"BIG POOL"

So, Jman has wanted a pool forever. Earlier this summer we talked about getting a large above ground pool, but given logistical issues decided against it at the time. We did get a large inflatable kiddie pool, which Jman still enjoyed last year, but that just wasn't sufficient for him this year. He did get in it, but not without re-asking for a "big pool."

Well, we've decided to go ahead and get one of the "bag pools" (as I call them) afterall for the rest of the summer. Sly said he'll keep it clean (because I won't be able to) and it'll be great for the boys. So, when Jman recently began pestering me for a "big pool" again, I told him we'd get one the next time daddy was home.

Today he was at it again, and I walked over to the calendar and showed him today and which day we were gonna get the pool. I wrote on that date "pool" and of course Jman started to freak out for some reason. Fair enough, so I erased "pool." He then took the pencil and I thought would scratch out where I erased, but much to my surprise and delight he instead began writing. First a "P" then above that he wrote (in all caps) "BIG." Then he dropped back down to the P and wrote "OOL." Then he underlined "POOL" and then "BIG," and then said, "Big pool!"

You got it, buddy Jman--we'll get a "big pool" this time, but NOT until daddy is home again to set it up for us!
Pretty awesome communicating for a severely language impaired kiddo!

Rosin up your bow--it's fiddle lessons time!

Sly had his first official fiddle lesson last night.  Yes, fiddle, not violin.  He specifically wanted to learn to play bluegrass fiddle, so fiddle it is!  And today he's been working on finding "Old Joe Clark" on YouTube and trying to play along.  While he can't exactly keep up with the videos on YouTube, he has managed to "find" the melody and can pluck it out mandolin style or squawk it out with the bow, and has also "found" the tune on guitar as well.  Not bad for a brand spanking new beginner!

Sly's instructor we chose is quite the guy.  He's young (maybe 20?), been playing violin since he was 4, Suzuki trained, plus certified to teach Suzuki, plus a performing member of the city symphony, plus in a string trio with his brothers, plus in another band, plus pre-med, plus a Spanish minor, and of course teaches lessons, including one night teaching underpriveleged kids in a nearby town. Whew!  Is that wild or what?  Oh and he plays and teaches guitar also.  Makes my head spin!  (and yes, he was homeschooled--anyone surprised?!? Of course not! Ha!)  

When we first met this guy to "check him out," he played "twinkle twinkle little star" on the fiddle.  Then he played it "classical" ororchestral style.  Then he played it jazz style.  Then bluegrass style.  Then Celtic.  You name it, he can play it.  Pick your style.  Or make your own style!  Versatile doesn't begin to describe it!  He's willing and able to teach Sly what Sly wants to learn, with the approach that Sly wants to learn with, plus being able to throw in other twists and styles when/if Sly decides he's interested in that too.  There's not just one "box!"  How cool is that?!?  

Sly's first real lesson consisted of both note reading, including written homework, and some basic direction on how to hold the fiddle and the bow when Sly asked for clarification.  He was also given the assignment to listen to at least five different versions of "Old Joe Clark" on YouTube everyday and try to play along.  We both now have the tune for "Old Joe Clark" stuck in our heads, which was of course probably part of the whole point, of course!  AND Sly can play a squawky but definitely recognizable "Old Joe Clark" on the fiddle already!  Woo-hoo!

There are "bluegrass jams" at various local venues almost every Saturday around these parts.  I've been trying to get Sly to them for at least a bit when I can this month, but of course there's Jman's bowling which has temporary priority since it's only two months long anyway.  However, Sly's teacher says he's gonna try to get Sly ready to join in the jams as soon as he can, including teaching him "band ettiquette" about when and how to join in.  Way cool!  Afterall, that's part of what it's all about--learning how to jam with others!  We're both looking for more than "book learning" with his fiddle lessons, and like I said, I think we may have found the right guy to provide that.  Plus, he can provide crossover guitar stuff as well!  Woo-hoo!

So, anyway, Sly has officially begun fiddle lessons, and I think is off to a great start!  We're both excited!  Now I'm thinking maybe I need to start taking some banjo lessons, or maybe mandolin--we already have one of those!

Oh, and yes, Jman and SB3 are interested in the fiddle (and guitar) too, much to Sly's great consternation!  I think it's kind of cool though!  Sly's just worried about them breaking the instruments (or untuning them, or touching them, or looking at them, or looking at the case, or anything else related to his beloved, precious fiddle or guitar!).  We may have to get some "beater" instruments that they can play around with without wigging Sly out.  :)
       

Bowling

This summer Jman joined a local "special needs" bowling league for the summer. The kids meet every Saturday in June and July at one of the local bowling alleys and can bowl two games. Some kids have autism (or some version thereof) and others have other "special needs." Jman has bowled with kids born with spina bifida and wearing leg braces, plus a young man with Down Syndrome, and another young man with autism, for example. Shoes are included but not required (like I said, it's "special needs friendly.") The bowlers also each received a cool red T-shirt they can wear if they want.

The first week (June 5), I wasn't too sure how Jman would handle things. I took him to "preview" the alley a couple evenings before, just so it wouldn't be ALL new to him. I knew Saturday morning would be overwhelming enough with registration and crowds and expectations. Anyway, that first Saturday was kind of tough on Jman, but with a LOT of support, he DID manage to stay and bowl one whole game (except for the second ball of frame one). He ended up not wearing the bowling shoes that first game, and I didn't even offer him the T-shirt until after we left. However, when we did make it back out to the truck I offered him the shirt and he IMMEDIATELY put it on over the shirt he was wearing. That was how I knew that he himself considered the morning a success and wanted to come back again, despite the fact that while we were there, he was overwhelmed, "sad," and was more than ready to leave after one game.

So, we went back the next Saturday, and he was all for it that week! He happily wore his bowling T-shirt, and actually gave the ball good forward motion the second week! (Another "new" thing the first week was that he didn't have a "ramp" to send the ball down--there simply weren't enough to go around, and more physically challenged and/or little bitty kids and/or wheelchairs had dibs, of course!). He also happily wore his bowling shoes week 2. Jman so enjoyed himself during week 2 that I even went so far as to try to get a picture or two, and he was actually happy to smile for photos! WOW! So all these photos of a happy Jman are week 2 photos (except the last one, which was week 3). Enjoy! :)

When one of the dads of a kid on his lane pulled out his iPod touch and started showing Jman silly apps on it about frame 7, I didn't know whether to be grateful that he was reaching out and trying to connect with Jman or whether to scream "NOOOOO! No SCREENS!!!!!" But, I restrained myself, and Jman enjoyed some screen time between his turns. I thought for sure Jman would want to stay for game two if it meant more silly iPod time, but he didn't. He still was ready to leave after one game, as indicated by his removing his bowling shoes and putting his own shoes back on. Worked for me, and we headed towards home with a much more relaxed Jman than after week one.

Last Saturday was week three. The dad with the iPod wasn't there (nice guy, but I must admit I was kind of relieved! I didn't want the iPod expectation the whole time we were there!). Instead Jman had two new people to bowl with. He dealt with that change up just fine, but wasn't interested in switching to a different lane. The folks in charge were cool with that, and Jman stuck to his lane 14. The only real challenge was that this week there was no one bowling on lane 15 on, so Jman kept having fun "making laps." At least he was leaving because it was "fun" instead of like the first week when he was "escaping" because he was overwhelmed and frustrated. Still, it got old! Otherwise, it was a GREAT morning. Jman not only had fun, but stayed for BOTH games! AND he started both games with a STRIKE! He also got a pair of spares in both games, and personal best scores, breaking 100 both games! Not bad, considering we weren't sure this was going to work out AT ALL when we signed up! Over the course of the three weeks, Jman went from 86 (of which 85 points were his) to 79 (but a much happier 79) to 109 (wow!) to 116 (super wow!!!).

Today when we were out and about, passing through the general neighborhood of the bowling alley, Jman piped up from his seat, "Bowling." Sorry, buddy, not today, but we will bowl again next week! (And this is Jman with his new babysitter/buddy, who will be taking over bowling when I'm laid up in another couple weeks for most of July! He's terrific!)

AutoCAD

Sly and a handful of other homeschool friends are happy campers at a homemade homeschool computer camp this month. Together and with the amazing guidance of another homeschool mom, they are learning and doing more with Alice and also getting an introduction to AutoCAD and related programs.


Today Sly and the happy campers went on a 'field trip' where they got to see AutoCAD in action in the real world. They not only learned a bit more about AutoCAD, but also about some job applications, such as civil engineering projects, rehab projects, interior design, and more. It was way cool!

Next year

It's that time if year when typical homeschoolers start planning for next year and comparing notes.  I don't typically pay close attention to the school-year calendar, but we do have a pretty distinct "summer break" this year on account of Iago's summer arrival.  As a result, I got a kick out of reading people's replies to the question on a homeschool board "If you have a sixth grader, what are your plans for next year?"  Most folks posted a bullet list of subjects and curricula/programs they were purchasing to use for each subject.  But we're taking a different tack (gee, go figure!).  Here's a cut and paste of where I see us going with Sly, or rather where I see Sly going, over the next year or so.  After re-reading it, I was pretty confident that it's gonna be a "best school year yet" for him/us, and I feel SO good about the direction we're heading!


My 6th grader is increasingly unschooling, but this is what I can currently foresee happening in "subject form:"

math: finish Key to Algebra
science, PE, leadership, etc: Civil Air Patrol
more science: a cool homeschool group is doing some neat science stuff this summer+
tech stuff: computer programming and CAD stuff 
language arts: CAP correspondence as necessary (forms, email for events, etc), reading books he's interested in, misc read alouds we choose together plus associated discussion
history: a blend of current events and discussion plus learning/researching related history and/or philosophies, including reading aloud and discussing related literature
lifeskills: ds is "man of the house" while dh is stationed on a ship in another state, so he's doing all sorts of "lifeskills" (everything from lawn care to minor repairs to housework to child & baby care)
arts: continuing guitar lessons and asking to start fiddle lessons
Bible/religion: reading together and discussing, plus discussing sermons (perhaps to include relistening to them online), plus following one or two chosen missionaries/missionary groups, including related politics and comparing other religions, plus giving (ds earns $ with a lawn business plus other occasional opportunities)
other stuff: legos, nerf war zone (homeschool group thing), some stop action movies, maybe electronics, plus learning dh's job to the extent allowed (from both conversations/teaching and field trips, including not only the job but related geography, politics, leadership, and sciences), plus he's currently talking about writing a short story (I'm curious to see if this happens and where it leads to, maybe a Lego movie or a game/program/digital film, which he's getting into)

I know that sounds kind of crazy and haphazard, but since we've been moving this direction (more unschooling and especially pushing the "man of the house" angle, ds has really been stepping up to the challenge and I'm feeling more and more comfortable with dropping "curriculum" and really customizing his education. We'll still finish some/most of the few (Sonlight) core 5 readers/read alouds we have left. I don't know that I'm getting Core 6 (we already have SOTW), and if we do, it'll be for the lit. I also have A Patriot's History of the US that I was considering reading, but it may wait for another year or two (baby due in 5 weeks, so we'll play that by ear).

Oh, fwiw, ds will be 13 in July, so he's an "old" 6th grader now. We're taking advantage of that and working more on "Man Building" while resting confident in the fact that he has the three R's down, and can now begin to use those three R's for beginning his "real" education.


So, that's the "plan," keeping in mind of course that in our house a "plan" is merely "something from which to deviate."  

1984

Last week I read Geoege Orwell's "1984" for the first time. I could of course write a book about that book, but I'll spare any readers AND my kids, who would rather have my attention. But I do have to quote one passage that startled me when I read it--it was Deja vu--I'd heard these words somewhere before:

"But always--do not forget this, Winston--always there will be the intoxication of power, constantly increasing and constantly growing subtler. Always, at every moment, there will be the thrill of victory, the sensation of trampling on an enemy who is helpless. If you want a picture of the future, imagine a boot stamping on a human face--forever." (my emphasis)

Anyone else recognize those words? Anyone else creeped out?

As I said, I could write a book on "1984" now that I've finally read it. It has strengths, and likewise weaknesses. But if you've never read it either, why not pick up a copy and give it a once over. I got mine free off paperbackswap.com, or I'm sure the library would have a copy you could check out. It's definitely worth the reading, though you might not want to do it as a family read aloud or a bedtime story!

And let's all please keep our boots on the ground and off of each others' faces--or throats.

How to create a deviant

Quick review:  Psychs wanted to be respected as "scientists.". Behavioralists created "reasons" for learning nonsense, or learning nonsensically, depending on how you look at it.  Now here's another interesting development--enter the number crunchers!
Now, first, I have to say that number crunching is fun.  I know you math-phobic people don't believe that, and that's okay.  But I think it's great fun to find patterns like "square root day" (3-9-81 when I was a kid, or maybe 2-4-16 coming up in a few more years).  It's fun to prove that the "economy size" isn't necessarily the most "economical" per ounce.  It's fun to "count cards" and try to beat the odds in blackjack.  Shoot, it's just fun to even understand the odds in blackjack!  And it's even fun to answer simple questions with long calculus based explanations!  Math is way cool!

And I'm not the only one who thinks so.  Businessmen think so, because they want to calculate risks and measure success and minimize loss.  Environmentalists think so, because they want to calculate risks and measure success and minimize loss too.  Politicians also think so, for the same reasons.  Even Sly measures risks and opportunities and tries to make the most of his calculations and deliberations (thus his refusal to subscribe to some online game because it was just that--an ongoing commitment to continuing to give up money for access, rather than a one-time "you own it" purchase.  I had nothing to do with it!).

Even math phobic people like to see numbers that "prove" something or that back up their thoughts and values or that tell them what they did right or what they should do next.  

Enter the testers.  I found this fascinating.  When the US entered WWI, they had a huge number of recruits that they had to sort through and organize to fill jobs and roles in the military in execution of the war.  In order to manage the task, evaluators and testers were hired to figure out who should be officers and who should be infantry and who should be artillery and so on and so forth. They did the job, and the war eventually ended (on the eleventh hour of the eleventh day of the eleventh month, btw, for you number people. And obtw, no one "won" the war--everyone just agreed to go home and quit, basically.  But that's another post--sorry!). 

So, the war ended and there were all of these newly unemployed evaluators and testers who enjoyed determining people's military assignments for them.  Guess where they found a new set of subjects?  In the schools, of course!  There were all these captive kids with disconnected "nonsense" to learn at prescribed times in prescribed grades in prescribed ways--perfect fodder for testers and evaluators! 

The testers want people to test and categorize.  The mega-employers wanted warm bodies to fill factories and jobs and be "good employees."  The politicians wanted to know how to spend money and on whom to spend money to make suitable employees and suitable (manageable) citizens.  The testers and evaluators were willing to calculate and categorize the students for them, some for menial labor, some for academics, some not worth either, and so on.  

Thus also began "tracking" in schools.  It was a win-win for everyone!  "Smart" kids were the ones who tested well.  They were the ones who could more easily learn the prescribed "curriculum" in a detached, artificial, classroom environment, regurgitate the "right" answers for the test, and not rebel at the system in general.  They were the good kids, the ones that were teachable/trainable, the ones that got A's and gold stars and smiley faces, and followed the rules and colored between the lines and stayed inside the prescribed box.

Then there were the other kids.  They weren't on the same time line.  Or they were bored.  Or they didn't learn the "right way," which strangely enough was this new invented way of "learning" and not the classic way of learning (by interest and collaboration and in the real world with real relevance).  Those kids were "behavior problems" or "problem children" or "learning disabled.". The tester and evaluators (and employers and politicians) were more than happy to create new "scientific" groupings for these "deviants," and to be able to "allocate resources" accordingly.

Fast forward, and we have federal govt dictating national standards and rewarding and punishing performance of not only individuals but of entire schools and systems, and it's all based on a very un-natural/artificial system of measuring the learning of "nonsense.". Kind of makes you stop and think (if you didn't unlearn how to think when you were in all that schooling!).

Okay, enough for now, and sorry this post has been more "disjointed.". Between flu recovery and baby-brain, it's what I'm capable of at the moment!