So, in this post back in 2009 I talk about chatting to G. In the next post I have met him and been put off by his forward behaviour.
Well. Without realising that we'd met before, I contacted him on a dating website last week. We've been chatting quite happily via the site for quite a few days now and I had the growing suspicion that we had met before. I've confirmed that by finding out his name, age, and by my previous post. He still has the 2 older boys, but he now also has a 2.5 yr old of whom he has shared care. He told me that he's been single for about 3 yrs, so I'm guessing the pregnancy was a surprise and that he wasn't with the mum for that long before it happened.
Do I tell him that I think we've met before? I daresay it would come out at some point and he may have already realised it. Awkward. Since I fobbed him off before do I continue it now? My impression of him is still that he is a nice guy, has his head screwed on right.
Ok, so I've messaged him to say I think we might have met before. Now to see where that goes...
Monday, September 23, 2013
Sunday, September 8, 2013
Thought Provoking
I love conversations with people that get me thinking about things that I may or may not have had an interest in previously.
So tonight I was taking my bro's fiance home (new development, she's rather sweet and quiet, be interesting to see how it goes) and we were discussing her tutoring work. This is not something I had ever seriously considered doing myself for money, but I have done it in the past as a volunteer. We were discussing a client of hers who is 5 yrs old and is not going well with her literacy at school.
So my first thought was - hang on, she's 5, give the kid a break. However, we are now heading into Term 4 here in Oz, and she has not grasped a number of sight words that would be reasonably expected by now.
I asked how she was with her alphabet, since that is the basis for our reading. 'Not confident' was the response.
I asked if she had gone to preschool, and Em did not know. I asked if the parents read to the child, again, Em didn't know.
I'm not setting out to criticise Em's methods. I don't know how she structures her lessons. I'm not sure she has much experience working with small children. Therefore, our conversation became more about sharing ideas for keeping the child interested in learning.
I came away from it feeling quite invigorated about the topic of literacy and tutoring, and realising that it IS something I would be well qualified to tutor in, if that is the way I go.
Literacy begins at home. It begins with your interactions with your baby, your responses to her first sounds, the way you copy her when she moves her mouth (I have boys, it's nice to write about girls for a change :-) ). I used to talk to all my children when they were babies - 'look at the tree!' 'That's a bird' etc etc. Literacy is built upon language. A child benefits from hearing words spoken, from descriptions of things.
I exposed my children to books from around 6 mths. Board books are a wonderful thing! Again, it is your interaction with your child. Point to the picture, say the word. This is how the child learns that words are associated with things. It enables them to create pictures in their head of the thing, then find the word associated with that picture. I see a chair, I know it is a chair, I can associate the word to that thing.
The English language is such a convoluted, complex, mess of synonyms and antonyms and similes and....blergh! It's awful. Awful to explain to a 5 or 6 yr old that yes, that is the word lead (reed), but it's also the word lead (red). Arggghh. It's an amazing and wonderful thing that we are able to wrap our ever developing brains around it and have it make sense.
One of the more important aspects of learning to read is repetition. Repetition can drive us adults slightly barmy, but small children really do get a lot from it. It's how they learn routines for starters, how they learn to dress themselves, feed themselves, and so on. Repetition is another word for PRACTICE!
I've noticed that some children today (one of my own included) don't seem to cope with the need for repetition. They are too easily disappointed when they don't get something right the first time, too quick to give up. I attended singing lessons for a short time as a child, and the main part I remember is that every time I came in to the lesson I had to show that I had practiced my scales. It was boring, I wanted to get on with the good stuff, but my teacher did not let me. She knew how important practice was.
Anyway, back to thinking about literacy and tutoring. I believe it is important to get an idea of the child's background. I would ask questions like...
- Has your child attended preschool? If yes, did they have a school prep program?
With these questions I want to get an idea of whether the child has been struggling for a while. It may be that she needs glasses and it hasn't been picked up. Possibly there is a learning delay.
- Do you have books in your home? Does anyone in the home enjoy recreational reading?
This will tell me whether books are valued and enjoyed in the home. Lack of books in the home can create a barrier to literacy, but there are ways around this, eg encourage the child to borrow from the school library, label things around the home
- Do you read to your child regularly?
My view is that the parent is the first opportunity for a child to experience language. If the child is not being read to regularly, or at all, then there may be ways to encourage the family to participate in the child's learning.
Schools send home readers home with children. The aim is to have the child read the book with the parent. If a child cannot read, then the parent can read the page, then encourage the child to repeat the words.
In the case of Em's child, I would want more info from the parents about the child's exposure to books. I would assess the child to see how basic her grasp of English was. If it is as poor as it seems, I would then start with letter tracing (the sandpaper letters Montessori schools use are great for this). Children are visual/tactile little people. When babies, they 'feel' everything with their hands and mouth. As they grow they hold things in their hands and move them around, they test things to see what will happen. So from that, I believe a tactile introduction would be a good start. Games are also good. Simple ones that go for only a few minutes at a time, that can be repeated. Also, nursery rhymes. You can clap as you sing so that children learn the rhythm of sentences, it's also an introduction to words with more than one syllable. If you have a book with the rhyme, point to the words as you sing them. This is the kind of program I would do with preschool age children, and that seems to be where her level is.
Start with a foundation and build on that.
hmmmm the word 'thing' has been seriously over used in this post :-/
So tonight I was taking my bro's fiance home (new development, she's rather sweet and quiet, be interesting to see how it goes) and we were discussing her tutoring work. This is not something I had ever seriously considered doing myself for money, but I have done it in the past as a volunteer. We were discussing a client of hers who is 5 yrs old and is not going well with her literacy at school.
So my first thought was - hang on, she's 5, give the kid a break. However, we are now heading into Term 4 here in Oz, and she has not grasped a number of sight words that would be reasonably expected by now.
I asked how she was with her alphabet, since that is the basis for our reading. 'Not confident' was the response.
I asked if she had gone to preschool, and Em did not know. I asked if the parents read to the child, again, Em didn't know.
I'm not setting out to criticise Em's methods. I don't know how she structures her lessons. I'm not sure she has much experience working with small children. Therefore, our conversation became more about sharing ideas for keeping the child interested in learning.
I came away from it feeling quite invigorated about the topic of literacy and tutoring, and realising that it IS something I would be well qualified to tutor in, if that is the way I go.
Literacy begins at home. It begins with your interactions with your baby, your responses to her first sounds, the way you copy her when she moves her mouth (I have boys, it's nice to write about girls for a change :-) ). I used to talk to all my children when they were babies - 'look at the tree!' 'That's a bird' etc etc. Literacy is built upon language. A child benefits from hearing words spoken, from descriptions of things.
I exposed my children to books from around 6 mths. Board books are a wonderful thing! Again, it is your interaction with your child. Point to the picture, say the word. This is how the child learns that words are associated with things. It enables them to create pictures in their head of the thing, then find the word associated with that picture. I see a chair, I know it is a chair, I can associate the word to that thing.
The English language is such a convoluted, complex, mess of synonyms and antonyms and similes and....blergh! It's awful. Awful to explain to a 5 or 6 yr old that yes, that is the word lead (reed), but it's also the word lead (red). Arggghh. It's an amazing and wonderful thing that we are able to wrap our ever developing brains around it and have it make sense.
One of the more important aspects of learning to read is repetition. Repetition can drive us adults slightly barmy, but small children really do get a lot from it. It's how they learn routines for starters, how they learn to dress themselves, feed themselves, and so on. Repetition is another word for PRACTICE!
I've noticed that some children today (one of my own included) don't seem to cope with the need for repetition. They are too easily disappointed when they don't get something right the first time, too quick to give up. I attended singing lessons for a short time as a child, and the main part I remember is that every time I came in to the lesson I had to show that I had practiced my scales. It was boring, I wanted to get on with the good stuff, but my teacher did not let me. She knew how important practice was.
Anyway, back to thinking about literacy and tutoring. I believe it is important to get an idea of the child's background. I would ask questions like...
- Has your child attended preschool? If yes, did they have a school prep program?
With these questions I want to get an idea of whether the child has been struggling for a while. It may be that she needs glasses and it hasn't been picked up. Possibly there is a learning delay.
- Do you have books in your home? Does anyone in the home enjoy recreational reading?
This will tell me whether books are valued and enjoyed in the home. Lack of books in the home can create a barrier to literacy, but there are ways around this, eg encourage the child to borrow from the school library, label things around the home
- Do you read to your child regularly?
My view is that the parent is the first opportunity for a child to experience language. If the child is not being read to regularly, or at all, then there may be ways to encourage the family to participate in the child's learning.
Schools send home readers home with children. The aim is to have the child read the book with the parent. If a child cannot read, then the parent can read the page, then encourage the child to repeat the words.
In the case of Em's child, I would want more info from the parents about the child's exposure to books. I would assess the child to see how basic her grasp of English was. If it is as poor as it seems, I would then start with letter tracing (the sandpaper letters Montessori schools use are great for this). Children are visual/tactile little people. When babies, they 'feel' everything with their hands and mouth. As they grow they hold things in their hands and move them around, they test things to see what will happen. So from that, I believe a tactile introduction would be a good start. Games are also good. Simple ones that go for only a few minutes at a time, that can be repeated. Also, nursery rhymes. You can clap as you sing so that children learn the rhythm of sentences, it's also an introduction to words with more than one syllable. If you have a book with the rhyme, point to the words as you sing them. This is the kind of program I would do with preschool age children, and that seems to be where her level is.
Start with a foundation and build on that.
hmmmm the word 'thing' has been seriously over used in this post :-/
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