Well, I'm in the process of mourning the fact that my super smart little self-directed wonder boy will be attending Kindergarten next September. What a change that's going to be. I'm sad about it, he's sad about it, but I am trying to help him look on the bright side, that as with everything new we try, it will be a learning experience, a chance for him to explore in new ways, with new people. He's become very verbal about how he learns and opinions about different ways of learning and how he'd like to use his time, and he's quite sure he won't like school. He may be wrong.
How has this happened? Well, as Daniel says, similarly about his swim classes, "It's not for me, but for my dad, it makes him happy, it's what he wants. He doesn't understand home schooling." Daniel has also said, "It's ok mum, we can still home school after school." And he's right! I know that whatever comes our way, whatever we meet, we will work with. I'm hoping at least to guide him in learning that, to be flexible and work within the restrictions life throws us.
Saturday, March 20, 2010
Wednesday, March 17, 2010
Daniel on Montessori Pre School
"I'm the kind of kid who likes to explore, search, find the right path....
That's why my Montessori pre-school is so boring for me, you can only do the things you already know, again and again, but can't explore the new works until someone shows you, can't work on it and figure it out yourself.", said my little dude.
I said, "Yeh, I know."
Why does he go, then? You may ask. It is something his father has chosen for him. I think it has been a fairly good learning experience, a taste of what a certain kind of "school" can be like, a chance to meet people away from his mother or father, to work with some other adults. He has spent a lot of time doing metal insets, a kind of stencil that helps children learn pencil control. This has given him a chance to do a lot of drawing which he does on the back of or inside his stenciled shapes. He's discovered he likes art, likes to draw, create, and has much more control now of pens and pencils. For a long time it is mostly what he did there, a way of passing time in silence that has now become something he does at home too. He's also become a pretty good teacher both in my style, and in the Montessori style. His teachers have said that he's wonderful with the other children, mostly younger than him, patient, a good role model. Hhhhm, I wonder where he got that practice from?
There's more to be said....later perhaps.
All in all, I believe he feels it's a waste of time, and I tend to agree, with the same time he could be doing other kinds of classes. Exploring more deeply ideas and activities that he's really interested in.
That's why my Montessori pre-school is so boring for me, you can only do the things you already know, again and again, but can't explore the new works until someone shows you, can't work on it and figure it out yourself.", said my little dude.
I said, "Yeh, I know."
Why does he go, then? You may ask. It is something his father has chosen for him. I think it has been a fairly good learning experience, a taste of what a certain kind of "school" can be like, a chance to meet people away from his mother or father, to work with some other adults. He has spent a lot of time doing metal insets, a kind of stencil that helps children learn pencil control. This has given him a chance to do a lot of drawing which he does on the back of or inside his stenciled shapes. He's discovered he likes art, likes to draw, create, and has much more control now of pens and pencils. For a long time it is mostly what he did there, a way of passing time in silence that has now become something he does at home too. He's also become a pretty good teacher both in my style, and in the Montessori style. His teachers have said that he's wonderful with the other children, mostly younger than him, patient, a good role model. Hhhhm, I wonder where he got that practice from?
There's more to be said....later perhaps.
All in all, I believe he feels it's a waste of time, and I tend to agree, with the same time he could be doing other kinds of classes. Exploring more deeply ideas and activities that he's really interested in.
Tuesday, March 16, 2010
A Sunday in the Life...
I was inspired this morning, waking up leisurely beside my dear sweet darling, to note down the amazing things Daniel does on weekend days we don't rush off on some planned adventure.
Under the covers in bed, Daniel noticed that you could see the coloured squares printed on the top through the dark under layer. (He's noticed this many times in five years, but hadn't mentioned it in a while - or we hadn't hid under the covers together in a while...) "Look at the squares! They are so beautiful. Do you know what the most beautifulest combinations are? Red and green, and blue and red...like beautiful glass tiles decorating a floor!" (Has Daniel ever seen a glass tiled floor?)
On getting out of bed, craft supplies still strewn on the floor, Daniel announced he was going to make a Death Star out of tape and two plastic recycled dome shaped things (mocha covers??). While I was making coffee and a breakfast shake, Daniel started practicing letters, tracing and then free form in a simple work-book we have. "Do you want to see a sideways 'm'?" He asked me, running into the kitchen. He showed me the capital 'B'. "It's basically an 'm', except it has a line at the bottom." Said D.
Later, while I made a list of the errands and activities around The Drive for the day, Daniel carefully watched my writing, he suggested I draw pictures, so he could remember what each note said, and practice his reading.
Then he asked if he could do more work from the little activity books we bought at The Richmond Bog Centre yesterday. He did some connect the dots, a Komodo Dragon, while asking me about the numbers, learning the look of 15, 16, 21, 22 etc. Then did another connect the dots which were block letters, after doing the first two: 'G and L' he guessed the word must be 'glide' something. He then decided to colour the pictures in....
In the first hour of the day, Daniel has done at least half a day of Kindergarten....hhhhmmmm...or not, he hasn't done much lining up.
Under the covers in bed, Daniel noticed that you could see the coloured squares printed on the top through the dark under layer. (He's noticed this many times in five years, but hadn't mentioned it in a while - or we hadn't hid under the covers together in a while...) "Look at the squares! They are so beautiful. Do you know what the most beautifulest combinations are? Red and green, and blue and red...like beautiful glass tiles decorating a floor!" (Has Daniel ever seen a glass tiled floor?)
On getting out of bed, craft supplies still strewn on the floor, Daniel announced he was going to make a Death Star out of tape and two plastic recycled dome shaped things (mocha covers??). While I was making coffee and a breakfast shake, Daniel started practicing letters, tracing and then free form in a simple work-book we have. "Do you want to see a sideways 'm'?" He asked me, running into the kitchen. He showed me the capital 'B'. "It's basically an 'm', except it has a line at the bottom." Said D.
Later, while I made a list of the errands and activities around The Drive for the day, Daniel carefully watched my writing, he suggested I draw pictures, so he could remember what each note said, and practice his reading.
Then he asked if he could do more work from the little activity books we bought at The Richmond Bog Centre yesterday. He did some connect the dots, a Komodo Dragon, while asking me about the numbers, learning the look of 15, 16, 21, 22 etc. Then did another connect the dots which were block letters, after doing the first two: 'G and L' he guessed the word must be 'glide' something. He then decided to colour the pictures in....
In the first hour of the day, Daniel has done at least half a day of Kindergarten....hhhhmmmm...or not, he hasn't done much lining up.
Friday, February 5, 2010
Daniel will build out of anything! Even Tampons! #2 Frustration at Failure
I wanted to add to the previous post, but couldn't figure out how to add text next to the photos!!! Golly, it's hard to write a blog.
The first photo in that blog shows a structure with two green wheels and a square column made from a plastic and magnet toy, can't remember the name - Magnatex?? The night he made that he did a wonderful job processing frustration. I'd forgotten about it until now. Daniel seems to get very frustrated when things don't go well, when he makes mistakes or can't achieve what he or others expect of him. He cries, gets mad, sometimes gives up. This is more recent, perhaps just only in the last year. I've always thought of him as very determined to try and try, but lately he seems have more issues around failing. Could it be the use of rewards or too much praise for success? Could it be the effect of preschool? It could just be his personality. I remember when he was younger he would just go and go until he mastered something, amazing determination form a very early age.
This particular night, he'd built the square column, upright, with a wheel at the bottom and at the top. It was hollow, and he'd filled the inside with all the extra metal balls (that are used to bind the magnetic corners of the square and other shaped pieces) - they are heavy. His plan was to lower the column into the horizontal position, but every time he tried this, the weight inside would cause the column to fall apart. I was in the kitchen cooking. The first few times, I could hear his frustration at his structure breaking apart, but he'd rebuild. Then the next time he tried he cried, exclaiming he couldn't do it! I came in to see what he was trying, and suggested he try again, and not give up; that having problems was a big part of building / inventing. Through our mistakes we learn I urged. Again it broke and he got really upset. So, I did a little NVC focusing on his frustration and what he'd like to see happen and asked if he'd like some help. When he "allowed" me to give him advice. We talked about the weight of the metal balls and the strength of his structure. By asking questions, I helped him to arrive at the notion that fewer metal balls might help, and perhaps, laying the structure down horizontally first, then opening up the "hatch" and putting one ball in at a time, to see how much weight it would hold. We talked about the inventive and scientific process, trial and error, how if things don't work one way, it doesn't mean you have failed, in fact, you have learned something valuable, and can now try a different way. We also talked about how it's ok to feel frustrated or mad, but that rather than let that feeling make you quit, you can still keep trying and find another way. At that point I left to finish cooking dinner, again, Daniel went to work, I think the model must have broken at least five times all together, yet, finally he got the result he wanted, and was so proud of himself.
What a valuable experience! I have learned too, that Daniel has a longer frustration resistance span when not interrupted and left to work out problems by himself. If I swoop in and offer advice too early, and it doesn't work, his frustration is likely to peek way sooner. Instead, he and I together have established a learning way where, he asks when he needs help, I ask permission to help or advise. It works very well.
The first photo in that blog shows a structure with two green wheels and a square column made from a plastic and magnet toy, can't remember the name - Magnatex?? The night he made that he did a wonderful job processing frustration. I'd forgotten about it until now. Daniel seems to get very frustrated when things don't go well, when he makes mistakes or can't achieve what he or others expect of him. He cries, gets mad, sometimes gives up. This is more recent, perhaps just only in the last year. I've always thought of him as very determined to try and try, but lately he seems have more issues around failing. Could it be the use of rewards or too much praise for success? Could it be the effect of preschool? It could just be his personality. I remember when he was younger he would just go and go until he mastered something, amazing determination form a very early age.
This particular night, he'd built the square column, upright, with a wheel at the bottom and at the top. It was hollow, and he'd filled the inside with all the extra metal balls (that are used to bind the magnetic corners of the square and other shaped pieces) - they are heavy. His plan was to lower the column into the horizontal position, but every time he tried this, the weight inside would cause the column to fall apart. I was in the kitchen cooking. The first few times, I could hear his frustration at his structure breaking apart, but he'd rebuild. Then the next time he tried he cried, exclaiming he couldn't do it! I came in to see what he was trying, and suggested he try again, and not give up; that having problems was a big part of building / inventing. Through our mistakes we learn I urged. Again it broke and he got really upset. So, I did a little NVC focusing on his frustration and what he'd like to see happen and asked if he'd like some help. When he "allowed" me to give him advice. We talked about the weight of the metal balls and the strength of his structure. By asking questions, I helped him to arrive at the notion that fewer metal balls might help, and perhaps, laying the structure down horizontally first, then opening up the "hatch" and putting one ball in at a time, to see how much weight it would hold. We talked about the inventive and scientific process, trial and error, how if things don't work one way, it doesn't mean you have failed, in fact, you have learned something valuable, and can now try a different way. We also talked about how it's ok to feel frustrated or mad, but that rather than let that feeling make you quit, you can still keep trying and find another way. At that point I left to finish cooking dinner, again, Daniel went to work, I think the model must have broken at least five times all together, yet, finally he got the result he wanted, and was so proud of himself.
What a valuable experience! I have learned too, that Daniel has a longer frustration resistance span when not interrupted and left to work out problems by himself. If I swoop in and offer advice too early, and it doesn't work, his frustration is likely to peek way sooner. Instead, he and I together have established a learning way where, he asks when he needs help, I ask permission to help or advise. It works very well.
Tuesday, February 2, 2010
Monday, February 1, 2010
Dancing
Most importantly, is the time he spends alone doing this, the freedom he experiences, and as all those who love dance know, the release from life's stresses. Daniel's dance is theatrical, very phyiscal, emotional, precise and full of stunts, poses, intense interpretations. He's so beautiful.
Sunday, January 24, 2010
Daniel's First Unguided Stop-Shot Animation.
Daniel has had tones of practice with the camera since he was about three! Over a year ago, I'd shown him how you could take shots of an object each time moving it very slightly and then by switching through the shots quickly, the object appears to move on it's own. Explaining that this was the basis on animation. I reinforced the idea with flick books, bought, and made, a simple vine or snake growing on the corner of a page. We tried this stop-shot animation with string across a table, and a plastercine model. The concept of keeping the camera in one place was tricky for him then. But this fall, I found the dress-maker's doll with movable joints and stand, and realised it would help with this kind of animation. I did one example, photos here, with Daniel. 
Then, left to his own devices, Daniel created Man Meets Snake and Dies.
Unstructured, Unscheduled, Time to just be....
One thing I'm learning to cherish more and more these days is the time Daniel has at our house to be with himself, to dream and create. He really seems to need this quiet time, and tends to either dance - his multi-faceted dance, drama, stunt creations, build imaginary worlds with characters and complex scenes, nowadays mostly filled with battles inspired by Star Wars, Bionicles, Transformers,or simply build, create and draw.
Daniel spends half his time with me and the other half with is father. His week is very over-scheduled. He has two short nights with his dad, that are either filled with extra-curricular classes, and it seems, quite a lot of TV, TV in the morning over there most days, then off to Montessori pre-school (his dad's choosing, not mine) for 2.5 mornings a week, then back to our place, where his needs and drives are somewhat restricted by the other children in my care - though he's getting better at asking for alone time or mummy time.I believe he benefits immensely from the calm, quiet time, he gets evenings and some weekends with me.
These photos show a complex creation put together with materials that were just lying around, a maze with an entrance, a trap, and a statue in the middle. We'd been reading about Theseus and the Minator. After dinner, Daniel wanted to enact an adventure play with me where two characters who had helper robots had to find their way through the maze. It turned out they'd been tricked by their so-called helpers, who were in fact their enemies and had trapped them. Daniel suggested we trick them too, and try to lure them to prison by telling them we'd buy them some toys and introduce them to new friends. Mind you, he reassured me, this special prison was not a place to simply jail them, there they'd learn about what they'd done wrong, and perhaps could be helped to be better robots. I wondered what he could be processing though this story line...I marvel at how imaginative play is so essential to allow a child to process the realities of their life!
Learning Styles?
I'm trying to get a better idea of how Daniel learns best in hopes of engaging his dad in a discussion about which educational path will most benefit our son. He has refused to discuss home learning as an option, but I'm still hoping that there may be room for guiding the type of schooling Daniel gets. There are three learnign styles i know of, perhpas more??? Auditory, visual and kinesthetic. Daniel seems to use all three! I'm wondering if you can tell at his age, now five, which one is strongest? Does it even matter? He loves to build, invent, move, dance, do sports, do science experiments, he loves to listen to stories, and recount his own and those of movies, or explain the steps he took to create or problem solve. He is extremely visual and has amazing spacial cognition, draws endlessly, imagines incredibly, has deep inner world......
Mess and Creative Genius
"In the early 1950's, in a kitchen a mother stands opening cans and emptying the contents into a pressure cooker. Her son, a Boy scout, wants to get a merit badge in film-making. His father had bought him a super-8 movie camera. Then the child got the inspiration to make a horrow movie. For one shot he needs red, bloody-looking goop to ooze from kitchen cabinets. So his mother buys thirty cans of cherries and dumps the cherries into the pressure cooker, rendering a delightful oozy red goop.
His mother is not the type who says "Go outside and play. I don't want that stuff in the house." She is more than obliging and gives him free rein of the house, letting him convert it into his film studio - moving furniture around, putting backdrops over things. She helps him make costumes and even acts in his films. When he wants a desert scene, she drives him out to the desert in their jeep.
The goopy bloody kitchen scene, she recalled much later, left her picking cherries out of the cupboard for years. Her son's name? Steven Spielberg."
What if Steven's mother never let him mess up the house? What if she hadn't let him use her things as props or didn't take him to locations for shooting his movies? Would Steven Spielberg have become one of the world's most famous filmmakers? While you hopefully don't have to put cherries into a pressure cooker, what hidden talents and passions does your child have that are just waiting for your support and encouragement? Find out.
Copied from: Finding Your Child's Special Genius, Homeschooling for Success, by R.Kochenderfer and E.Kanna, (Warner Books, 2002), Steven's story quoted form The Creative Spirit, by D.Goleman, P.Kaufman, and M. Ray (Penguin Group, 1992)
His mother is not the type who says "Go outside and play. I don't want that stuff in the house." She is more than obliging and gives him free rein of the house, letting him convert it into his film studio - moving furniture around, putting backdrops over things. She helps him make costumes and even acts in his films. When he wants a desert scene, she drives him out to the desert in their jeep.
The goopy bloody kitchen scene, she recalled much later, left her picking cherries out of the cupboard for years. Her son's name? Steven Spielberg."
What if Steven's mother never let him mess up the house? What if she hadn't let him use her things as props or didn't take him to locations for shooting his movies? Would Steven Spielberg have become one of the world's most famous filmmakers? While you hopefully don't have to put cherries into a pressure cooker, what hidden talents and passions does your child have that are just waiting for your support and encouragement? Find out.
Copied from: Finding Your Child's Special Genius, Homeschooling for Success, by R.Kochenderfer and E.Kanna, (Warner Books, 2002), Steven's story quoted form The Creative Spirit, by D.Goleman, P.Kaufman, and M. Ray (Penguin Group, 1992)
All old stuff -not a real blog
For anyone who may be checking my new blog out, please note that I'll be showcasing lots of pictures and fun from the past. I guess it's not really a blog, oh well, I'll try to include new too!
Pickle Man - tri-pod
Daniel builds a pickle man and reviews how three legs work for standing. We build a typee stand with little sticks, something we hadn't done in ages. Interesting now, for me to realise he is much more interested in why it works compared to a year ago. We talked about why you need a minimum of three legs or points for a stable structure. he asked why humans could stand with only two legs. We talked a little about our centre of gravity, balance, and how the body is made to move.
Two Hours Building
While cooking not long ago, completely oblivious to what was happening, Daniel was busy using the wooden blocks he hadn't used in over a year to build an obstacle course, replete with ramps, steps and a bridge for a tiny toy skateboard. It went on after dinner, perhaps over two hours of meticulous work, cutting small bits of scotch tape and working out how to fit together the square, rectangular and triangular blocks to make larger, sturdier structures. I was amazed. When I commented on Daniel's concentration and problem solving skills, he said, off-handedly, "Well if Evan," (our upstairs neighbour, 9) "can do it, so can I." Evan had made ramps out of card board.
I'm just starting, oooh so many pictures...and so much to say!
I really want to have tones of pictures here, so far, they have been my main way of documenting, I'm not sure it it will work....starting with this fall up to the holiday season
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