Week 4 was this week, Sept. 7-Sept. 13. I feel like I am writing a continuing saga with these colds. "And then we got sick. And then we got better. And then we got sick again. And then..."
It's just one of those years where I date events by the virus we had, I guess.
Anyway, I forgot to mention in week 3 that Gareth made his first ever trip to the ER. The kids were having bike races down the hill in our yard and onto the driveway. (The road is too busy to ride on.) Gareth hit the top of a metal trash can and fell off his bike, cutting his leg on the way down. I was inside putting the little ones to sleep while this was going on. So when Gareth came to tell me in a reasonably calm but somewhat loud voice that he had fallen and cut himself but that the cut wasn't bleeding much. I told him to try and take care of it himself so he wouldn't wake the boys up.
When I came out in a few minutes (Chipmunk woke up anyway), I took a look at the cut and felt really, really bad for shushing Gareth. Fortunately, Andy had just (as in, he'd been home for 5 minutes) gotten home from Boston, so he took Gareth to the ER for the staples that were removed on an extremely unplanned day in week 4.
Gareth and I are trying to work out a few kinks in the way the year is going. I have tossed Lingua Mater... not because it's bad, but because it's just not working for him. Katydid will probably use it next year, or perhaps even sooner, as she's using Lingua Mater 6 with the grammar supplement right now and enjoying it. I am thinking of using Our Mother Tongue: An Introductory Guide to English Grammar, which is what Ambleside Online recommends for Year 7. For 2 reasons: 1) I own the book already and 2) it isn't as drill intensive as something like, say, Seton. And then I think we're going to add in Editor In Chief Beginning Book: Grammar Disasters and Punctuation Faux Pas (Editor in Chief Beginining). Because this is where we run into some of those learning difficulties I have mentioned before.
Another area we're tweaking has to do with planning -- his planning and his time management -- and also maybe a change in style to some extent. What I've seen is that Gareth doesn't seem to be as motivated to work through plans that I make out of his interests after I have written them down and made them into "school" as he is if I just, say, leave the book out on the couch, or write down a series of choices on the whiteboard. So I'm wondering again about unschooling vs. structured schooling, and how best to help Gareth learn to self-initiate, follow through, and finish projects, when goal-making on a weekly basis or making lists of assignments to complete both seem to some extent unpalatable.
We also had to change the way we were planning with Katydid this week. She decided she didn't like giving herself even vague assignments (like "botany") for each day of the week. Instead we decided to make out a list of what she wanted to do for the week, broken down into subject areas. In the morning she refers to the list and decides what she wants to do that day. Katydid is mature for her age, motivated, and interested in what she's doing, so this works pretty well. She knows she'll do some subjects every day -- math, Latin, language -- so those aren't written down; they're just assumed.
But the big deal this week was a visit to the NY State Museum in Albany.
Your two year old throws fits when you attempt to make him leave the "mammufs", right?
Devonian era fossils found in our county... the bottom picture is a tree stump.
Playing in the Discovery Room...
Stopping to pose for a picture.