or Connect
Mothering › Mothering Forums › Mom › Women's Health  › Fitness and Weight Management › Running in the new year with the Dingos: January 2014
New Posts  All Forums:Forum Nav:

Running in the new year with the Dingos: January 2014 - Page 12

post #221 of 257
Thread Starter 
Ooh, sparkle, do tell! First name, or initals? Or you could PM me. I'm intrigued. smile.gif

Last night was SO SO SO much better! I really do think a lot of it was my own emotional state, which for whatever reason, was extremely fragile Monday night. I had a beautiful waterbirth (wherein I did most of the things, except the things I didn't really know about because it was only my second waterbirth) and then my patient hemorrhaged. Which sounds terrible, but it was a nice slow and controlled hemorrhage, and I felt like I learned a lot while managing the situation pretty well. So that was good, in a weird kind of twisted way. And then I admitted a super sweet patient who was in very early labor. And THEN I went out for breakfast (and breakfast cocktails! my fav!) with two of my coworkers. Perfect way to end the week! And now it's my Friday. Except that I have a work meeting in an hour. But hey, kids are welcome and they're feeding us dinner, so not all bad.
post #222 of 257
deleted on reconsideration

Gaye - think beyonce's husband
Edited by sparkletruck - 1/29/14 at 5:28pm
post #223 of 257
Sparkle, I am grateful for your intense research, knowing who I'll call if I ever have questions.

Our realtor comes Friday morning for a chat about what paint/yard/other prep to do and general listing. I think I'm going to hire a weekly housecleaning service when we list to keep up the kitchen/bathroom so I can focus on tidying.

We met with my oldest's teacher and vice principal today, and are moving forward on a grade acceleration ASAP. Since she's in a 3-5 classroom she doesn't have to go anywhere, and we're hoping it makes it easier than trying to get the new school district to agree. There is a school-based committee that recommends it and forwards it to the person at the district level who has final decision-making power. The committee meets on Monday and she's been added to the agenda! I spent the evening getting our documentation together. We have support from the teacher and vice-principal, and I've modelled my report/letter on the Iowa Acceleration Scale criteria/categories.

Now if I could just shake this lingering cough I could take on the world!
post #224 of 257
Quote:
Originally Posted by loftmama View Post

As in most areas, I think we push most kids too early and don't give them enough credit for being able to figure it out faster at an older age.
yeahthat.gif
Quote:
Originally Posted by sparkletruck View Post

Why are people's standards generally so mediocre? Where is the curiosity to know more, go to the next level. Just, where is the curiosity?! I'm so sick of being called intense...
z
To be fair, I don't think most people are wired that way. Mediocre = average, and the concept of average, well, speaks for itself. And honestly, I think that's good. We've got a household of four intense and curious people, which sometimes means we have really lively and interesting discussions and we're all eager to learn, but it also means another round of WWIII as our intensities clash. I couldn't live with a husband who wasn't extremely curious and also passionate about things like school board actions and such, but as you all are extremely well aware, that same intensity is pretty major fuel for our rather spectacular (and not in a good way) fights, of which there is no shortage. I can see how and why most people don't want that....
Quote:
I'm thinking I'll read that book about Finland's education system ("Finnish lessons") or the new one by Diane Ravitch (at least that way I'll have a lot of frustration to vent and can write easily lol.gif).
If you check out Ravitch, you might want to read The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education instead of her new book. The new book has updated data and covers much of the same ground, but I found this one to be a better read.

MelW--that sounds like a brilliant strategy for your daughter and an easier move to the new school. Good luck as you keep working on all the prep for moving.

tjsmama--now I'm curious too. Was it one of the midwives from the smaller practice or the bigger one? Also, I will mail the foot pod, hopefully tomorrow when I print out mailing labels for a few other things. Our printer has been on strike but things seem to be working again.

Nic--hope your back feels better today.
post #225 of 257

My kids were supposed to be finished their exams by now and they haven't even started yet! This weather has been unbelievable. Monday is the earliest they will be going back to school.Here is a picture of the highway just a little bit north of us - if it weren't for the power lines it would be impossible to discern roads from fields around here! I have seen other pictures with stop signs just barely peeking out over the snow.

 

*

post #226 of 257
Wow!
post #227 of 257

Shanti, yikes2.gif

 

Day 2 of very sore back, so no running probably. If I loosen up, maybe an easy one on the treadmill. I feel like a slacker when I go two days in a row with no exercise. Bah.

post #228 of 257

Shanti, My Finnish "sister" used to cross country ski to school in the winter.  That's about how she described things.  It was really the only way to get anywhere.

 

Very interesting about cognitive development & writing.  DD's teacher is very clearly expecting analysis from DD, but I have no idea if she's expecting it from everyone.  DD is ready, but at the same time, is not ready for a high school environment.  We're so glad to have this LA teacher.  I agree that this sort of thinking might be better developed elsewhere before requiring it in writing.  I do feel as though teaching the structure of writing should be part of the very earliest writing instruction, but then again, I'm realizing more and more how *not normal* my kids are.  I'm ambivalent about all writing instruction should just be tabled until later.  It might be my kid's weakness, but I can see that a lot of kids are ready.  Also, I am very much in agreement that a lot of writing instruction should be directly tied to reading instruction.

 

JayGee, if writing isn't the 7th circle of hell for your DD, look for creating writing programs for spring break and summer.  She'd get to write about what she wants, and

get a significant amount of positive and constructive feedback.

 

MelW, you make the school stuff seem so easy!  Yes, I was thinking of suggesting exactly that to make the subsequent transfer easier.  It seems well reasoned, especially since it will have minimal impact on your DD.

post #229 of 257
Real - yes I'm aware that when I am irked.gif by my dh for being less than zealous (he is the Zen/complacent one, I am the attentive/overboard one) I have to remember that having two of me in a relationship would not be fun. My two best lifelong friends are like me in that way, and while it is a great outlet and source of affinity, I can only take so much of them lol.gif Too much is too much either way.

On the book, it has to be something sort of recent. We are supposed to submit the review, so I shouldnt really review something that's been talked about to death. Its possible I could put a composition pedagogy/policy spin on the review to make is new, but that's why I was looking at the more recent Ravitch, or at Finnish lessons, as the class is talking a lot about how to change the context of teaching/learning, so it could be interesting to extrapolate how Finland's social/political ideology could impact writing pedagogy shrug.gif

On writing instruction - I think there is an ongoing back-and-forth between skills and process and that its hard to come to some hard and fast guidelines because there can be so much individual variability in students. I think earlier grades emphasize fluency over correctness because they just want the kids to get used to writing, which is itself such an abstract act, let alone having to then write about something abstract. It's true that students do not have the judgement for analysis until later (hence raising the age for driver's license - inadequate pre-frontal cortex), but not all. Especially if you move them through a curriculum that deliberately moves from concrete to abstract (have them write about something concrete and then write about that piece of writing). Fluency is obviously taught with skills, but not so much as to discourage the kid from wanting to write. Hence the skills-in-context approach, where peer review (low stakes) builds interest in the student wanting to communicate clearly to their peer, and caring if correctness is blocking this. I'm sounding like Lucy Calkins lol.gif I tend to go heavier on the skill side, just b/c I think you can do so much more with language when you have those blocks, but I get the concern with just wanting them to write and write and write, to care about their writing, and then hopefully care that it is saying what they want to someone else...
post #230 of 257
I have some very happy teenagers at home Bcause the earliest they would have been able to start writing their exams is 10 days after the original start date the school has cancelled al semester one exams. I think that news that yet another storm mightbe heading in early next week had something to do with this!
post #231 of 257

drive by for an OMG EEEEEEEK on the snow photos. and also to comment, not necessarily related to Geo's post directly but...

 

Quote:

Originally Posted by Geofizz View Post
Very interesting about cognitive development & writing.  DD's teacher is very clearly expecting analysis from DD, but I have no idea if she's expecting it from everyone.  DD is ready, but at the same time, is not ready for a high school environment.  We're so glad to have this LA teacher.  I agree that this sort of thinking might be better developed elsewhere before requiring it in writing.  I do feel as though teaching the structure of writing should be part of the very earliest writing instruction, but then again, I'm realizing more and more how *not normal* my kids are.  I'm ambivalent about all writing instruction should just be tabled until later.  It might be my kid's weakness, but I can see that a lot of kids are ready.  Also, I am very much in agreement that a lot of writing instruction should be directly tied to reading instruction.

I think we should tie writing instruction to two different things:

1. teaching students to think and teaching students to organize those thoughts

2. teaching kids how to communicate.

 

Sometimes we need explicit instruction in how to do skills related to each (e.g. long division or decoding words). Some of those skills come really easily for some students, hard for others. But if we framed the instruction in the form of "I have an idea. what is the language/format i can use to communicate that idea?" as the mission of teaching math/writing/reading we might get better results.  Right now I feel like a lot of it is, "You have really important ideas now go write them down."  Bam. What if I don't think I have really important ideas?

post #232 of 257
Quote:
Originally Posted by kerc View Post

I think we should tie writing instruction to two different things:
1. teaching students to think and teaching students to organize those thoughts
2. teaching kids how to communicate.

Sometimes we need explicit instruction in how to do skills related to each (e.g. long division or decoding words). Some of those skills come really easily for some students, hard for others. But if we framed the instruction in the form of "I have an idea. what is the language/format i can use to communicate that idea?" as the mission of teaching math/writing/reading we might get better results.  Right now I feel like a lot of it is, "You have really important ideas now go write them down."  Bam. What if I don't think I have really important ideas?

I am only familiar with teachers who do the former. Writing as a mode of developing ideas and critical thinking, writing to discover and connect, and then explain/describe
post #233 of 257

My kids have each had (and I did too) at least one teacher who's method of teaching writing was, "go, write"

Well great. If you're a perfectionist you are constantly worried about what to put down. So you get none of my thoughts because I'm too afraid to express something less than perfect. And I never have ideas for stories because I don't know how to identify where to begin telling about my life.

post #234 of 257
Quote:
Originally Posted by kerc View Post
 

My kids have each had (and I did too) at least one teacher who's method of teaching writing was, "go, write"

Well great. If you're a perfectionist you are constantly worried about what to put down. So you get none of my thoughts because I'm too afraid to express something less than perfect. And I never have ideas for stories because I don't know how to identify where to begin telling about my life.


Yes, that's the K-2 writing instruction here.  It slowly gets better until 6th grade, when suddenly, they're taught how to identify which ideas are worth writing and how to start.  Or at least 6th graders who win the lottery of filling in the right bubbles on the psuedo-IQ test in 2nd grade....  Not sure what everyone else gets. 

 

So frustrating.

post #235 of 257
Like Geo, I have a kid who learns differently. There's what works for "most" kids and then there's my kid. And then when I see what works for my kid, I start wondering if that would actually work for most kids. The thing is, the different modes of learning are kind of opposite. And teaching one way can kill the motivation for a kid who learns the other way. And vice versa. So if I sound at times like a contrarian, I'm going on experience with my one kid. If I sound at times more mainstream, it's based on experience with a classroom of kids. And finding a way to modify it to make my own kid's learning work makes my head feel like it's going to fall off. Which brings me to other theories I can't quite parse.

Shanti, WHOAH! That is some snow!!! Wow. It looks like a close-up photo of whipped cream with a toy village stuck in it.

Sparkle, I look forward to reading about, hearing about, following along as you work on your thesis. It's a topic that fascinates me. Especially in regard to immigrant policy, since this was the community I worked closest with.

RR: biglaugh.gif
post #236 of 257
I got to sort of jog with dd tonight. One of the many things I missed about running. Those talks we would have.
post #237 of 257

Hi mamas,

Fascinating conversation here, as usual.  I haven't given any of this nearly as much thought but dd1 seems to be writing reasonably well, though I don't know if it's her instruction or just natural proclivity + voracious reader.  She recently wrote a play and when I first read it I thought it was okay but not really well written.  I didn't give much feedback though other than to give some brief ideas about a hole in the plot.  But then it was performed and somehow it became much more powerful in performance.  I wonder if she somehow was aware of how much better it would come across that way or if it was a happy accident.  Anyway, here's a link if anyone is curious, it's only about 6 minutes long. 

Shanti - Holy snow!  That is really amazing.

 

BBM - So happy to see you back here in the cafe.  I love all your cold weather experiments on FB too.

 

Gaye - Glad you followed up with a better night. 

 

JG - Sorry to hear your mentor was such a negative influence. :(

 

MelW - Sounds like you've got some good plans re:school and cleaning help. 

 

Sparkle - You are a testament to hope that you keep going to doctors who you know are less prepared than you.  I seriously pray that one day soon your hope will be rewarded with a real useful connection.

 

RR: Boxed today until everything felt like jello.

 

NRR; Trying to get ahead as much as possible at work before I disappear for two weeks.  This weekend is the big auditions for Annie.  The excitement is pretty high and I will be relieved when it is over no matter who is cast is what roles.  I will be trying out for Miss Hannigan which I know is not quite the right role for my voice but it seems like it would be more fun.  We'll see.  Never a dull moment in any case.

post #238 of 257
Thread Starter 
sparkle~Hmm. Not sure. Not coming up with anyone I can think of from that.

real~Cool! Do you have my address?

Reading along with the writing conversation. Writing is definitely DS's least favorite subject, and I don't blame him since I always dread it myself. Which is ironic, because I've been told throughout my academic life that I was an excellent writer. Oh well, just because you're good at something doesn't mean you have to like it, right? rolleyes.gif

Busy, productive day around here. I met up with a friend I hadn't seen in awhile for a run this morning with lots of chatting (getting her caught up on the boy situation, of course orngtongue.gif)....grocery store...swim (wherein the 24 hr fitness closest to my house had their pool closed "until further notice" irked.gif so I had to speed over to the next closest one in order to squeeze it in before DS got out of school)...picked DS up at school...dropped off recycling...target and costco...home for homework and a little wii with DS before his bedtime. Throw in a few loads of laundry and I am toast. Waiting for C to call me back, but he is taking too long, so I am probably heading to bed as soon as I finish writing this post.

rr~45 minute run with my friend. It was supposed to be at "easy aerobic pace" and I was under instructions to NOT look at my HR. How refreshing! orngtongue.gif And then 2600 yds in the pool. After which, my arms were screaming everytime I picked up a box of something to put it in my cart at Costco. And THEN DS made me play Just Dance on the wii, which involves a whole lot of waving your arms around in the air. Ouch. I have 2700 yds on Saturday and the thought kind of makes me want to cry right now. redface.gif
post #239 of 257
Quote:
Originally Posted by tjsmama View Post

 I have 2700 yds on Saturday and the thought kind of makes me want to cry right now. redface.gif

It will be ok. Actually I bet you'll feel better once this stuff is more regular. My husband skied a bunch sunday. By tuesday he told me he was ready to head out for a ski, just to loosen up. I bet you feel the same way.

post #240 of 257

My oldest works best with the "just write" instructions. Pages and pages of ordered writing appear. But if you give her a hamburger chart, expect whining and sighs. My youngest is only 4, but her writing methods to date involve LARGE LETTERS and WALLS. After I meet with the realtor tomorrow I'm calling painters for quotes. I don't have time to repaint on my own right now. 

 

Holy snow, Shanti! Stay warm and safe!

 

Geo, I only make the school stuff seem easy because we're in the preliminary phases, and because I've had such a terrific blog and advice from a dingo! When we met with her teacher, his response was "of course- let's make it happen today!" which from his perspective in the classroom is easy- he's already differentiating for three grades so it's easy adjust expectations (and she already has the grade 4 resources/curriculum at home). I suggested to him that it might be *a bit* more complicated, which lead to the conversation with the vice-principal. She told us to be aware that full-grade acceleration is rare in this district, so we'll see what happens after the initial meetings. The strangest part for me is how much her height seems to factor into conversations. Everyone mentions it as it relates to her ability to "pass" for older. 

 

Plady, congrats to C! Did she write the ads for the "manopause" product at the start, too?

 

I'm getting back in the RR saddle with bootcamp tomorrow evening.

New Posts  All Forums:Forum Nav:
  Return Home
  Back to Forum: Fitness and Weight Management
Mothering › Mothering Forums › Mom › Women's Health  › Fitness and Weight Management › Running in the new year with the Dingos: January 2014