Re: [Unschooling-dotcom] Digest Number 1636
Joseph Fuerst
I don't know that that's my dd's problem exactly... there's been no testing
and diagnosis of "x" disorder as I don't see why I should put her through
all that if we can help it.
Sarah:
I've wondered if my dd has a LD, too; but I won't have her 'tested' and
diagnosed.....I have a nieghbor who's son is a ADHD...dx'd at age 5 or so.
He's now 14 and I think the label has become a serious crutch...a serious
detriment to his ability to learn. And a real blow to his self image.
I've got a DSM-V here, but other that that, don't know much about LDs....
Susan.....would need to be convinced an LD label is only apprpriate for
children stuck in a school system....and then it may be much less than
helpful to anyone except "the system"
and diagnosis of "x" disorder as I don't see why I should put her through
all that if we can help it.
Sarah:
I've wondered if my dd has a LD, too; but I won't have her 'tested' and
diagnosed.....I have a nieghbor who's son is a ADHD...dx'd at age 5 or so.
He's now 14 and I think the label has become a serious crutch...a serious
detriment to his ability to learn. And a real blow to his self image.
I've got a DSM-V here, but other that that, don't know much about LDs....
Susan.....would need to be convinced an LD label is only apprpriate for
children stuck in a school system....and then it may be much less than
helpful to anyone except "the system"
Sarah Carothers
Susan,
Ya know, I've been thinking so much about this. It's not that I want a name for dd's problem (if I'm accurate in assuming it *is* a problem) or a label. I agree with your assessment of what a label can do to a kid.
I'm just frozen in my boots thinking, on the one hand... maybe a professional in that field could help my dd. On the other hand, maybe that same professional would rake us over the coals for our unschooling lifestyle, consider it harmful to my child and............ well it's at this point that my imagination runs wild :(.
Sarah
Ya know, I've been thinking so much about this. It's not that I want a name for dd's problem (if I'm accurate in assuming it *is* a problem) or a label. I agree with your assessment of what a label can do to a kid.
I'm just frozen in my boots thinking, on the one hand... maybe a professional in that field could help my dd. On the other hand, maybe that same professional would rake us over the coals for our unschooling lifestyle, consider it harmful to my child and............ well it's at this point that my imagination runs wild :(.
Sarah
----- Original Message -----
From: Joseph Fuerst
To: [email protected]
Sent: Thursday, November 29, 2001 1:43 PM
Subject: Re: [Unschooling-dotcom] Digest Number 1636
I don't know that that's my dd's problem exactly... there's been no testing
and diagnosis of "x" disorder as I don't see why I should put her through
all that if we can help it.
Sarah:
I've wondered if my dd has a LD, too; but I won't have her 'tested' and
diagnosed.....I have a nieghbor who's son is a ADHD...dx'd at age 5 or so.
He's now 14 and I think the label has become a serious crutch...a serious
detriment to his ability to learn. And a real blow to his self image.
I've got a DSM-V here, but other that that, don't know much about LDs....
Susan.....would need to be convinced an LD label is only apprpriate for
children stuck in a school system....and then it may be much less than
helpful to anyone except "the system"
[Non-text portions of this message have been removed]
[email protected]
On Thu, 29 Nov 2001 13:54:30 -0500 "Sarah Carothers"
<puddles@...> writes:
- comes to you and says, "I want to know how to read this book?" And say
the kid is dead-earnest - he's not doing this because he wants to please
me, or because he feels like he's not "keeping up" with other kids - and
wants to throw himself into this, but what he's figured out for himself
isn't taking him where he wants to go.
I think I would talk to my kid about the process of reading... I have
some theories, one is that most people have a preference for either
learning through phoentics primarily or learning through sight primarily
(and then most seem to gather skills in the other appraoch through
reading). I would talk about the differences, about how people who
process information visually may be more comfortable with sight reading,
and those who process aurally may prefer phonetics. We would discuss
where this child seemed to be on this continuum. Then, if he wanted to
actually 'do" something, I would gather materials that I thought might
help, maybe Teach Your Child to Read or Reading Reflex or Explode the
Code for phonics, probably a collection of picture books and comic books
for sight words. We could go through the things he thought looked
interesting at the speed he wanted to do it, we could follow the "rules"
in book or not, we could quit if he wanted to. One of the things Cacie
wanted when she first started reading was for me to read a book to her -
longish books, like 50 or 60 page early reader chapter books - and then
she would read them to herself. That was her process, that and Archies.
I've seen some families go this route, and the kids gain reading
proficiency and eventually became fluent readers. Would they have become
fluent readers anyway? I don't know, but it seemed to make them happy to
be able to read more than they had the week before, so I don't think it
matters. They enjoyed the process.
FWIW, I am a licensed professional in the field of learning disabilities,
acccording to the states of California and Arizona...
Dar
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<puddles@...> writes:
> Susan,So, leaving out labels, what do you do when your kid - at 4, at 8, at 12
> Ya know, I've been thinking so much about this. It's not that I want
> a name for dd's problem (if I'm accurate in assuming it *is* a
> problem) or a label. I agree with your assessment of what a label
> can do to a kid.
> I'm just frozen in my boots thinking, on the one hand... maybe a
> professional in that field could help my dd. On the other hand,
> maybe that same professional would rake us over the coals for our
> unschooling lifestyle, consider it harmful to my child
> and............ well it's at this point that my imagination runs
> wild :(.
- comes to you and says, "I want to know how to read this book?" And say
the kid is dead-earnest - he's not doing this because he wants to please
me, or because he feels like he's not "keeping up" with other kids - and
wants to throw himself into this, but what he's figured out for himself
isn't taking him where he wants to go.
I think I would talk to my kid about the process of reading... I have
some theories, one is that most people have a preference for either
learning through phoentics primarily or learning through sight primarily
(and then most seem to gather skills in the other appraoch through
reading). I would talk about the differences, about how people who
process information visually may be more comfortable with sight reading,
and those who process aurally may prefer phonetics. We would discuss
where this child seemed to be on this continuum. Then, if he wanted to
actually 'do" something, I would gather materials that I thought might
help, maybe Teach Your Child to Read or Reading Reflex or Explode the
Code for phonics, probably a collection of picture books and comic books
for sight words. We could go through the things he thought looked
interesting at the speed he wanted to do it, we could follow the "rules"
in book or not, we could quit if he wanted to. One of the things Cacie
wanted when she first started reading was for me to read a book to her -
longish books, like 50 or 60 page early reader chapter books - and then
she would read them to herself. That was her process, that and Archies.
I've seen some families go this route, and the kids gain reading
proficiency and eventually became fluent readers. Would they have become
fluent readers anyway? I don't know, but it seemed to make them happy to
be able to read more than they had the week before, so I don't think it
matters. They enjoyed the process.
FWIW, I am a licensed professional in the field of learning disabilities,
acccording to the states of California and Arizona...
Dar
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Julie Stauffer
<<Do you only read and post then or do you only sign your name then?>>
LOL. Well, I do post more often even though I read daily, hormones tend to
make the rest of the world a little dense, if you know what I mean. And
there are times when I feel like I'm pms'ing all month long. :)
Julie
LOL. Well, I do post more often even though I read daily, hormones tend to
make the rest of the world a little dense, if you know what I mean. And
there are times when I feel like I'm pms'ing all month long. :)
Julie
Julie Stauffer
<<there has been no testing or diagnosis of x disorder>>
The only diagnostic criteria is whether there is a statistically significant
difference between IQ (whatever that is) and reading level, or math level,
or whatever. There is no testing for "cause" of this difference because it
is not well understood at all.
Yes, you did sense annoyance. Talk of "proper age" to be reading, forcing
to see therapists, pushing to learn "basics".......doesn't sound in the
least like unschooling to me.
Julie
The only diagnostic criteria is whether there is a statistically significant
difference between IQ (whatever that is) and reading level, or math level,
or whatever. There is no testing for "cause" of this difference because it
is not well understood at all.
Yes, you did sense annoyance. Talk of "proper age" to be reading, forcing
to see therapists, pushing to learn "basics".......doesn't sound in the
least like unschooling to me.
Julie
[email protected]
In a message dated 11/29/2001 4:26:49 PM Eastern Standard Time,
freeform@... writes:
lovemary
[Non-text portions of this message have been removed]
freeform@... writes:
> FWIW, I am a licensed professional in the field of learning disabilities,I sure dont trust you now Dar! <wink>
> acccording to the states of California and Arizona...
>
> Dar
>
lovemary
[Non-text portions of this message have been removed]
[email protected]
Maybe it's the states of California and Arizona you shouldn't trust! ;-)
Dar
On Thu, 29 Nov 2001 18:11:38 EST lite2yu@... writes:
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Dar
On Thu, 29 Nov 2001 18:11:38 EST lite2yu@... writes:
> In a message dated 11/29/2001 4:26:49 PM Eastern Standard Time,disabilities,
> freeform@... writes:
>
>
> > FWIW, I am a licensed professional in the field of learning
> > acccording to the states of California and Arizona...________________________________________________________________
> >
> > Dar
> >
>
> I sure dont trust you now Dar! <wink>
>
> lovemary
>
>
GET INTERNET ACCESS FROM JUNO!
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Sarah Carothers
Dar wrote:
<FWIW, I am a licensed professional in the field of learning disabilities,
acccording to the states of California and Arizona...
Dar
Thanks for any input, Dar. I'd be interested to hear your assessment realizing that it's a brief example you have to work with.
Sarah
[Non-text portions of this message have been removed]
<FWIW, I am a licensed professional in the field of learning disabilities,
acccording to the states of California and Arizona...
Dar
>Great! Then help me figure out what to do next. Check out the post I sent with an example of her writing (these are emails sent among family members... dh is a computer geek and we all have computers.. .relics, I might add, but computers just the same). It's *really* not like we don't communicate face to face <g> but I encourage dd to write stuff to me to help her along.
Thanks for any input, Dar. I'd be interested to hear your assessment realizing that it's a brief example you have to work with.
Sarah
[Non-text portions of this message have been removed]
Sarah Carothers
Julie wrote:
<Yes, you did sense annoyance. Talk of "proper age" to be reading, forcing
to see therapists, pushing to learn "basics".......doesn't sound in the
least like unschooling to me.
Julie
I am *not* forcing her to see a therapist but I question the wise women on this list about the wisdom of doing this or not. I want to know what others think. Personally, I prefer to steer clear of therapists because I didn't find them to be very helpful for my personal situation a long time ago.
With regard of pushing to learn basics.... again, I don't know what's right to do or *not* do. I wonder if kids need that basic knowledge of adding & subtracting & reading to be *able* to do all the other glorious things their little hearts lead them to! I don't KNOW!!! I did teach the basics with one child but not with the other, as stated earlier. The one that is unhappy is the one not taught.
I believe this list has enough room to be open for discussion of variations on how to get to a comfortable level of unschooling and problems, ideas and support surrounding these issues.
Sarah
[Non-text portions of this message have been removed]
<Yes, you did sense annoyance. Talk of "proper age" to be reading, forcing
to see therapists, pushing to learn "basics".......doesn't sound in the
least like unschooling to me.
Julie
>I'm glad I ask you because I want to diffuse this misunderstanding immediately! I do *not* believe there is a proper age to be reading. My concern with dd is that she *wants* to read but struggles, etc.
I am *not* forcing her to see a therapist but I question the wise women on this list about the wisdom of doing this or not. I want to know what others think. Personally, I prefer to steer clear of therapists because I didn't find them to be very helpful for my personal situation a long time ago.
With regard of pushing to learn basics.... again, I don't know what's right to do or *not* do. I wonder if kids need that basic knowledge of adding & subtracting & reading to be *able* to do all the other glorious things their little hearts lead them to! I don't KNOW!!! I did teach the basics with one child but not with the other, as stated earlier. The one that is unhappy is the one not taught.
I believe this list has enough room to be open for discussion of variations on how to get to a comfortable level of unschooling and problems, ideas and support surrounding these issues.
Sarah
[Non-text portions of this message have been removed]
Kolleen
>Sarah writes:Sarah, its possible that your fears and insecurities about whats right is
>With regard of pushing to learn basics.... again, I don't know what's
>right to do or *not* do. I wonder if kids need that basic knowledge of
>adding & subtracting & reading to be *able* to do all the other glorious
>things their little hearts lead them to! I don't KNOW!!! I did teach the
>basics with one child but not with the other, as stated earlier. The one
>that is unhappy is the one not taught.
the basis of the unhappiness of the 'one not taught'.
Its a leap of faith. Its not easy.
Trust yourself. Trust yourself. Have patience. Did I mention trust
yourself?
If you have the time or inclination, try picking up Legacy of Trust by
Daniel Greenberg. Its statistical data of 30 years of students and their
lives after a school that unschooled.
IF that will help you with your fears.
Nobody said it will be easy. When the leap happens, you're going to look
at the fears in a whole new light.
Regards,
Kolleen
[email protected]
In a message dated 11/29/2001 7:58:03 PM Eastern Standard Time,
puddles@... writes:
their mind, not doing) for the last several years. I think it would be
difficult to explain unschooling to a therapist.
Her notes sound pretty normal to me. . . lots of unschooled kids I know type
like that or write like that. One thing I was thinking of doing with Lelia
was a mother/daughter journal, where we write back and forth to each other.
She is really interested in it. . . and its a way for her to see my writing
style, words spelled correctly (hopefully most of them anyway), etc. Maybe
your daughter would be interested in that. And it wouldn't be like you were
correcting her, but just sharing thoughts, ideas, or whatever you want to
with her. I also was thinking maybe some of Shel Silverstein's books might
be cool for her to read, in particular we love "The Giving Tree". . . no age
on it, but a cool book to read. And what about, reading books she is
interested in with her, and her reading a paragraph or however long she wants
to read, and then you reading some and going back and forth like that. If she
wants to learn but those Level Books aren't doing it for her, go on to
something else. Does she like American Girl books? Lelia just skipped all
those level books. But I am thinking finding books like that would be good.
I don't guess she has a younger sibling, because I havent heard you mention
one, but Lelia loves to read to her little brother, and she enjoys the books
he has. Just throwing out ideas as they pop in my head. . . please dont feel
you have to respond or anything. . . just trying to be helpful :)
lovemary
[Non-text portions of this message have been removed]
puddles@... writes:
> Personally, I prefer to steer clear of therapists because I didn't find themNot to mention them not understanding at all what you have been doing (or in
> to be very helpful for my personal situation a long time ago.
>
their mind, not doing) for the last several years. I think it would be
difficult to explain unschooling to a therapist.
Her notes sound pretty normal to me. . . lots of unschooled kids I know type
like that or write like that. One thing I was thinking of doing with Lelia
was a mother/daughter journal, where we write back and forth to each other.
She is really interested in it. . . and its a way for her to see my writing
style, words spelled correctly (hopefully most of them anyway), etc. Maybe
your daughter would be interested in that. And it wouldn't be like you were
correcting her, but just sharing thoughts, ideas, or whatever you want to
with her. I also was thinking maybe some of Shel Silverstein's books might
be cool for her to read, in particular we love "The Giving Tree". . . no age
on it, but a cool book to read. And what about, reading books she is
interested in with her, and her reading a paragraph or however long she wants
to read, and then you reading some and going back and forth like that. If she
wants to learn but those Level Books aren't doing it for her, go on to
something else. Does she like American Girl books? Lelia just skipped all
those level books. But I am thinking finding books like that would be good.
I don't guess she has a younger sibling, because I havent heard you mention
one, but Lelia loves to read to her little brother, and she enjoys the books
he has. Just throwing out ideas as they pop in my head. . . please dont feel
you have to respond or anything. . . just trying to be helpful :)
lovemary
[Non-text portions of this message have been removed]
Sarah Carothers
Kolleen wrote:
<Its a leap of faith. Its not easy.
Trust yourself. Trust yourself. Have patience. Did I mention trust
yourself?
Sarah
[Non-text portions of this message have been removed]
<Its a leap of faith. Its not easy.
Trust yourself. Trust yourself. Have patience. Did I mention trust
yourself?
>I get your message and I need to work on this. Thanks for the book suggestion; I love reading and will look for it next trip to the library.
Sarah
[Non-text portions of this message have been removed]
Sarah Carothers
<Silverstein's books might
be cool for her to read, in particular we love "The Giving Tree". . . no age
on it, but a cool book to read. >
oh yes, and don't forget Hope For the Flowers! That's near the top of my best books list! Every homeschooler or different drummer should read that one.
Sarah
[Non-text portions of this message have been removed]
be cool for her to read, in particular we love "The Giving Tree". . . no age
on it, but a cool book to read. >
oh yes, and don't forget Hope For the Flowers! That's near the top of my best books list! Every homeschooler or different drummer should read that one.
Sarah
[Non-text portions of this message have been removed]
Sarah Carothers
Lovemary wrote:
<I don't guess she has a younger sibling, because I havent heard you mention
one, but Lelia loves to read to her little brother, and she enjoys the books
he has. Just throwing out ideas as they pop in my head. . >
<g> No siblings now or in the future... nothing popping out 'round here, Lovemary!!!
Sarah
<g>
[Non-text portions of this message have been removed]
<I don't guess she has a younger sibling, because I havent heard you mention
one, but Lelia loves to read to her little brother, and she enjoys the books
he has. Just throwing out ideas as they pop in my head. . >
<g> No siblings now or in the future... nothing popping out 'round here, Lovemary!!!
Sarah
<g>
[Non-text portions of this message have been removed]
[email protected]
On Thu, 29 Nov 2001 19:35:49 -0500 "Sarah Carothers"
<puddles@...> writes:
be true to unschooling...
Cacie wrote like that when she was reading at about the level you
described your daughter being at. I remember. Now she reads pretty much
everything fluently and her spelling is more conventional, although not
at "third grade level" according to the schools. I've seen it evolve,
though. Her latest thing has been noticing that sometimes the /w/ sound
is spelled "wh". She's overgeneralized the pattern, so she writes
"which", but also "whith", "whish", and she even threw in a few extra h's
in words that started with s. She still asks me to spell words sometimes
- for a while she would ask me to spell almost every word, I think mostly
because she didn't want to go to the effort of sounding them out to spell
them. That was probably the stage she got to right after the stage where
she wrote like your daughter. My policy has always been to spell words
she asks me to spell for her, none of that "What's the first sound you
hear?" or anything. I do think that helped, especially for her, because
she does do so much by sight.
I also didn't do any "encouraging" Cacie to write to "help her along", so
she has gone months without writing a word. Usually, when she starts
writing again after a dry spell her spelling will be improved from where
she left off, and she'll be incorporating some new punctuation marks (her
latest is putting apostrophe before every s, whether it's a plural or a
possessive). It is hard sometimes to wait... I loved writing when I was
a kid, I wrote a couple of 100+ page novels when I was a year older than
she is now. She tells great stories, she always has great ideas for books
she wants to write, but she's still frustrated by the mechanics. She
doesn't want to dictate anymore... so she sometimes gets 2 or 3 sentences
down and that's it, but it's okay, it's her pace...
I did write to this very list a few months ago when Cacie was feeling
self-conscious about her spelling during a drama class. At the time, I
offered to do something more formal if she wanted, maybe go through the
Dolch ( list and see which words she knew how to spell, and then pick
three a week or so and go over them and learn them... you could suggest
that, Cacie didn't take me up on it. The nice thing about that list is
that you can pretty much guanantee she'll know how to spell some of them
already, she seems to know "me", "you", "and", "mom", "that"... quite a
few. If you learn the first 50 or so it suddenly seems that you're
spelling has vastly improved, because they are so common. Three a week
sunded manageable... but Cacie didn't take me up on the offer, and she's
feeling better about writing now anyway....
I guess really, I think what you should do next depends on what she does
next. I guess I think it would be easier to focus on small, doable things
rather than huge things like "reading better" or "spelling better". If
she comes to you and is unahppy because she can't spell as well as she
wants to, maybe you could look at what she's writing and say something
like, "Well, did you know that the /ng/ sound at the end of a word is
always spelled "ing"? That's one you'll use a lot, and it doesn't really
sound like those letters." Maybe that would help her to feel like she's
getting somewhere, because clearly she is.
Dar
________________________________________________________________
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<puddles@...> writes:
> Great! Then help me figure out what to do next.But if I gave you my Certified Specialist recommendations they wouldn't
be true to unschooling...
Cacie wrote like that when she was reading at about the level you
described your daughter being at. I remember. Now she reads pretty much
everything fluently and her spelling is more conventional, although not
at "third grade level" according to the schools. I've seen it evolve,
though. Her latest thing has been noticing that sometimes the /w/ sound
is spelled "wh". She's overgeneralized the pattern, so she writes
"which", but also "whith", "whish", and she even threw in a few extra h's
in words that started with s. She still asks me to spell words sometimes
- for a while she would ask me to spell almost every word, I think mostly
because she didn't want to go to the effort of sounding them out to spell
them. That was probably the stage she got to right after the stage where
she wrote like your daughter. My policy has always been to spell words
she asks me to spell for her, none of that "What's the first sound you
hear?" or anything. I do think that helped, especially for her, because
she does do so much by sight.
I also didn't do any "encouraging" Cacie to write to "help her along", so
she has gone months without writing a word. Usually, when she starts
writing again after a dry spell her spelling will be improved from where
she left off, and she'll be incorporating some new punctuation marks (her
latest is putting apostrophe before every s, whether it's a plural or a
possessive). It is hard sometimes to wait... I loved writing when I was
a kid, I wrote a couple of 100+ page novels when I was a year older than
she is now. She tells great stories, she always has great ideas for books
she wants to write, but she's still frustrated by the mechanics. She
doesn't want to dictate anymore... so she sometimes gets 2 or 3 sentences
down and that's it, but it's okay, it's her pace...
I did write to this very list a few months ago when Cacie was feeling
self-conscious about her spelling during a drama class. At the time, I
offered to do something more formal if she wanted, maybe go through the
Dolch ( list and see which words she knew how to spell, and then pick
three a week or so and go over them and learn them... you could suggest
that, Cacie didn't take me up on it. The nice thing about that list is
that you can pretty much guanantee she'll know how to spell some of them
already, she seems to know "me", "you", "and", "mom", "that"... quite a
few. If you learn the first 50 or so it suddenly seems that you're
spelling has vastly improved, because they are so common. Three a week
sunded manageable... but Cacie didn't take me up on the offer, and she's
feeling better about writing now anyway....
I guess really, I think what you should do next depends on what she does
next. I guess I think it would be easier to focus on small, doable things
rather than huge things like "reading better" or "spelling better". If
she comes to you and is unahppy because she can't spell as well as she
wants to, maybe you could look at what she's writing and say something
like, "Well, did you know that the /ng/ sound at the end of a word is
always spelled "ing"? That's one you'll use a lot, and it doesn't really
sound like those letters." Maybe that would help her to feel like she's
getting somewhere, because clearly she is.
Dar
________________________________________________________________
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Join Juno today! For your FREE software, visit:
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Sarah Carothers
Dar wrote:
<maybe you could look at what she's writing and say something
like, "Well, did you know that the /ng/ sound at the end of a word is
always spelled "ing"? That's one you'll use a lot, and it doesn't really
sound like those letters." Maybe that would help her to feel like she's
getting somewhere, because clearly she is.
Dar
Dar, I'm not in a race to get her on some 'magical' level of her peers. I could give a flip about that. I just want what every parent wants.. a happy child. I'm going to work on building her self-confidence in her more natural areas and see if the pieces don't start falling into place.
Now, I said it before.. I"ll say it again. Thanks for the advice. I'm going to stop hogging these boards and let somebody else have a turn!
Sarah
[Non-text portions of this message have been removed]
<maybe you could look at what she's writing and say something
like, "Well, did you know that the /ng/ sound at the end of a word is
always spelled "ing"? That's one you'll use a lot, and it doesn't really
sound like those letters." Maybe that would help her to feel like she's
getting somewhere, because clearly she is.
Dar
>Fantastic! I'm doing something right! I've been doing this the last few weeks and some things stick, others don't yet but that's ok.
Dar, I'm not in a race to get her on some 'magical' level of her peers. I could give a flip about that. I just want what every parent wants.. a happy child. I'm going to work on building her self-confidence in her more natural areas and see if the pieces don't start falling into place.
Now, I said it before.. I"ll say it again. Thanks for the advice. I'm going to stop hogging these boards and let somebody else have a turn!
Sarah
[Non-text portions of this message have been removed]
[email protected]
Julie,
I guess I don't see what you see here. I don't see anyone FORCING a
therapist. I see someone with an unhappy child who has tried everything
suggested and nothing has worked.
Bridget
Nollaig Shona -- S�och�in ar domhan,
-------------------------------------------------------------------------
------------------------------------
Take your life in your own hands and what happens? A terrible thing: no
one to blame.
- Erica Jong
I guess I don't see what you see here. I don't see anyone FORCING a
therapist. I see someone with an unhappy child who has tried everything
suggested and nothing has worked.
Bridget
Nollaig Shona -- S�och�in ar domhan,
-------------------------------------------------------------------------
------------------------------------
Take your life in your own hands and what happens? A terrible thing: no
one to blame.
- Erica Jong
>forcing
> Yes, you did sense annoyance. Talk of "proper age" to be reading,
> to see therapists, pushing to learn "basics".......doesn't sound inthe
> least like unschooling to me.
>
> Julie
>
[email protected]
Sarah:
On the other hand, maybe that same professional would rake us over the coals
for our unschooling lifestyle, consider it harmful to my child
and............ well it's at this point that my imagination runs wild :(.
Wow, that;s a great point. It can be scary. Is there a local HS list that
you could write to and ask for names of anybody in the field? That may be
helpful because then they would be "on your side"
Elissa
-----Original Message-----
From: Sarah Carothers <puddles@...>
To: [email protected] <[email protected]>
Date: Thursday, November 29, 2001 1:53 PM
Subject: Re: [Unschooling-dotcom] Digest Number 1636
label. I agree with your assessment of what a label can do to a kid.
same professional would rake us over the coals for our unschooling
lifestyle, consider it harmful to my child and............ well it's at this
point that my imagination runs wild :(.
On the other hand, maybe that same professional would rake us over the coals
for our unschooling lifestyle, consider it harmful to my child
and............ well it's at this point that my imagination runs wild :(.
Wow, that;s a great point. It can be scary. Is there a local HS list that
you could write to and ask for names of anybody in the field? That may be
helpful because then they would be "on your side"
Elissa
-----Original Message-----
From: Sarah Carothers <puddles@...>
To: [email protected] <[email protected]>
Date: Thursday, November 29, 2001 1:53 PM
Subject: Re: [Unschooling-dotcom] Digest Number 1636
>Susan,for dd's problem (if I'm accurate in assuming it *is* a problem) or a
>Ya know, I've been thinking so much about this. It's not that I want a name
label. I agree with your assessment of what a label can do to a kid.
>I'm just frozen in my boots thinking, on the one hand... maybe aprofessional in that field could help my dd. On the other hand, maybe that
same professional would rake us over the coals for our unschooling
lifestyle, consider it harmful to my child and............ well it's at this
point that my imagination runs wild :(.
>Sarahtesting
> ----- Original Message -----
> From: Joseph Fuerst
> To: [email protected]
> Sent: Thursday, November 29, 2001 1:43 PM
> Subject: Re: [Unschooling-dotcom] Digest Number 1636
>
>
> I don't know that that's my dd's problem exactly... there's been no
> and diagnosis of "x" disorder as I don't see why I should put her throughso.
> all that if we can help it.
>
> Sarah:
> I've wondered if my dd has a LD, too; but I won't have her 'tested' and
> diagnosed.....I have a nieghbor who's son is a ADHD...dx'd at age 5 or
> He's now 14 and I think the label has become a serious crutch...a seriousLDs....
> detriment to his ability to learn. And a real blow to his self image.
>
> I've got a DSM-V here, but other that that, don't know much about
> Susan.....would need to be convinced an LD label is only apprpriate for
> children stuck in a school system....and then it may be much less than
> helpful to anyone except "the system"
>
>
>
>
>[Non-text portions of this message have been removed]
>
>
>
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[email protected]
. Then, if he wanted to
leaving it all up to the child to do alone, that's ridiculous! It is
learning because you want to rather than have to.
Elissa
>actually 'do" something, I would gather materials that I thought mightAnd the above post is a perfect example of unschooling! unschooling is not
>help, maybe Teach Your Child to Read or Reading Reflex or Explode the
>Code for phonics, probably a collection of picture books and comic books
>for sight words. We could go through the things he thought looked
>interesting at the speed he wanted to do it, we could follow the "rules"
>in book or not, we could quit if he wanted to.
leaving it all up to the child to do alone, that's ridiculous! It is
learning because you want to rather than have to.
Elissa