In any case, it's messing around with my brain a bit. I had all these ideas yesterday--not written down--and trying to put things together in some sort of plan for school tomorrow isn't working so well. Maybe if I babble here it'll help.
For the oldest... I tried figuring out how to bring in the whole "What type of student do I want to be?" thing, but everything I've written so far feels wrong. If it in ANY way comes across as "You should have been doing this" or a criticism, it'll all fall apart. Part of it will depend on her mood tomorrow, too. She's been tired and feeling overwhelmed. Whatever I say or do has to actually be helpful instead of adding to her sense of being overwhelmed. One thing I know I need to really clarify with her, or perhaps have her officially agree to, is to NOT finish her math for the end of January. I don't see how she'd pass the exam. She is behind and has not come close to mastering any of the stuff. Give her an extra two months and I think she'll be ready. That means we can stop trying to cram two lessons into one and give her the extra practice she needs.
The plan for her, therefore, this week is to:
- somehow bring up what kind of student she needs to be so that she can realize her dreams
- have her figure out what's important to her in the long run
- do as much as she can in chem (another area she needs extra practice in; I need to also give her some extra practice sheets)
- I'm hoping she will have done the social studies reading she took home with her; if not, she'll have to finish that this week and will have to consider using Thurs. aft/evening and Fri. afternoon to do it all (dd and ds have a playdate Thurs. afternoon and Fri. morning we're going to a Mass)
- for math, extra practice sheets and just getting her to do as many questions as she can in her lessons
- I probably need to write up specifically what needs to be done. I realize now that for her next semester, she has to be MUCH more involved in the planning. Part of her feeling overwhelmed the other day is that she felt she doesn't really know how much she has left and when everything is supposed to be done by. Although, that may have been her brain stuck in some sort of rut--she's had plenty of calendars given to her breaking down her work and giving her rough deadlines. I think she was just really focused on being behind. For next semester, before she begins, SHE will work out a rough schedule for everything. Then we need to make it a habit to check in with this schedule daily so that she stays on track. She's very quick to stop doing stuff because she just doesn't feel like it anymore, and says things like, "I know I should..." I also somehow need to get her to connect all of this with what she *wants* in the long run. Hard to stay on track with school and not end up overwhelmed when you have no real desire a lot of the time to do the work, much less do extra.
Okay, now for "Bob"
- I have this interesting program out from the library. One of the books is called "Get Ready to Read" and the other is "Get Ready to Write". I want to use those daily with him this week. I also have to get our phonics back in. AND copywork. His little writing snippet the other day was great, but his handwriting is still very immature.
- For math, more work on order of operations and just keep going with this integer/pre-algebra work.
- All I can think of at the moment.
Nothing specific for dd, except that she hasn't done cursive in quite a while.
For ds, I'm being un-Montessorian and insisting that he does some sort of reading, writing and math activities with me.
I think I'll try to write up the 16yo's "What's Left" list now. Wish me luck! ;)