Thomas G. West Online Conference March 23-25

FYI--The next Gifted Online Conference is taking place this weekend. The guest speaker is Thomas G. West. From the conference announcement:

"Thomas G. West is the author of the award-winning book In the Mind's Eye-- Visual Thinkers, Gifted People with Dyslexia and Other Learning Difficulties, Computer Images and the Ironies of Creativity. Now in its 14th printing, the book was awarded a gold seal in 1998 by the Association of College and Research Libraries of the American Library Association as "an outstanding academic title" and, later, in 1999, as one of the "best of the best" for the year (one of only 12 books in their broad psychology and neuroscience category). The book was published in Japanese translation as Geniuses Who Hated School. A Chinese translation was published in 2004. According to one reviewer: "Every once in a while a book comes along that turns one's thinking upside down. In the Mind's Eye is just such a book."

The book covers brain research, computer graphic technologies and profiles of 11 famous people who have shown evidence of great visual and non-visual talents along with dyslexia or other learning difficulties. One of the main arguments of the book is that we need to better understand the great diversity of human brains--including the hidden learning difficulties that often come along with superior talents and capabilities- -as well as the hidden talents that often coexist with various learning problems. The profiles include: Michael Faraday, James Clerk Maxwell. Albert Einstein, Rev. Charles L. Dodgson, Henri Poincaré, Thomas Alva Edison, Nikola Tesla, Leonardo da Vinci, Winston S. Churchill, Gen. George S. Patton and William Butler Yeats. ...

More information can be located here.

Also if you would like to order the book, In The Mind's Eye, before during, or after the conference, if you visit Hoagies and click on the Amazon link you will help support the awesome Hoagies website."

These conferences take place entirely by email. Consider it the busiest e-list you've ever been on (I recommend daily digest). You can sign up for the conferences by visiting http://www.giftedonlineconferences.com/index.html

What Guys Read in the UK

There's a story on the BBC News site today calling for more reading support, particularly for working class boys.

"Boys like books which depict them in powerful roles, often as sporting, spying or fighting heroes - not just Jane Austen, but a necessary dose of Anthony Horowitz as well," [Education Secretary Alan Johnson] said.

"To help get boys reading we need a boys' bookshelf in every secondary school library in the country, containing positive, modern, relevant role models for working class boys."

I'm the first to agree it's very hard to find novels that boys, particularly in the 10+ age-group, will read. But if you put all the exciting books on the "boys only" bookshelf, what happens to the girls who like adventure stories or the Hardy Boys?

Perhaps a better approach than sorting library books by gender, is to make English/reading lessons more accessible for the underwhelmed by changing the way the subject is taught. Enter English teacher Gary Spina, author of The Mountain Man's Field Guide to Grammar. From the New York Times:

"What few of his teachers realized was that Gary was an avid reader before his teens, making his way through the shelf of Jack London in the local library, digging into copies of Robert Louis Stevenson at home. In seventh grade, he picked up Hemingway and began to realize there might be something manly in writing well.

Then, in high school, he applied for a job writing copy at an advertising agency in Hackensack and was rejected because he spelled the word “advertize.” Learning something about correct language and grammar, he realized, might prove useful in his goal of being self-sufficient.

Decades later, Mr. Spina used these insights to write a most unlikely reference book, “The Mountain Man’s Field Guide to Grammar,” which was released last year. In the crowded field of grammar books, his is probably the only one to include “grifter” and “pemmican” in its glossary and to teach the simple sentence with examples such as “Dirty Doris spit tobacco juice.”

Cool, huh? I've been looking for a grammar resource that won't put the boys to sleep. I'm going to check this one out right away!

Cool Little Resource for Visual Teens

I just picked up a copy of The High School Learning System. It's an interesting package--multimedia presentations on English (with ebook texts), history (US and World), math (pre-algebra through calculus) and science (mostly biology) with Q&A and quizzes assess learning (if you want to do that). The presentation on the French Revolution lasted about 20 minutes of narration with period background music and pictures. They included a good amount of detail, covered the various governments between 1789 and 1799 and offered a 101 question online "quiz" (sounds like a test to me!) at the end.

I was less impressed with the math section. I noticed on their website that they have a stand-alone math learning system product, so that may be why this section is less comprehensive.

I have the 2006 version, which I bought on ebay for $13 (2 DVDs and 1 Spanish-English online dictionary). The 2007 version costs $40 and includes:

"• All core subjects covered
• 86 integrated educational titles
• 54 hours of multimedia presentations & video
• 37 hours of audio books
• 101 Barron’s Book Notes
• Printable tests to monitor progress
• PLUS new educational material for your iPodTM"

I think this would be a great resource for younger gifted kids working at a high school level, for homeschooling teens and/or as a review for regular high school classes.

Wikipedia: Bane or Boon?

Let me first say that we use Wikipedia extensively at our house. "Let's ask Wiki" is a common answer to my boys' uncommon questions. It's not the only source we use, but it's a lot cheaper and more interactive than the Encyclopedia Britannica.

There's been some grumbling in education circles about Wiki's accuracy and whether it should be considered a source for college research. Middlebury College's History Department banned using Wiki as a source for research papers. Then there was some silly scandal about one of Wiki's editor claiming to be a theology professor when he was really a college dropout. Both these "scandals" miss the point, imho. Wikipedia is a collective source of knowledge. What you read there may or may not be entirely accurate, but in the aggregate, it's an excellent overview of some difficult topics or first source for arcane knowledge (Just what does the flag of Somalia look like?).

Maybe Wiki has an even greater part to play in education, simply because of the nebulousness of its information. At the University of East Anglia in the UK, masters degree students are required to write for Wiki. "Nicola Pratt, a lecturer in international relations, said she used to be "one of the disgruntled crown of academics who berate students for using Wikipedia in their essays" but is now convinced it can be a great opportunity for students to see at first hand how knowledge is produced.

Uniquely in the UK, her postgraduate students studying for a masters degree in international relations and development are assessed on editing eight Wikipedia articles to improve the quality and make them more balanced. They must also write one of their own.

They haven't found it easy, according to Dr Pratt, and soon discovered just how much reading around the subject was involved. "I've seen improvement with all the students - I think it's working," she said."

Maybe we should do less blaming Wiki for lazy research methods among undergraduates (citing an encyclopedia? Excuse me?) and do more to improve Wiki and improve our collective wealth of knowledge.

Web Site Launched for Students Keen on Math, Science

BALTIMORE, Feb. 26 (AScribe Newswire) -- Imagine if a teen-age Stephen Hawking could have sparred with Einstein over physics. For gifted teens in the United States and worldwide -- perhaps including future Einsteins and Hawkings -- it's now possible, through Cogito.org ( http://www.cogito.org ).

Cogito.org, developed by the Johns Hopkins University Center for Talented Youth ( http://www.cty.jhu.edu ), offers a virtual home for the world's brightest students with strong interests and abilities in mathematics and science. The site offers free use to all visitors, who can access most of its resources and learn about everything from global warming to cold fusion.

Cogito's developers want the site to inspire its users to become the innovators, visionaries, and problem-solvers of the future. They also want Cogito.org to play a critical part in upgrading math, science, technology, and engineering education -- known as the STEM subjects -- for the estimated 1.5 million gifted middle and high school students in the United States and greater numbers worldwide.

These four areas are the subject of national efforts defined in President Bush's 2006 American Competitiveness Initiative. Improved education in STEM subjects is seen as critical to maintaining U.S. competitive advantage in science and technology.

The free, public-access section of Cogito.org is packed full of interviews with experts, profiles of young scientists, science news, Web resources and directories of summer programs, competitions and other academic opportunities.

Middle- and high-schoolers, for example, have interviewed a nanotechnologist, a scientist at the McMurdo Station in Antarctica, and a roboticist at Carnegie Mellon, to learn about research they would never hear about in science class.

The site also features a section that is open to membership by invitation. It is here that students can participate in online discussion forums with top math and science students worldwide -- where U.S. students can share math problems with their Chinese, Russian or Thai counterparts, for example. Membership is expected to expand rapidly as programs serving gifted students in programs around the world nominate their students for membership.

Early site activity is promising, with students using Cogito.org as developers had hoped. "For some of us, it's the first time we've been in contact with so many other gifted math and science kids in our lives," says Willow Smith, a senior from Palm Bay, Fla. "It's the first time we've been in a community with people who can stand up to our arguments and then return ones of their own that are just as convincing."

Expert participation in discussions is also important Cogito.org's members, according to Andrew Peters, a 14-year-old 10th grader from Rochester, Minn. "I especially liked it when an expert was brought in to discuss the issue of planet status for Pluto," he said. "The chance to hear an expert's opinion on a current event is a rare and excellent opportunity."

To that end, a key goal and need, say CTY's Cogito.org developers, is to attract and retain adult scientists and mathematicians who can serve as discussion leaders and mentors. "Along with the benefits the site holds for young people, we think this is a wonderful opportunity for scientists and others to offer their knowledge to students," said Lea Ybarra, executive director of CTY.

The name Cogito.org, which was chosen with input from gifted students, was taken from the Latin translation of Descartes' famous maxim Cogito, ergo sum or "I think; therefore, I am." The site was developed by CTY in partnership with these other leading centers serving gifted students: the Talent Identification Program at Duke University, the Center for Talent Development at Northwestern University, the Rocky Mountain Talent Search at the University of Denver, C-MITES at Carnegie Mellon University, the Belin-Blank Center at the University or Iowa, the Center for Excellence in Education, the Davidson Institute for Talent Development, and Science Service.

A $1.7 million grant from the John Templeton Foundation provided initial funding to develop and launch the site, and additional funds are being sought to sustain and expand it.

- - - -

CONTACT: Amy Lunday, JHU Media Relations, 443-287-9960, acl@jhu.edu

Not on the Test

*Not On The Test *
by John Forster & Tom Chapin
(c) 2007 Limousine Music Co. & The Last Music Co. (ASCAP)

Go on to sleep now, third grader of mine.
The test is tomorrow but you'll do just fine.
It's reading and math. Forget all the rest.
You don't need to know what is not on the test.

Each box that you mark on each test that you take,
Remember your teachers. Their jobs are at stake.
Your score is their score, but don't get all stressed.
They'd never teach anything not on the test.

The School Board is faced with no child left behind
With rules but no funding, they're caught in a bind.
So music and art and the things you love best
Are not in your school 'cause they're not on the test.
Sleep, sleep, and as you progress
You'll learn there's a lot that is not on the test.

Debate is a skill that is useful to know,
Unless you're in Congress or talk radio,
Where shouting and spouting and spewing are blessed
'Cause rational discourse was not on the test.

Thinking's important. It's good to know how.
And someday you'll learn to, but someday's not now.
Go on to sleep, now. You need your rest.
Don't think about thinking. It's not on the test.

Blizzard #2 Update

Snow on the ground from the weekend blizzard: 12" compacted to 10"
Snow forecast last night: 5-6"
Snow that actually fell last night: ~1" :(
Snow Day on Thursday? Early dismissal, probably
Snow predicted from now until Friday 6 pm: 6-12"
Snow actually falling now (11 am CST)
Snow Day tomorrow??? Priceless!

For Music Junkies

Anyone looking for an easily accessible music appreciation course for kids should investigate The Classic Composers series from International Masters Publishers. It's a Time-Life send-you-one-disc-of-our-choosing-every-three-weeks kind of a deal. I got a sample disc (Mozart) in the mail yesterday. I usually just throw those things in the trash, but this had an actual CD in it, so I checked it out. It's pretty cool, actually. Each CD comes with a 24-page booklet detailing the composer's bio, a "turning point" in his life, "life and times," "In [historical Context," a listener's guide, the composer's influences and ends with a 20 question quiz (answers provided).

The CD itself comes with ~60 minutes of the composers "greatest hits." The Mozart CD includes the overture to the Marriage of Figaro, the Clarinet Concerto in B Flat Major, the Piano Concerto No. 21 "Elvira Madigan", "Eine Kleine Nachtmusik," the first movement of the "Sinfonia Concertante" (my favorite) and some others, recorded by well-known ensembles. Clearly none of this is in depth information--more of a taste--but from the sample and what I can tell from the promotional literature they sent, it's enough to introduce kids to classical music without overwhelming them.

Yes, they send a junky free gift with your order. "Buy as many as you want, cancel anytime." We decided to get a couple and see if they're all as useful as the Mozart cd is.

The Groundhog Was Wrong!

I feel very sorry for the folks in Northern New York who got 11 feet of snow over the course of a week earlier this month. Here in the Great White North, we got 6.5 inches overnight Friday, another six or so overnight Saturday (with blizzard warnings in the wee hours), about a half inch each on Sunday and Monday nights. Now I hear we're in for another 6-12 inches between Wednesday night and Friday afternoon! UNCLE!

So much snow during the week would be cause for celebration around here, if Klaus' district hadn't used both of its built-in school snow days. If they have to call school again Thursday or Friday, they will have to start adding extra school days at the end of the year. Of course, as homeschoolers, this doesn't matter as much, but we're still following the public school's calendar since Klaus is still taking classes there.

I realize that snow blocking us from opening the screen door in the kitchen does not really compare to snow covering the first floor of a house. All I want to know is, "Where's that early spring you promised us, Punxatawny Phil? Could it be that Quentin the Quahog was right all along?"

What Is Going On In Our Schools?

Apparently, nothing. According to yesterday's New York Times:

"The National Assessment of Educational Progress, an exam commonly known as the nation’s report card, found that the reading skills of 12th graders tested in 2005 were significantly worse than those of students in 1992, when a comparable test was first given, and essentially flat since students previously took the exam in 2002.

The test results also showed that the overwhelming majority of high school seniors have not fully mastered high-school-level math.

At the same time, however, grade-point averages have risen nationwide, according to a separate survey by the National Assessment, of the transcripts of 26,000 students, which compared them with a study of students’ coursework in 1990." [emphasis mine]

"The proportion of high school students completing a solid core curriculum has nearly doubled since 1990, and students are doing better in their classes than their predecessors did," Education Week reported. A solid core curriculum "includes four credits of English and three credits each of social studies, math, and science." EdWeek also mentions that "Two-thirds of the 26,000 graduates who were followed for the transcript study also participated in the 2005 NAEP math and science assessments." So we know we're comparing apples to apples. Now we have data supporting John Stossel's "Stupid in America" 20/20 episode from last fall (click the link to watch it on YouTube.)

What is up with this? In the NYT, "The Education Trust, a nonprofit group representing urban schools, attributed the disparity to a kind of academic false advertising, saying that schools may seem to offer the same courses to all students, but that the content of those courses is sometimes less demanding for poor and minority children.

For example, the group found, a ninth-grade English teacher at one school assigned students a two- to three-page essay comparing the themes of Homer’s “Odyssey” to those in the movie “O Brother, Where Art Thou?” At the same school, assignments in another class covering the same material were considerably less demanding. There, students broke up into three clusters, with one designing a brochure for “Odyssey Cruises,” another drawing pictures and the third making up a crossword using characters from the “Odyssey.”

If the Trust is referring to tracked classes, i.e. the essay writers are in the "Honors" 9th grade English course and the others are in the "regular" course, they're being a bit disingenuous. I would hope kids at different academic levels would have different curriculum. However, if both of these classes are billed as 9th grade English (or worse, Honors 9th grade English), there's definitely a problem. "Just slapping new names on courses with weak curriculum and ill-prepared teachers won’t boost achievement,” Kati Haycock, the Education Trust’s president, said [in the NYT]."

So what to do? Stop worrying about self-esteem and start worrying about rigor, for a start. Stop telling teachers that "best practice" for differentiation is "For example, if you're reading Charlotte's Web in a class, tier one might be working on basic plot facts while tier two might write a story about one of the characters. A gifted child in tier three might be asked to "write your own chapter from one of the character's point of view." (Suggestion is from Imagine Teaching Robin Williams -- Twice-Exceptional Children in Your School on the Council for Exceptional Children's website.

This example is clearly for elementary students, not 9th graders. Regardless, this is not differentiation. This is busywork for everyone except those in tier one. I like writing stories, but writing your own story with someone else's characters isn't encouraging creativity and it certainly isn't deepening understanding of Charlotte's Web, any more than making a crossword puzzle of character's names deepens understanding of The Odyssey. Writing a paragraph about how the story would be different if the animals couldn't understand Fern, or if Charlotte were a goose rather than a spider, that is appropriate differentiation for gifted kids.

The Secret Key to the ACT

Or at least to the English subsection--diagramming sentences! Yes, it's true! Klaus raised his score on the English subsection by 10 whole points (from 59th to 96th percentile) by taking a half hour to learn to diagram sentences. I couldn't believe he'd gotten all the way through the first half of 10th grade Enriched English without learning to identify the subject and predicate of a sentence. No wonder he had so much trouble last year. How would he correctly identify subject-verb agreement problems if he couldn't identify the correct subject and verb?

As you might expect, this method of teaching grammar/parts of speech works particularly well with visual-spatial learners. Plus, it's loads of fun, kind of like cracking a code. With Klaus, I used exercises from the following sites:

From the Student Learning Assistance Center of the Alamo Community College District--very clear, step-by-step instructions for basic diagramming. This is primarily what Klaus used.

AP Language and Composition Resource Page from Southwest High School's Language Arts Department, gets into a little more detail on the complexities.

So when would someone need to know how to do this? Maybe never, unless he or she wanted to rock the house on the college entrance exams or in a college composition class. I used my ability to deconstruct a sentence when I was doing freelance paper-editing in college. It's not being able to draw the diagram in the right way that's important, but rather being able to analyze the structure of a sentence, brick by brick, and see the relationships between the words, phrases and clauses. That's when writing begins to become the tool, rather than the taskmaster.

What's So Great About Long Division?

In my last post, I mentioned that Xavier hates long division. Here are a couple of sites questioning the need for long division in the first place, courtesy of Zany Mom: (And you thought I ignored your email, didn't you! LOL)

Senseless of School Math

"Math learned as a side effect of using it is easy. Kids learn to see the big picture and how things fit together and how numbers work.

When kids are made to do pencil and paper math, they get lost in the details. They have to figure out 11/17 of 87 before they have been casually exposed to hundreds of personally meaningful ways fractions are used around them.

I think one of the most helpful things parents can do is to solve everyday problems in their head out loud. It forces you to see things in simpler terms so that you can do it in your head. If one is faced with 103-56 and does it the way you were taught in school, you'll have to juggle and remember a lot of numbers that don't relate to the problem in your head. But if you can see the problem broken down into understandable pieces, then it's much easier and kids get to see how numbers work. (One of the big problems with pencil and paper math is that the numbers feel fixed. You can't alter the problem into something simpler.)

So for 103-56 you might ask how far 56 was from 100. Well, 4 gets you to 60 and 40 more gets you to 100 and 3 more gets you to 103. So 47." (emphasis mine)

Spoken like a true visual-spatial learner. ;-)
Not that there is anything wrong with that! I would do the same problem in my head the same way. But not all kids work this way. I never had trouble applying algorithms to math problems and I can multiply and divide fractions like a house on fire. LOL

Unschoolers and Mathematics

"People do NOT need to learn math the way it is taught in schools. In fact, they don't need to "learn math" at all. Math is INSEPERABLE from most everything else in life, and if you live a full life, you'll learn all the math you need because you need it. It's there. It's part of everything. You couldn't escape it if you tried really hard."

We're not unschoolers but I mostly agree with both of these sites. The problem comes in when the kids skip the lower difficulty stuff (with Wolfie it's dealing with polynomials) and then run into trouble with the higher level stuff they are interested in. We're having to go back and practice the polynomials and he hates it hates it hates it. The practice, not the math.

High Working Memory = Math Anxiety?

There's an interesting article in Education Week entitled "Math Anxiety" Confuses the Equation for Students I'm not sure the link will work, and Ed Week requires you register before reading the full article, so I'll pull the most interesting bits out here:

..."When he first began examining the impact of anxiety on math performance, Mr. Ashcraft [professor of cognitive psychology at UNLV] assumed that students’ unease or nervousness amounted to “an attitude,” as he recalls it, rather than a phobia with a direct link to the brain’s processes. “I was wrong,” he says now.

A number of researchers, including Mr. Ashcraft, say there is evidence that anxiety disrupts student performance in math by wreaking havoc with “working memory.” Such capacity is a type of short-term memory individuals use to retain a limited amount of information while working on a task—and block out distractions and irrelevant information. Anxiety can sap students’ working memory during tests, but in other problem-solving situations, too."...

..."In a 2001 study, published by Mr. Ashcraft and Elizabeth P. Kirk, now a postdoctoral fellow at the Georgia Institute of Technology, the researchers concluded that math-anxious students struggle on problems involving carrying, borrowing, and long division."...

Interestingly, researchers at the University of Chicago and Michigan State University have found that it's students with high working memory who have the most problem with math anxiety.

"Students with a good amount of working memory rely on “really intensive strategies” to solve math problems, such as keeping track of numbers in their heads as they move from step to step, [Sian] Beilock [assistant professor of psychology at U of Chicago] explained in an interview. That approach serves them well on relatively simple math problems, but not more complicated ones, she said.

In higher-pressure situations, such as timed tests, or where researchers put students under additional stress, those high-memory students fare more poorly. Performance pressure sucks the working-memory that has served them so well previously. By contrast, individuals with relatively little working-memory capacity do not seem to suffer as much, Ms. Beilock said."

I find this particularly interesting because this is exactly the case with Xavier. His IQ testing last year showed working memory was a real strength for him. Yet he says he hates math and definitely freezes when in high pressure situations, whether math-related or not. I have noticed in working with him that he tries to do all calculations in his head. The only exception to this is long division, which he's sure he's terrible at.

So, what to do about math anxiety?

..."Still, research has shown that students can learn to overcome anxiety, Ms. Beilock said. One strategy simply involves practice with math problems, which can make it easier to retrieve answers from memory. Another is to train students to become more accustomed to working under pressure by having them take timed practice tests, for example."...

I would add to this being able to move at his own pace through the material. The constant repetition in a scope-and-sequence math curriculum adds frustration, which adds stress. (In fourth grade, Xavier refused to do a math worksheet saying, "She should know I know this by now!") Using lined paper horizontally instead of vertically, so it's easier to line up columns of numbers, has helped tremendously, particularly with long division. After a semester of math at home, he now acknowledges that, although he still doesn't like math, he's pretty good at it. I think that's a good first step toward alleviating his math anxiety.

Jack Bauer Missed the Boat

The new season of 24 is just as engaging and silly as the last one. Loads of nuclear bomb detonation fun! And it turns out that the mastermind who has been trying to get Jack killed since the beginning of the show is his own brother. So Jack got to torture his brother for information last Monday, but he went about it all wrong. He used the usual CTU chemical interrogation tactics and his brother, of course, lied to him.

So the boys (and DH) would like to suggest to Jack some more time-honored and effective brother-torture techniques:

"I'm not touching you"
The Punching Machine
A Wedgie
The Indian Burn
Noogies

And of course, the coup de grace, the Wet Willie!

Output and the Twelve-Year-Old Boy

I've been having a lot of discussions lately about output--essays, worksheets, projects, book reports--those pieces of paper that "prove" your child has learned something. My boys are allergic to output. I'm not entirely sure whether it's an age-thing or if it's a hold-over from public school busywork. I suspect it's a little bit of both.

Xavier is much worse than Wolfie is at this. We do most of his math and vocab work orally because he doesn't want to have to write out the problems (or do workbook pages in the case of vocab). It's fine with me, for the most part, because as a sixth-grader, he's still considered to be in elementary school by the online schools that we work with. He doesn't have a lot of output to produce. Seventh grade, which he is almost ready for, is going to be another matter entirely.

Wolfie, on the other hand, is taking high-school-level classes that are supposed to be pitched for middle schoolers. His EPGY course is excellent--dealing with the tough intellectual issues of literary analysis with output requirements more appropriate for 7th graders. For example, he's asked to write a four page paper that could easily become 8-10 pages in a high school class.

Some of his other classes seem to be even harder than the equivalent high school class would be. His biology book is thicker than the one Klaus used last year for a similar class. The reading assignments are huge. It's not that he can't understand the material, he just doesn't read fast enough to be able to keep up a good pace. I'm sure his algebra class is covering more information more quickly than a 9th grade algebra class would do.

Part of this is just Wolfie's nature. He's slow-moving, always has been. When he was two, he spoke so slowly he had to take a breath in the middle of pronouncing his name. His name has one syllable. I kid you not. When we talked about being able to go at his own pace in virtual school, he thought we meant he could take as much time as he wanted. And he can, if he doesn't mind working through the summer, but somehow I don't think he's going to be down with that.

I've very proud of him for stubbornly sticking with classes that challenge him intellectually even if the workload is tough. As I said, he can understand the material. And he's getting faster (and certainly more independent) about writing essays because of EPGY. But I as parent and teacher would sure like to have some papers to show that he and Xavier are "making progress." And I sure wish I knew if I was requiring too much or not enough.

World of Time Suck

Yes, my boys have been initiated into the World of Warcraft phenomenon. Nearly every morning, I come downstairs to find Xavier playing (apparently he's a Level 49, which means he's good.) Wolfie has several IRL friends who also play, so they get together online and go on quests and stuff. Sometimes one of them, I'll call him Dr. Evil, would come over and sit on the computer in the livingroom playing with Wolfie, who is on the computer in the diningroom. (Not quite as sad as Klaus and his friend sitting not five feet away from each other and talking over AIM.)

Yes, there's lot of fighting, but it's a good game, increasingly difficult/ stimulating, and cooperative, in that you need to recruit other players (actual other people!) to help you achieve most of your quests. With the new expansion pack there's an even larger world to explore. No, I don't play. I couldn't care less about virtual worlds. I'm Stan's mom in the South Park episode Make Love, Not Warcraft. "Stan's about to be killed online!" his dad yells and mom replies, "So?"

[By the way, that episode of South Park is quite awesome, but the best part was that Xavier was online playing WoW while watching the episode--which makes fun of the gamers--and he wasn't the only one. Ironic, no?]

We've had a couple incidents where we've had to restrict access to this game but for the most part, they're allowed to play as much as they want outside of school hours, so long as turns are shared equitably and they get some exercise during the day. So they play a lot. An irritating amount, actually. And I'm quite sure they don't realize just how much time they're spending online, hence World of Time Suck.

There are some who would insist they're addicted to this game. Bollocks. Yes, they spend an awful lot of time doing it. Yes, it's the first thing they think of to do when they're bored. But they're not addicted. I've not seen one incidence of shakes, obsessive thoughts or any other signs of addiction. If anything they suffer from a lack of good ideas on how to spend their time.

Eventually they'll move on to something else. Wolfie has already expressed interest in something called Age of Mythology, which promises to teach him something about mythology in addition to strategy and killing dwarves.

I Crack Myself Up

I was helping Xavier with fractions yesterday. He had to determine the least common denominator for 5/6 and 2/7.

X: 42

Me: Correct. And 5/6 is how many forty-twoths?

X: You said that wrong.

Me: I did?

X: Yeah, you said 'forty-twoths.'

Me: Oh, I'm sorry--"forty-teeth."

LOL He's so disappointed in me, but I just couldn't help myself.

Being a Good Role Model (or Not!)

All the parenting books and teaching methods books stress the importance of modeling behaviors for kids, i.e. if you want the kids to be kind and gentle, you have to be kind and gentle yourself. If you want the kid to not be such a perfectionist, you need to demonstrate laughing at and/or learning from your mistakes. This is all well and good, until it comes to procrastination.

Klaus's college app is due February 1. That's Thursday. Four days (or less, depending on how we send it). With much nagging and browbeating, he is finished with his essays, the letters of recommendations have been requested, Dad is mostly finished with the financial aid forms, but I have not even started the "parent's recommendation" essay yet. Bad Mommy.

Bad role model! It's not much use for me to give him the "you have to stop waiting 'til the last minute" speech when I'm sitting here blogging about what a procrastinator I am instead of just writing the stupid essay. ;-)

Sure, I have lots of reasons for not having done it yet (we don't even know if we're going to let him go to college in the fall so why bother?) and a long history of avoiding writing college app essays (my mother had to confine me to my room for a week to get me to apply to college.) Plus he's sitting here looking at me and who can be expected to think in such an environment?!?!?!

Sigh.

I guess I'd better start writing now...

Thinking and Sledding

It's been a weird winter. We finally got a good snow last week--the first since November. Klaus had even given up on winter. "It took so long, winter lost it's chance. No do-overs!" Anyway, since we've had about five inches on the ground for more than a week the boys have been doing a lot of sledding and I've been giving them school time to do it, since they hardly get any other exercise during the winter.

Meanwhile, Wolfie had a lot of writing for his EPGY class this week, something he would normally stew about. This week's assignment was three to five paragraphs each, on a character with an internal conflict, one with an external conflict and the relationship between the two conflicts, if any. He stared at the blank page/screen for about 45 minutes before I took pity on him and let him sled with Xavier for a half-hour. Wonder of wonders, when he came back in, he'd figured out what he wanted to write about!

Whether you call it kinesthetic learning or simply the fact that exercise sends more oxygen to your brain, this situation is one that homeschooling is made for. Had he been at school, he would have stared at a blank page for an entire class period, then gone on to a completely different subject with a whole new set of problems to consider. Then, at homework time, he would have had to start the process all over again. What does that teach him? Writing is hard and he hates it.

This week, not so much. He wrote what he could, then took a break. Wrote some more, got stuck, went sledding, had another idea and wrote yet more. Yesterday, he told me that even though he doesn't like the class, he recognized that he was a better, faster writer now than in September when he started. Granted, the EPGY program does an excellent job of teaching writing. But the workload is huge and I think if it were taught the same way in the schools, it would be overwhelming. It's the flexibility of homeschooling that makes it possible for him to produce the quantity and quality work that he is producing.

The class lasts until the middle of March. I hope the snow hasn't melted by then.

I Don't Like 12-Year-Old Boys

Xavier (ds11.75) has really been feeling his oats lately. I knew I was in trouble when he grew a full inch in less than two weeks. Now my sweet, compliant, hard-working, might-as-well-get-it-over-with boy has turned into a whiny, demanding, foot-dragging grumbler who thinks he's funny when he annoying other people--specifically his mother. Oy! At lunch today I had to threaten to send him to his room if he said, "Did the dingo eat your baby?" one more time, despite his excellent approximation of a British accent. (I managed the first 450 times quite gracefully, I thought.)

Tonight he wanted me to stand in his room for an indeterminant amount of time while he leaned on me. Then he complained about the order in which I put the blankets on his bed, how I tucked him in and whether his arms were in or out of the blankets. I don't like to be rude to my children, but I finally had to just close the door and walk away. I know he was just playing, but mein Gott!

The good news is that Wolfie (ds12.75) has really grown up in the last few months, so I know there's hope for Xavier. If he lives that long.