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Keeping the Motivation Flame Bright through November - Page 10

post #181 of 305
lofty~ hug.gif

jaygee~ goodvibes.gif for everyone feeling better and jake the cat to come home!

I don't know a whole lot about the IB curriculum except that it's pretty intense. I lost two of my babysitters (twins) to it...I hadn't used them recently but last time I asked their mom if they could watch Tyler, she said they're not doing any babysitting anymore because they have too much schoolwork. I don't really know if I want my kiddo doing something so demanding that he doesn't have time for anything else...I'd really love him to be able to participate in extracurriculars or have the ability to have a part-time job if he wants. If we stay where we live right now (which who knows, HS is still a long way away), our neighborhood HS has an IB program. If he didn't want to do IB, I really wouldn't want him to go to that school...it's really the only thing going for it. Otherwise, we'll probably try to get him into the STEM school (if he wants) or choice into the next closest public school, which is actually the best one in the district.

After a stressful start to my day (it was the third installment of my basic dysrhythmia class wherein I had to take a test identifying rhythms and the proper interventions which had to be passed at a 92%!!!), it's been pretty nice for the remainder. I got out of the test early enough to take C to the airport (out of town all week for work, boooooo) and then ran a few errands, picked up some Starbucks and got a pedicure. Ahhhh. It was desperately needed! I still need to work on the Christmas decorations, which may or may not happen tonight, if I get motivated enough to try to fix the top of the tree, but I also have a happy hour to go to with some girls from work. With DS, unfortunately, but sometimes you gotta do what you gotta do... ;-)

rr~I worked out my tabloid magazine reading skills while getting my pedicure...that counts for something, right? Actually, I just told C that since Monday is his rest day, I'm taking a rest day by association. Sounds good to me! orngtongue.gif
Edited by tjsmama - 11/18/13 at 2:21pm
post #182 of 305

Lofty - I have been thinking of you all day!  I hope Dane had a great first day.  I am drooling at the idea of a 12 person class for my kids!


RR: I got blown off by my early morning RP, and couldn't force myself out the door at 5:30 to be alone and in the windy dark.  So, I held off and went back to bed for an hour!  I did make it over to the pool and swam 2500 yards, though, so I'm calling that pretty good.  Tomorrow morning, I will do boot camp.

post #183 of 305

Lofty - 12 kids!  Perfect size!  I hope he had a ball.


JG - Sending prayers for health and homeward bound kitty.


I'm sneaking an hour at home (!) so the kids can have a "normal" after-school thing.  I've been parked in front of the computer for almost the whole time which I know I will regret when I think for a second about all the useful things I could be doing. 

post #184 of 305
Sending the kids to school today, even though they don't feel wonderful. I've got 15 people coming over to help wrap auction baskets this morning. This week can't end quickly enough!

And still no Jake the Cat greensad.gif.
post #185 of 305


Originally Posted by sparkletruck View Post

AP: yeah, I think what he was saying is that the time students spend on AP curriculum comes as a trade off for other, more meaningful advanced work, like deep projects. He described it as a narrower but deeper focus vs. thin coverage of a lot of subjects. I can see the up and down sides of both, but I like the idea of high school students getting to do 'real' college level work and not just study for a test that shows the college that they are ready for real college work, if that makes sense. He said that the colleges he talks to about his students tell him that they are very prepared for advanced college work, and that if the students want to place out of intro. courses, many colleges will work with them to find the best 'placement'. Also, some of the kids at this private school have presented the research they've done for their senior thesis at conferences where they are the only high school students.

As for GT, AP, teacher resources, class size, and tracking vs. not tracking, I dont think we will ever have a 'solution'. This conversation has been at the forefront of ed. theory and policy since forever, and I dont know if we're any closer to an equitable, substantive solution greensad.gif

You know, I was not even considering the teach-to-the-test aspect.


And :thumb about the HS kids presenting their research! That's awesome - what an amazing opportunity for them! It sounds like a great school.


Lofty: How was day 1?
Originally Posted by tjsmama View Post
... but I also have a happy hour to go to with some girls from work. With DS, unfortunately, but sometimes you gotta do what you gotta do... ;-)

:lol I had a business idea many years ago, it was a bar built around a playground.


Originally Posted by JayGee View Post

And still no Jake the Cat greensad.gif.

Oh no! I'm so sorry! And I hope that everyone feels better soon, too.


I just spent 2 hours at the high school listening to presentations on financial aid for college. On one hand, I am really thankful for DD1's good grades, but I couldn't help my mind from wandering again and again to DS and his school situation. We had an appointment with his ped yesterday morning, and I spent a lot of time talking to her about his performance in school. So now I have a copy of the "Vanderbilt ADHD Diagnostic Parent Rating Scale" to fill out. :( I just don't like the sound of that. And my gut tells me that this is his personality and not a *disorder,* you know? I mean, you should see him when he is engaged in something - playing tennis, he hangs on his instructor's every word! Working with his dad building something, he is so focused and motivated and willing to learn. But put him in his desk at school and give him a series of verbal instructions? Oh, he does what he thinks he was asked to do, he just forgot/didn't hear at least 50% of the instructions. Add to that the fact that he reads and writes slowly, and the result is that most of his work is incomplete or incorrect.

So... I'll fill out the survey, and the teacher also has one to fill out, but I am not putting him on any medication, no way. gloomy.gif

post #186 of 305

JayGee, sorry to hear about Jake the Cat. :Hug


Gaye, happy decorating!


Lofty, how was ds' first day at school?


Mel38, love the business idea. And we are having the same issues with ds. We also did all the evaluations, etc. and are waiting for the observation from the school district. I too will not be giving meds. And I believe there are a few things going on -- active, kinesthetic kids who learn by doing and engaging actively. Normal male cognitive development issues with processing verbal instructions (not nearly as well developed in boys for the most part until puberty and even then, dicey) as well as the slower handwriting skills in boys. (Not all, obviously -- but it's very common for these to lag behind girls in elementary school while other skills are better developed, but those are the ones that are not as 'school friendly.')


I am so close to fed up for ds that I don't know what to do with myself anymore. Have been researching the public schools here like mad, waiting for evaluation to see if he qualifies for an IEP or 504 (I don't think so) and then what (if any) accommodations are required/mandated. MA does not accommodate for 'gifted' IEPs at all. And our district does not have a GT program -- the principal of the elementary school told me, "well maybe the teacher will give extra work if she wants to." :irked  As if GT was only about volume and/or acceleration (it's not). 


Bleh. I have to talk more with Geo I think.


I'm slowly moving into self-directed project oriented learning with most of my classes this year. It's a lot of work for me up front to prepare the project phases, scaffold/give the kids small group lessons and piece it out, but the first project was a big success (my 10th graders did an advanced version of a classic Montessori project - "Imaginary Island" -- when they create their own society, complete with physical structures, climate, economy, social structure, industry/agriculture, currency, religion and folktales, art/music, and a constitution -- plus a model -- or map -- for the hands on part).

post #187 of 305
Nic, your project sounds great! I'm sorry to hear the school is still not working out for ds.

Mel38, love the bar/park idea. Reminds me of our little neighborhood park in Austin where a dad/brewmaster always brought fresh-brewed beer. We were a happy group of parents! lol.gif I don't remember how old your son is but my 13yo was very much like that. He can definitely focus but is so easily distracted when work is not interesting, challenging, etc. As far as the reading, writing pace goes, he is great now but up until he was around 10 and 11, he would've been considered behind, I'm sure. He's just my slow-growing kid. I'm sorry you're having to deal with this.

JG, hug.gif Be well.... goodvibes.gif

Bec, Sorry you got blown off by RP! Aaargh!

Tjsmama, your life sounds so busy but so fun. Enjoy "your" rest days! smile.gif

Geo, Plady, Jo, wave.gif

Day 1 was meh. I think the anticipation must be the exciting part. He felt rushed through his work and then frustrated at having to wait for the group. But this is life. The good news is that he got to be with the kids he considers his friends from sports, so he was thrilled about that! He's also on the chess team, but as an alternate, since the names already had to be submitted and he has his first field trip on Friday - which happens to take place near me at the oldest settled area in Texas (as in before Texas was part of the U.S.) so we'll meet him there. And Thursday is Thanksgiving lunch with parents/grandparents day, so I'll go up to school to eat with him. So even though he didn't have his socks knocked off the first day of school, he still packed his lunch last night, did all his homework for the entire week, set my alarm before going to bed, and still managed to get up before me to go downstairs and practice his long division. Yes, he made up some problems and I guess he was caught off-guard by it yesterday at school and couldn't remember how, so he worked on it last night and this morning to make sure he has it down. I guess I'm just grateful he cares so much. Now if I could just motivate my 13yo to care a tiny bit about his algebra. He LOVES geometry but is just so unmotivated. He is currently inventing some game with his cardboard. Aaargh.

RR: Hot Yoga tonight! Woot-woot!

NRR: Marriage counseling this afternoon.

Have a great day, y'all. And Kerc, I didn't eat that chocolate bar after all! That walk was just what I needed. thumb.gif
post #188 of 305
Thread Starter 
Mel38 - brilliant idea! My bff irl (lol.gif) lives across the street from the park where all the kids would play Friday afternoons and then head to her house for continued play, and wine for the moms.

Geo - I'm interested on your pov when you get to ot

JG - Im so sorry about kitty greensad.gif Have you done a neighborhood search, calling and looking for him? I wonder if he is getting senile and that's why he was pooping and now wandered off. Maybe someone found him? Have you put signs around the 'hood?
Good luck with the auction stuff goodvibes.gif

NRR: the thing, or a thing, I'm wrestling with as this school decision unfolds is how much this decision will or wont affect her life. Of my three kids, she is the most like me, as in, a mini-me. I have to remind myself "she's not you" all the time to separate anything I may be projecting on to her, and just to see HER for herself. In any case, my parents were not involved in my development much at all, save for a structured household (dinner at the same time every night, chores, etc) - which I definitely appreciate as the counterbalance it was to my chaotic alcoholic childhood), so that I might have done things differently if I'd had more support or meta-awareness, provided by experienced elders. As it was, I didnt get any input on school or college, and everything I achieved was largely due to osmosis (very intellectual dad) and grit (main care-giver for my alcoholic mom). Of course, everything worked out mostly ok, but I have struggled a lot and achievedd a lot of what I have by learning later, and with hindsight. I wish I could have saved time and used time better by having more support in thinking about what I was doing.

This is what I am trying to do for DD1. Im not a hovering parent (at all - which another mom mentioned like "... at ALL!" headscratch.gifirked.gif), but I do have a lot of meta-conversations with all my kids. In thinking about schooling, I want her to be supported in making decisions that push her to achieve her potential in the face of her introversion and self-criticism, which I worry, in a big hands-off school (like my high school and college) would not be noticed, as her performance is generally good, but which can hold her back, and keep her at good enough.

On the other hand, maybe she is who she is, and whatever environment she's in, she may ultimately have to learn all the lessons I did and the school wont really affect this process that much and I may just have to let go and support her as much as I can, as I have been, but really its on her to take hold of what I offer or not. And she may just be a slow bloomer, and I hope she doesnt have the regrets I do, but if she does, there's not much I can do?

I know this probably sounds like cutting the sausage into bits to study it, but it feels really important. Maybe its not. Am I just being stupid here? (and I dont worry about the other 2 like I do her. They are extroverts. They already grab on to their interests and harass people to get what they need and want and are totally fulfilling their potential (DS loveeyes.gif , but even DD2, who is 5 going on 13 redface.gif)
post #189 of 305

Killing time before class: 


IB/AP stuff.  I see both sides of the teach to the test issue, but one point about "wide and shallow" vs "narrow and deep."  If you take something like AP US history, getting the survey done allows you to dig into a deeper class later.  Doing the deeper class would be difficult without the survey first.  If you look at most college majors, they either start with classes called "intro to..." of "... Survey."  That's because you need the context.  If I took a class on the Civil War without knowing something about where the US had been before that, then it would be difficult to follow.  I also wouldn't have much of a context to place it in to infer the consequences of the Civil War. 


Enough IB/AP/dual enrollment credits can chop a year or more off of college.  I'm wary of this.  You need to pick your major after 2-3 semesters.  If you come in planning on graduating in 3 years, you have to pick your major before you've gotten a chance to get to know the school or to have some of those late-night-in-the-dorm-talking-all-night transformative experiences in the freshman year.  Further on, you generally need to plan what you're going to do with your life the start of your last year.  How many of us knew what that would be when we were 20?  Dang, many of us are still figuring it out at 40.


I think that the place for IB/AP is (1) to free up breathing room in college or allow for a second major or additional minor, (2) give a much more intensive learning experience in high school, teaching the organizational skills necessary to master a radically larger body of knowledge than any time previous, and (3) get you out of an environment where the kids that drive you up the wall dominate the teacher's attention.


Mel ADHD stuff:  Those surveys are not a diagnostic tool, and DONT LET ANYONE USE IT AS SUCH.  Use it as motivator to look closer.  You note attention issues when the material is not engaging, but also slow work pace.  A closer look could uncover working memory or processing speed issues, which are part of ADHD, but also very much a part of other things.  It gets more interesting (and difficult!) when you uncover a vast split in cognitive ability and processing speed.  Is like someone gives the kid a Mac Truck engine and puts it in a Yugo body.  It's just going to lead to frustration.  The first step to uncorking bottle necks is to identify them.  GOOD FOR YOU FOR PURSUING IT, but not course parent/teacher rating scale is the determiner of it all.  It's just one piece of information.  I prefer the Conner's if the school will do one, as it screens for way more than ADHD.


Nic 504/IEP/ Gifted.  Just holler.  Yeah, I'm opinionated, but I certainly agree that the goal should be appropriate work, not more work.  Gee, I feel like I *just* had this discussion with DD's teaching team. 


OK, off to class.  Coal, clean coal, nuclear energy, and global warming.  More light stuff coming up!

post #190 of 305
bec~I think 2500 yds in the pool is way excellent. I can't really remember the last time I swam that far! That will be changing soon enough, I fear, lol...

mel38~I think the bar/playground idea is brilliant! There's a local place that's an indoor play area for kids, with all kinds of stuff to climb through/on/in, etc., that has a coffee bar and wireless internet...same basic concept, and I also think that's brilliant. I utilized it many times when DS was younger.

I did indeed get the Christmas decorations up yesterday. I gave up on fixing the lights on the tree, after attempting to swap out a few bulbs and replacing the fuses, so instead I just slapped a 50 bulb string of lights oer top and called it good. bag.gif It looks totally fine, unless you look closely enough to see all the unlit bulbs underneath, lol. I even got the outdoor lights hung (which really isn't that much work, since all I do is slap some icicle lights onto the balcony railing with cable ties. And get this...I'm so ahead of the game this year (ROTFLMAO.gif) that I even picked up this year's Lego advent calendar for DS while I was at Target yesterday!

Happy hour/dinner with the girls from work was quite lovely. DS came home with a (relatively speaking) ridiculous amount of homework yesterday, so I made him take a book to dinner so he could do his reading while we were waiting, and he was thoroughly occupied for the duration, including the car ride to/from the restaurant. Not too shabby.

rr~Went to the Y after school drop off and got in a quick 3 mile hill workout on the dreadmill, followed up by spin class. It was a really good class, too...good music, good workout. I'm pretty happy and feeling slightly less guilty about eating the free sample cheese danish they forced on me at the bakery outlet store this morning. bag.gif
post #191 of 305
Originally Posted by tjsmama View Post
And get this...I'm so ahead of the game this year (ROTFLMAO.gif) that I even picked up this year's Lego advent calendar for DS while I was at Target yesterday!

This was on my list today since I have to find a couple of different ones, preferably all Lego, before Thanksgiving when the niece/nephew arrive.


Nick, thank you for putting all that into words! I copied a few key phrases, and Geo's too, for my talking points: "not a diagnostic tool" is written on a green sticky note right on the top of the file :) followed by "kinesthetic learner".


Lofty, my DS is 7, but it really helps to hear about others who have seen this process through with their own children. I'm so glad that your DS is doing fine so far in school. 15 kids in a class? :twothumbs

post #192 of 305
Originally Posted by Geofizz View Post

Enough IB/AP/dual enrollment credits can chop a year or more off of college.  I'm wary of this. 
True, but I don't think many use it to graduate early so much as to take extra courses that one might not have had time for otherwise. That's especially helpful for students with multiple interests who need time to make a decision.
Originally Posted by Geofizz View Post

I think that the place for IB/AP is (1) to free up breathing room in college or allow for a second major or additional minor, (2) give a much more intensive learning experience in high school, teaching the organizational skills necessary to master a radically larger body of knowledge than any time previous, and (3) get you out of an environment where the kids that drive you up the wall dominate the teacher's attention.
Yes and yes, especially to #2, though I felt like our honors sequence prepared me so that AP wasn't radically different and, in turn, my coursework in the honors college wasn't radically different either in terms of expectations. In other words, I didn't slide through high school like most of the people I know did, but it also meant that there was no rude awakening when I got to college. It was more of the same, in all good and interesting ways.

There's clearly some misuse as a tool for prestige or whatnot of IB/AP too.

lofty--12 kids!! That's awesome. R's class is twice as big and my niece in first grade has 28 in hers. (There must have been a baby boom that year because that's happened at our school too.) Hope he enjoys it and the transition is smooth.

Geo--hang in there. Did you sleep at all during that week?

tjsmama--you sound more on top of things than I do!

bec--sounds like a nice long swim!
post #193 of 305
As an advisor, I see a mix of what students choose to do. For a lot of them, it's a financial decision first, and an educational decision second. I get that those constraints are very real, and I just try to guide them towards decisions that keep as many doors open as possible. I see it more severely with dual enrollment credits than AP, though. I'm not sure if the difference is the origin of the credits or that it's generally the wealthy suburban schools that offer the 22 AP classes, while the less-well-off districts are offering the dual enrollments, and so finances remain at the forefront for many. I did have a 17 year old girl in my office who was simulatenously going through all the first year experience classes and applying to grad school. She had a lot of internal drive, was very motivated and focused, and yet her ideas of success clearly derived from what mom and dad advised.

I slept 4.5 hours each night last week. I then slept 12 hours Friday night, then took a 90 minute nap Saturday afternoon. I hope not to have a week like that again. Like, ever.

DD's been making an excellent back-up running buddy for when my RPs are stuck at work. She's been pushing my speed, and last night we did 3 miles in 27 minutes. And this morning we read this : http://www.bbc.co.uk/news/health-24998497. Statistics are just statistics.
post #194 of 305
Originally Posted by Geofizz View Post

She's been pushing my s And this morning we read this : http://www.bbc.co.uk/news/health-24998497. Statistics are just statistics.

DH and I read that article last night and thought the same thing! DS would smoke us BOTH in the mile. Last time he ran it in PE he ran a 6:50. Not sure I've EVER run a mile in 6:50, even when I was 12.

Interesting about the IB/AP stuff. Our local HS prides itself on the wide variety of AP classes offered. It's always great to get the perspectives of Dingo sisters, especially those who have experience in academia.

Mel38 - count me in on that business plan! Bar + playground

lofty - sounds like DS if off to a great start in school. I'm really impressed with his class size too! Both my girls have 28 in their classes, and our 5th grades are all 30+ kids.

NRR (because really, when am I going to run these days?) - We got 22 of 26 auction baskets wrapped yesterday and more people coming over this morning to help finish up. DD1 is now coughing, and congested, and feverish. Will this never end! As for Jakey-boy, we've talked to all our neighbors and no one has seen him, DH and I walked the woods behind our house and no sign of him, we checked the drainage culverts to see if he got stuck, but nothing there either. I even checked the animal shelter website and he's not there either. Honestly, he was not well, had lost a ton of weight recently, and last time I took him to the vet he said the next steps with him were to check for cancers. I have a feeling he just went off somewhere to die. Meanwhile, the last cat standing seems to be greatly enjoying her time as "only cat". Stinker.
post #195 of 305

Ap/IB/College: So much depends on what your view of college is. If your intent is for it to be a formative experience. A chance to dig deeper, a chance to learn a lot about yourself and explore, then AP credits give you a chance to do that. If only because you got a 5 on the AP exam lets you out of writing 101.


AP/IB/High school:  for me the AP coursework was a chance to do what I thrived on: to dig deeper, to ask tougher questions and to be somewhat rigorous in the course load. I enjoyed that. College was tough to adjust to socially, but not so awful to adjust to academically.


In any of these cases: is it possible to do the same thing in a non-labeled course?  yes, of course. But we all like to label ourselves, don't we?




Jaygee sorry to hear that your kitty is still missing.


Dana:  Hope today continues to be a good day for ds at school and that counseling yesterday was productive.


Everyone else:

I'm following the discussion re: kinesetic learners with interest. But have nothing to add.

post #196 of 305

I'm here, just been busy (as usual I guess, lol).  Getting lots of homeschool done with ds1 this week playing catch up for those weeks we were barely home.


RR: I will work out today, I will!!  :)

post #197 of 305

Oh JG, I'm sorry to hear that. It does sound like he might have gone away. :(


Gosh, Geo, I hope you get some sleep!


I got a horrible haircut yesterday. The cut is probably fine, but then he parted my hair in the middle (never works) and blew it dry straight down, totally flattening it. This is twice in a year that I haven't been able to communicate what I wanted... and both times with hairdressers who I have seen in the past. They seem to think I need a suburban mom bob, and it's really not flattering on me. :irked 


The rest of yesterday was filled with stressing out over DD1's first college application using that Common App, which is apparently very buggy and was basically at the root of the problems we had yesterday. I felt a little resentful - well, I still do feel that way - that she is not owning this process more. She can not see the benefit of turning anything in *before* the deadline... so if anything doesn't work out, it invariably causes a huge headache for everyone involved (DD, teachers, counselors, advisors, and, yes, me!). Yesterday was the second full-on freak out day in 2 weeks, and I am over it. I told her she needed to submit her next one (due 12/1) by this upcoming Sunday night. And the third, due Jan. 1st, by 12/15 at the latest.


Then for DS, I filled out the ADHD assessment form, and it barely scratches the surface of what I see as his "issues." He rates only 4 so-called positives on the entire form, which are behaviors seen often or very often. One of those relates to anxiety/self-esteem, and the other three are all under "predominantly inattentive sub-type," which would require from six to nine of those positive traits. So he doesn't even belong there, really! But none of this addresses the reading/writing, not following oral instructions... Whatever, I am bringing it to the ped's office and going to ask what comes next, diagnostically.


Yesterday was so fraught. Cripes, I need a run.

post #198 of 305
Thread Starter 
Looking for recs. for kids books on Greek/Roman/European history, also world exploration generally (i.e. true tales of trade-route sailing adventures/drama, discoveries, wars, etc)

Mel38 - seems like Geo would be a better resource than the ped?

NRR: I wasnt a high achiever in the sense of being a gunner, although I did well, or well enough in school. I was a jock, or at least, that's what I was passionate about, and when I fell in love with Bio. and the teacher told me I should be in AP, I opted not to b/c it conflicted with my practice time. I did my sport 4+ hours a day, 6 days a week, and while I always felt like I could have been a better student, I just didnt care enough. In the end, I I was an A/B student, and that was enough to get me into Berkeley with the help, ironically, of them wanting me for my sport. Then, college turned me on, and I engaged in classes and got A's without it being a rude awakening at all. Dh had a similar experience, although inverse: he did the AP thing in HS, went to a good college and partied, smoked, and played fusball a lot and almost got put on academic probation, found his passion years later for med school (then a stretch due to college record), and ended up in the top 5% on the MCAT and at the top of his med school class of 140 shrug.gif Hence I wonder how much (over)thinking my kids' experience is just that; overthinking.

rough couple of days. coming to think that any 'solution' is relative and still very hard. feeling so beaten up, and down. I cant imagine a doctor/professional I could see who would say "dont worry, Im familiar with this and here's how it usually plays out ...". feeling utterly alone with this, sad and scared a lot, and have to just. keep. going. because that's all there is to be done. dont tell you details b/c its so awful to even have in my head, let alone live through. its so hard you guys. Oh well
post #199 of 305
LOL, sparkle.  Mel, ask for a Conner's as another cheap screening tool to guide further investigation, or ask the ped if this lack of result with remaining unexplained issues can at all be used to motivate a complete neuropsych exam.   I would also see if you can get a full hearing & vision workup to eliminate the basics.  Following oral directions can be developmental, but in rare cases, it can indicate an issue with processing auditory information.  (This is something called auditory process disorder, something that I'm seeing a lot of parents use to label their kids, and seems to be in vogue at the moment, but my reading is that it's pretty rare without a history of major, early hearing disruption.)  Vision problem can also look like attention issues.  The complete neuropsych exam, however, can get you that measure of Mack truck engine in a Yugo body issue, which has been such a big issue in my house, and my sense is the ultimate underlying cause of a lot of ADHD-like behavior in bright kids.
post #200 of 305

Geo, that's it. That's exactly it. The mack-truck engine in the Yugo body. My ds. 


Mel, on the Common App. -- as a teacher of seniors this year, the general atmosphere these days is :dizzy and faint.gif and help.gif. And this is my AP class. They are flummoxed by the bugs in the system, by the due dates, by the volume of seemingly absurd and inane essay topics, etc. etc. It might help to sit down with her (if you haven't already) with a large desk calendar (the kind with the tear off sheets and the big pad, large squares for each day) and mark in different colors (by school) what is due when -- not the final due date, but the 'submit by' date (in order for it to get where it needs to go on time). This helps the kids organize visually, which gives them more a feeling of control. Somehow the techy calendar functions don't give that needed executive functioning input. I do this with most of my students for a variety of long term projects. (And for myself)

Hang in there, mama. This too shall pass. Then we move on to Senioritis. :lol


Supervising mandatory study hall now. Fun. 


RR: 5.25 tough miles this morning. It was FREEZING. :cold I was actually dressed appropriately but my stomach was giving me a hard time so I had to keep stopping to walk, so I got really cold. Blehg.

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