I’m about to start posting the daily lesson summaries from my time spent with Daughter A. But before I do, I’ll give a little bit of background. A. has always been easily overwhelmed. Though she has grown out of a lot of it (for instance, she doesn’t cry when someone in the neighborhood turns on a lawnmower anymore), I don’t ever expect her to become someone other than who she is. And she is a person who needs life to come in smallish chunks.
As a result, there are a few things I’m planning to do differently than I did in my lessons with Neighbor M. For instance, I am going to stick to a strict 10-minute time limit. This is going to be tough because A. always thinks that she can handle more, and she enjoys the lessons. However, in just a couple weeks of lessons it has become apparent that I am going to have to find a way to stop at 10 minutes.
Perhaps I will set a timer, and then let her “play” with the books after that if she doesn’t want to put them down.
Another example is the “building words” part of my approach. When it comes to building words, we aren’t going to do as much of it. Her brain power fizzles out too quickly to build six or nine words like I did with my other students. I am guessing that I will only build one or two words per lesson.
I am seriously considering writing books myself that will fall in between the Bob levels, in order to give her extra practice, and also allow me to play with building words in this way. I think it is important that she read an, Mom, man, etc., but I can’t do this without overtaxing her. Perhaps adding in some original works will give me the opportunity.
If I do that, maybe I’ll post them here as .pdf files or something.
Anyhow, be prepared for slooooow lessons around here for a while.
This is important, though. Every child has a point where they are slow at something. What do we do? We take small bites, building knowlege one little piece at a time. It doesn’t matter where the child’s peers are. It doesn’t matter where we thought the child would be by this time. What matters is that we keep on learning. We might try a different approach. We might take a breather (we ditched math for three months once). Or, we might just muddle through and pray a lot.
What I’m trying to say here is: Slowness does not mean the child is doomed to failure.
With that said, tomorrow I’ll post a few days worth of lessons.
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