I've begun working with the kids again this week. We've dived into
Math Mammoth. Sag is working through the 2nd grade material and Gem through the 3rd grade material. Much of it is review work for them so it's going quickly and relatively painlessly.
Sag has had some moments of frustration flood right into despair. He's an intense kid and definitely does not like feeling like he doesn't "know" something. He goes so easily to a place of believing he "can't" do something and that place is very uncomfortable for him.
This afternoon I pulled out the handwriting books. We haven't worked on handwriting in months. It is the official "other" subject Cap and I assigned to me back at the end of last Summer. Handwriting is, in a word, tricky. Finding the balance between the physical act of writing (correct positioning of fingers, hands, body, pencil and paper, etc.) and a love of the creative process of writing... The functionality of the whole comes together in different ways for the long spectrum that we writing kids and adults inhabit.
I have long held to the idea that nurturing the love of writing was paramount (and our boys love to write). And, as the parent of a boy whose fine motor development has taken its sweet time to coalesce, I have not been willing to come down hard on the mechanics of writing. That it was happening at all (the act of writing), despite an obvious gap between intelligence (creative/cognitive content) and performance (what the writing looked like on paper), was good enough for me.
Recently, in the last three months or so, this certain boy's handwriting has really changed. The size of his letters has decreased dramatically. The strength with which he pushes down on the paper to produce his marks has let up significantly. His tongue is making much less of an appearance. Some synapses have myelinated and his brain is ready to take on more.
Enter the
D'Nealian workbooks...
and the pencil grips...
And tears. Of utter frustration. From my very stubborn boy who thought it was all a waste of time and didn't want to have anything to do with it. (But, who also did not want to lose his screen time for the day...this is the part where I am not an unschooling/unconditional parent, I am eclectic.)
It was Gem.
In the end he made it through, of his own volition (albeit with the
DS carrot a-dangling). I gently held his hand in mine and physically supported him through it. He had a relieved smile on his face as we finished the page.
By this point Sag had fled the room. His emotionally sensitive self retired to the kitchen to finish his work. But, not before he saw his brother, to whom things seem to come so easy, have a hard time with something. From my perspective, this was a good thing.
We moved from handwriting to a read aloud from
The Moffat Museum. Which had us discussing, of all things, how the life-bearing years of women are shorter than that of men, and why. Smiles on the faces of both boys (the Moffats make us very happy), life moving us right along on our mostly merry ways.
Gem's protest sign.
in addition to Math the kids have been writing cards and letters this week.
handwriting like this made me realize it was time to start the process of finessing.
seen on the sofa this week. :-)