "back-to-back" listening -- for instance, partners sit back-to-back; one person tells a story and the other person draws illustrations.
• Listen to "Peter and the Wolf" to learn the sounds of various instruments; then practice identifying those instruments in other pieces of music.
• Next time an argument starts, grab a video camera and tape yourselves -- it will probably shorten the fight and change the way you interact. Use the "this is on record" technique to moderate future disagreements.
• Visit a construction site, a park, a mall, a playground. Write in your journal about the differences in the noise levels, rhythms, and the kinds of sounds you noticed.
Credits
Joshua Freedman is the Director of Programs for Six Seconds is a nonprofit educational service organization supporting emotional intelligence in families, schools, corporations, and communities. He is also the coordinator of the Nexus EQ Conference.
2000 Handle With Care Emotional Intelligence Activity Kit / Calendar, Freedman, Jensen, Rideout, Freedman. San Francisco: Six Seconds, 1998. ISBN0-9629123-5-2. The calendar explores 12 themes of emotional intelligence with activities, role models, books, movies, quotes, and includes over 150 stickers and 12 postcards.
Handle With Care Emotional Intelligence Activity Book, Freedman, Jensen, Rideout, Freedman. San Francisco: Six Seconds, 1998. ISBN 0-9629123-2-8
Saturday, July 14, 2007
Friday, July 13, 2007
BOOKS
Here are some more books for Nikki:
This book was given by their grandmother (my mother-in-law). The illustrations were really good but personally, I think the story is a bit morbid. It talks a lot about the old lady dying. =P
This one is a funny story and it talks about friendship, bullying, accepting oneself, and being creative. It's pretty easy to read but I read this to Nikki the first time. He loved it. =D This book cost only P25. Cool, huh.
My sister bought this book. We grew up wth Dr. Seuss books so I suppose she wanted Nikki to have the same experience.
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