High Definition: To Have or Not to Have ADHD, and Does It Matter?

"I have ADHD HD. I've got it in High Definition" (Matt Walsh).

The following is a response to this blogpost written by Matt Walsh.

Here is his POST.

First off: I need to acknowledge that I think ADD and ADHD are real and that many people have benefited by being able to have modern day medication to help them function more normally and live happier, more meaningful, and productive lives. This goes for both children an adults. I also think that it was a catch-all 20 years ago, and has been over-diagnosed. I hope that you can read my response with a grain of salt, because I do not want to belittle your own situation. We all need to follow our hearts and our heads and do what we consider to be the best for our children. Then we need to evaluate and reevaluate over and over again as we put their best interests at the forefront of our lives.

Following is my response to Matt's post:

I like it. While I think that ADHD and ADD exist, I think they are over-diagnosed, and over-treated with drugs. I’ve read many good books on this subject, and exercise and diet are actually the best things that both children and adults should use to help them concentrate better. Many who have to sit at desks, walk or run on their lunch breaks.

I really liked the book The Edison Trait. Because if you think you have ADD or ADHD, but you are still capable of getting A’s and B’s, even if your teacher gets upset because of your exuberance, you don’t have it, and you don’t need medication. When something becomes debilitating, then parents should be concerned about finding out how to best help their child.

Also, parents need to be teaching their children responsibility and accountability, and not letting them think that they don’t need to learn these things, because somehow they are different or exempt; and they also need to let their children know that not having medication is no excuse for bad behavior. Parents should also help teachers know that they support their children being children.

We have had exceptionally bright children. And public school is not always the best place for bright children. "No one left behind" also means, "no one moves ahead." (Even though three of our children skipped grades, this really isn't the same as moving ahead according to one's real talents and interests. Plus, it really isn't dealing with their needs, just passing the challenge on to somebody else.) Yes, smart children will get bored. Finally, we decided to homeschool our last one. Best move ever. She could enjoy learning in a comfortable environment that suited her, and I was blessed to be involved in her education and see her flourish.

We actually did medicate our two sons for a time. Again, in most cases there is no way of knowing if it helps or not, unless you have a child that will chart how they feel from day to day to tell you. It might subdue them to make a teacher’s life more comfortable. But a child should only be medicated if its for his best good, not for his teacher, not for his parents. Exercise, diet, dealing with allergies, and allowing each child to be his unique self is by far more important. In some cases, it is apparent right away that medication is helpful. But it needs to be monitored, the child needs to have medication holidays, and the situation needs to be reassessed again and again.

If medication is even considered, the child should have part in the choice. Our oldest son was very angry about being medicated. And you know what, he had a right to be. It's his body. And he is smart, and creative, and delightful. And he didn't appreciate being told something was wrong with him. So if you choose to medicate, be educated about it, and also help your children be educated. Don't just do so because a teacher thinks your child needs it and passes that information on to your child's doctor.

Thanks, Matt Walsh, for your creative style in High Definition. I am one of those people who could be classified as ADD (probably not ADHD), but I’d rather keep my creativity than always have perfect order. Some days I am on top of it all, and other days, I have to let things go and get in touch with me again. I think the thing that makes us as people least like God is that we are not consistent yet. And maybe we don’t need to be quite yet. Maybe developing our own talents and our own style is what will bring us to our own consistency in due time. And shouldn't parents be supportive of each child becoming his or her best self?

I am Passionate About Education

I am passionate about education. My greatest joy in life has been watching my children learn and sharing in that experience, and learning right along with them. Watching a child’s eyes light up when he learns something new, especially when he is sharing with you what he learned, is an incredible experience. Parents who think that they are not smart enough to teach their own children are WRONG. Parents, of necessity and by right, are their children’s first teachers; and, you are their most important teachers, along with the Holy Ghost. You must teach your children to recognize the Spirit so that they can learn truth for themselves.

Living in today’s world is a huge plus for education. There is so much light and truth and goodness, and there are so many resources available for teaching and learning. Never, at any time, have we been blessed with so much light and learning available. Also, never, at any time, have we been bombarded with so much darkness and potentially corruptive material. In most places in the world today, parents have the choice on how and where to educate their children. Ultimately, parents are responsible for the teaching and training of their children, and they should be supportive and involved in the educational path of their choosing. If they aren't, it is time to make a new choice and then be involved.

In ages past, many communities had families, churches, and schools all working together to help children become moral and productive members of society. Today the schools blame parents for all societal ills, and parents blame schools; and, most leave religion and God out of the equation. Without our children being taught about God, His love for them, and what He expects of them being first and central in their training and education, they are NOT receiving the education that they need most--the path and plan that can lead us all back to our Heavenly Father’s presence. Parents cannot rely on schools to teach their children to live godly lives; neither, can they be dependent upon churches to do so. In the same breath, I must say that parents cannot rely on outside sources to solely educate their children in the three R's and beyond. It is ultimately the parents' responsibility to follow through and make certain that their children are learning. Sometimes this requires extra help from outside sources; all the time, there should be parental support and involvement.

You cannot know what is happening in your child’s education, if you are not present. Your young child lacks the necessary skills to impart to you what is going on at school. Also, he has most likely been taught at home and at school to have respect for adult authority; and, therefore, if he is belittled or reprimanded at school inappropriately, he most likely will not tell you about it, because he is confused and fearful. I can personally attest to many incidences where my own children were treated inappropriately at school; and, as a result, they were confused as to what exactly is appropriate. In saying this, I am no way claiming that nothing inappropriate ever happens in the home; but, in the home, there is usually constant love, and acceptance, forgiveness, redirection, and respect for a child’s age, learning style, and learning capacity. I also am not saying that all educators lack respect and the desire for our children’s best good. You, as parents, just need to be involved; be alert, be watchful, and know what is going on in your child’s school. If you are present and seek to establish rapport with the teachers and school staff, you can become a necessary link as a mediator in your child’s educational experience. If you don’t think you have time to do so, you better rearrange your priorities and make time.

If you are not passionate about education, change your mind and your heart, and become passionate. Assess the pros and cons of each educational choice. Why do you want your children to attend public school? Why do you want them to go to a private school? Why have you chosen to school at home? Are you are sending your children to public school merely because you think that this is the best environment for socialization? Think it through again. You should be aware with whom your children socialize and how they are being socialized. Are you sending your child to private school because you think there are fewer problems there than in public school? Think it through again. Have you thoroughly checked out the school your student attends, with your presence, and assessed its strengths and weaknesses? Have you checked out the private school to see if it has anything better to offer? Sometimes parents move children with extra disciplinary needs to private schools. Are you schooling at home? What is your motivation to do so? I believe that if you are going to teach your children at home, you should be doing so for some extremely good reasons. Do you want your children to have a cutting edge in the world? Do you want your children to be taught correct Christian principles all throughout the day? Do you want your children to be able to do extracurricular activities that do not extend their workday into many additional hours beyond the regular 6 ½ hour school day? Do you want more productive and bonding family time? Are you listening to what your child wants, plus teaching him to make his choices through prayer and the power of the Holy Ghost? Are you also seeking the Holy Ghost’s guidance in relation to your family’s educational choices? Most importantly, you must realize that you can make your own choices about education and you should rely on the Holy Ghost to direct you in doing so. You do not have to send your child to a brick-and-mortar school just because it’s a tradition. Follow what is best for your child and your family.

My children all learned how to read at home and how to enjoy learning. I guess I'm selfish that way. Why would I want someone else to hear my child read his first words? That would be like having someone else watch him take his first steps. If you must send your children to public school, you needn't let them take away the bonding moments of joy that rightfully belong in the home. Read everything with them: scriptures, fairy tales, library books, etc. Sing with them; talk with them; discuss everything; listen, love, learn together. One of my adult daughters gave Bob and me the greatest compliment. She said that we had a humanitarian house, because it has been filled with good books and music and parents and children that shared these things together on a regular basis. In other words, realize that you must become home-schooling parents even if you send your children away to school for 6 ½ hours every day.

While I am passionate about education, I am also passionate about agency—the right to choose. This right to choose properly belongs with the parents and the families. We should all respect each other’s rights in choosing our educational paths, and we should realize that most parents love their children and want what’s best for them.

My four oldest children attended public school, but that does not mean that they were not schooled at home. We always had magazines and workbooks that interested them. We took advantage of the year-round-school schedule and had many fieldtrip days filled with fun and learning. The month periods where they were off-track always helped to put our family back on track. Overall, these four had a great educational experience at home and in the public school. They were all honor students, and two of them were Valedictorians. Even so, there were some tragic happenings along the way that were not consistent with our beliefs or methods. And many times, our children were not afforded due process that should have been their right as U.S. citizens.

Our youngest attended public school for Kindergarten and 2nd grade; she skipped first. Since she was the youngest, I was extremely involved at her school. Here I observed “the good, the bad, and the ugly.” She had two really fine teachers. But, when she began 3rd grade, and because of the year-round-schedule, she hadn’t turned 7 yet, it became apparent that this was not the educational environment that she needed or that was best suited to her learning style. Her 3rd grade teacher is a wonderful lady, but we decided to school our daughter at home. It was the best decision. (By the way, her principal and many teachers also told us that they thought it was a great decision.)


My daughter just graduated high school this past June. She graduated as a Valedictorian from California Virtual Academy’s 2013 Class. Since 7th grade (and maybe earlier), I have asked her what she wanted to do at the end of every school year concerning the upcoming year. She chose to continue schooling at home, and she was happy doing so. This afforded her the opportunity of volunteering two mornings a week at the environmental learning center in a library close by. She wouldn't have been able to do that had she been in regular public school. She was also in a church youth group. So she had plenty of socialization. Do I regret that she didn't have some of the positive experiences I had, or my other children had, in public school? Of course, I do. But she may not have had any of them anyhow. Am I glad for the extra family time and bonding and moral teaching that were available to her in our home? Yes. That counters any negative.

My children all attended an early morning religion class throughout high school as well. I am thankful that they had the opportunity for spiritual instruction and were empowered thereby to deal with the battles that they faced in high school. I believe that if you choose to send your children to public school, you must be diligent in supplying them with the tools that they need to fight the battles of the day. You must also develop great communication skills so that your children will be able to tell you what is happening in their lives. You might find it necessary to take time to try to undo the things that shouldn't be taught or happening at your children’s school. In other words, know what is going on in your child's life. You must be intimately involved in his or her education, whether that takes place at home or in a building we call school.

I think that too often we think that we can change the system while we are molding ourselves to the system. It doesn't work well. So you need to know your values, stand up for your values, teach your children your values, and teach them to stand up for their values. More than anything, whether you send your child to school or school at home, realize that you must be a home-schooling parent! You MUST. Also, realize that you must take a lead in the proper socialization of your children. Pay attention to the friends they choose from the time they are small, and help them make good choices. Build your own co-op of support with your adult friends and their families. Take your children to church and help to strengthen your own family and other families. Wherever your child attends school, wherever your child goes, be involved. Be a teacher. Be a parent.

Post Note, prompted by discussions during the day:

I have a whole lot of respect for those who have attained college degrees, and professional degrees in education. So many wonderful teachers, counselors, and school personnel have influenced my life, the life of my husband, and the lives of our children. Two of my children actually have degrees in education. Cathy is one of them; John is the other. John's wife is also a teacher. I believe that we can all be passionate about education without thinking it's my way or the highway. We should all make educated choices about our educational paths and those of our children. When we study out what is best and seek the companionship of the Holy Ghost, we will know how to best meet the needs of our own children. And we should not feel inclined to patronize those who choose differently than we do, nor diminish the positive educational experiences we have received, because of a few bad encounters. Like I said in the above post, I am passionate about both education and agency.

Yet in my own experience, I often said when my four oldest were small, if things got worse, I would homeschool. Well, things got worse, so I did. It was the right choice for our family.

Ungrateful Valedictorian

http://burst.to/1Ny

Heather posted the following link:

Valedictorian's Speech (uploaded 5 August 2010)

And she posed this question:Which is more important: school or learning?

I thought that this girl's speech was really improper for the setting, so I posted some remarks.

Also, can't school and learning be synonymous?

My comment: What an ingrate.Two of my children were Valedictorians, and I am certainly glad that they didn't display such arrogancy and self-centeredness. Does public education need reform? Certainly. But her speech was totally out of line and inappropriate for the setting.

Anna: I thought she was wonderful and gave a very well thought out speech that came from her heart! How brave of her to speak her mind and try to make a difference!

Mark: I find it very interesting that this young lady was educated enough to articulate so wittingly and well in a system that she was condemning. Her speech seemed to express a sort of disappointment with a degree of influence from an outside source. Everybody knows that the public school system is an institution designed to educate a wide range of students with varying I.Q.’s., Though not perfect, the public school system has a better track record than home schooling. Yes, there are the occasional exceptions but in general more students by percentage attend Harvard or Princeton after public school than that of home schooling students. Having seven children I have noticed a big change over the years with public school in that they have become more flexible and dynamic in there course study, giving students a wide range of class option as opposed to when I attended. Nothing is perfect, but I think we would have a better chance of finding a teacher in the field of interest at the public school as opposed to home schooling with only two choices, mom or dad. Not to mention the interpersonal skills attained interacting with other classmates and teachers. Just a thought.

Anna: Homeschooling is never limited to two choices. There are no limits to education when homeschooling. The teachers do not have to be living under your roof. They can be acquired by many different avenues. You can go right to a professional in any subject. The education can be tailored to the student, no matter what subject or interest. It's just to difficult to give such an education in a public school setting. Homeschoolers have tons of opportunities to socialize! With their peers and all ages alike in unlimited situations. I had the delight of both styles of education growing up. Just so happens, I was completely bored in high school public education.

My comment: This was a student who attained high academic achievement. I don't care how bright she is, or how well-thought out her speech, or even if she was bored. What a slap in the face to the many teachers over the many years who helped her attain her goal, and I guarantee it was her goal. So essentially she despises herself for "playing the game."

A Valedictorian speech is supposed to be a congratulations to the student body and a bright look to the future. Her speech really missed the mark. Graduation is not the time or the place to voice what you think education's ills are. She sounded like a spoiled brat to me.

Mark, four of my children attended public school, and so did their parents. I have been home schooing our youngest using an on-line public charter school. I think that accountability and structure are vitally important no matter what system is chosen. Also, for our family, the second main advantage to home schooling is to give our child a cutting edge in this ever increasingly competitive world. That definitely means that we excpect her to meet and exceed high standards. Our first reason is so that we have control over our family time and can teach the values that we think are important, and so that she doesn't have hours of homework beyond the school day.

Anna, no matter how many homeschooling families say that their children get plenty of socialization, it is not the same as being in a classroom setting day after day and having the benefit of group discussions and interaction. Teachers are really not there to entertain, but hopefully to teach.

Educational models have really improved. We live in exciting times when there are so many choices. I hope that this girl's poor attitude will not cut her off from any of these choices. If I were on a panel to interview her for scholarships or acceptance into a particular field of study, I would not hestitate to dismiss her readily if she displayed the same cockiness and ingratitude as shown in her speech.

I know that she was trying to embarrass the educators at the school she attended, but she was happy to use them to accomplish her goals. She's young. I'm hoping that gratitude becomes part of her nature and vocabulary in the future. Hard knocks usually offer assistance for that.

Jennifer: Heidi ..you saying "I don't care" says it all...just stop there; you don't have to say anything else, and we got it...thank you for your lack of understanding..you are the issue I have with most "standardized" people..

My Comment: Jennifer, I care deeply about education. But I will stick by my sentiments that she picked the wrong time and place to express what she did. As for lack of understanding, education would be much better if everyone tried to understand each other more and communicated more appropriately. In the past, there was the network of family, church, and school all working together for a common good. There is distrust at almost every corner now. But posting "my way is better than yours" is never going to help anyone. There are so many avenues to choose from, and as parents we have the right to choose what we think is most appropriate for our children. I'm sorry that you think you know me so well, that you feel to express animosity towards me and call me a part of your labeled group: standardized people.

I certainly do believe in standards. Whether or not you agree with the public school systems standards, I'm hoping you believe in standards, too. They help us set goals and give us direction. There are religious standards; parents set standards for their children; if you are involved in sports, you must follow rules and live up to standards. In the workplace, you must meet standards, or you are out of a job. Standards should be individualized according to a person's ability, certainly. But to take away standards is basically saying, I don't believe in you or your abilities to achieve your goals.

(I was going through my blog and found this draft and decided to publish it after all.)

Making an application letter and a resume

My Experiences and Qualifications1. I taught my five children to read before they entered school.
a. We read, sang, and played together daily.
b. Teaching reading happened naturally as each child was ready.
2. I have been home schooling my youngest child since 3rd grade. We are now in our 7th year. She is in 9th grade.
a. For the first two years, we made up our own program.
b. She has been with CAVA since then working from the K-12 curricula.
c. Along with monitoring her lessons, I have been her main teacher. She has taken two years of Pre-Algebra, one year of Algebra, one year of Geometry, and this year she is taking Algebra 2. I have gone through her lessons and assignments with her each day.
d. I have also been the one who has taught her grammar and writing skills.
e. As a result of home schooling, I am very familiar with appropriate benchmarks and curricula for schooling through the elementary and middle-school years.
3. In connection with my daughter's charter school, there is a community day held once a week. I have volunteered help at this school.
a. I designed writing lessons to teach the children how to write to prompt. I taught these lessons in the 3rd to 5th grade class and in the 6th to 8th grade class.
b. I planned and oversaw art projects for the older group.
4. I have also been a backup nursery leader for the community day.
a. I have planned and presented stories, songs, finger-plays and activities to do with the children.
b. I have planned and presented a short lesson to share with the children.
c. I have planned and presented an art activity to do with the children.
d. I have supervised their snack time and story time.
e. I have supervised outdoor activities and playground time.
5. I have been in charge of the test high school class this year.
a. I have written a newsletter to the parents and 9th graders who may be interested in attending.
b. I have planned lessons from the students' on-line school to do with them at community day.
c. I have welcomed them to bring their current assignments.
d. We have also conducted a science experiment at community day.
e. We have also done art lessons.
6. I have also held a weekly story hour in my home.
a. I have planned and presented stories, songs, finger-plays and activities to do with the children.
b. I have planned and presented an art activity to do with the children.
c. I have supervised their snack time .
7. I have been a private tutor to a number of students.
a. Most recently I tutored a girl while she was in second and third grades. I helped her with math, reading, and writing skills.
b. I tutored a girl that was in 7th grade who was struggling with pre-algebra.
c. I tutored a girl in 6th grade to help her with her reading and English skills.
8. I have had numerous Sunday school, Relief Society, Primary, and Young Women teaching opportunities.
a. Currently, I am teaching the Gospel Doctrine class each Sunday. We are studying the Old Testament.
b. Prior to that I was the education councilor in Relief Society.
c. I have been the Sunday nursery leader at church for two years or more. This represents the children age 18 month to 3 years.
d. I have been the Sunbeam teacher at church for three years or more. This represents the children age 3 to 4 years.
e. I taught the Merry Miss girls on Sunday and held an Achievement Day in my home one day every other week. On these days we learned crafts, homemaking and literary skills. This lasted for two years.
f. I will not list all of the teaching posts that I have held.
9. I taught early morning Seminary for 3 years. This is a religion class that is held for high school students each morning prior to their school day. I taught New Testament, Old Testament, and the Book of Mormon.
a. This calling required preparation to present the material in an interesting fashion.
b. This calling required sensitivity to the needs of each individual student.
10. I have been a stake missionary and a ward missionary. These callings are to aid the full time missionaries in teaching discussions and to teach new member lessons.
a. These callings required much time and commitment.
b. I needed to be in tune to the needs and concerns of the investigator.
c. I needed to be able to present knowledge that I had at a level of understanding that was appropriate for the investigator.
d. I also taught the Sunday Gospel Principles class periodically in relation to the missionary calling.
11. I have spent countless hours helping in elementary classrooms, mostly from Kindergarten through 5th grades.
a. There were periods of time that I volunteered 15 to 20 hours per week helping out in classrooms.
b. I helped with reading groups.
c. I assessed reading comprehension levels.
d. I helped to tutor those who were behind, both one-on-one and in groups.
e. I helped those who were behind use their reading in a reading group as a springboard for discussion and writing.
f. I helped those who were ahead with creative writing assignments.
12. We had a co-op Joy School for teaching pre-school when my children were young.
a. I would have the children for two mornings a week, about every 5th week.
b. I had a lesson plan to follow.
c. I taught them new songs and we did activities.
d. We did art projects.
e. We took nature walks and did projects.
13. I enjoy teaching and I am good at it.
a I have been blessed with an ability to teach.
b. My greatest interest in teaching is to serve those who need it most.
c. I like working with the students who are behind and the students who are gifted.
d. I have strong language skills and a good writing ability that will be shared.
e. I am gifted at math and enjoy teaching it from Kindergarten level through middle school and into high school. (I have yet had no experience teaching anything above Algebra 2.)
f. I enjoy doing arts and crafts and sharing this talent and interest with children.
14. I am a first generation American.
a. My father is from Germany and my mother from N. Ireland.
b. I am sensitive to those who feel differently or don't see things the same way or learn things the same way as the majority.
c. I value diversity and do not think that everything must be done the same way.
d. I know that hard work brings positive results, but if there isn't some fun, everyone will lose interest.

Qualifications for a nursery teacher:

1. The teacher will be working with children age two to five.
2. She must plan and organize both indoor and outdoor activities.
3. She will be responsible to plan lessons and activities.
4. She must be there before the children to set up for the day and to greet the children and parents as they arrive.
5. She must be there until the last child is picked up, and then she must tidy up for the next day.
6. She will be responsible to monitor snack time and reading time.
7. She will be responsible to keep the parents up to date on their children’s behavior, development, and attitude in class.
8. The teacher must encourage the children to work and play cooperatively together, to share when appropriate, and to be respectful.
9. The teacher’s purpose is to aid each child in his development in the following areas: personal, social, emotional, and physical.
10. She must help each child develop his language, numerical, and literacy skills.
11. She must give each child the opportunity to develop fine motor and gross motor skills.
12. She needs to monitor the child’s development and identify problems that would require early intervention.
13. She must be tested for TB.
14. She must be fingerprinted for a background check.
15. She must be CPR and First Aid Certified. Done.

How do nursery teacher qualifications apply to me?

1. The teacher will be working with children age two to five.
I have had experience with this age group in rearing five children of my own. We participated in many pre-school activities together which developed their reading skills, fine and gross motor skills, and their social interaction skills.
I have been a nursery leader in my church when my first two children were in nursery, and when my next two were in nursery. This age group was 18 months to three years. Here I learned many children’s songs and finger and dance activities to share with the children. I learned how to move them effectively from one activity to another. This time included welcoming and gathering time, free play, art activity, lesson, snack time, song time, and story time.
I have been a Sunbeam teacher three different times. The first time was when I was in middle school. These children are 3 to 4 years old. This group had a longer lesson time than the nursery group, but we still engaged in songs, finger plays, and art activities with a short snack time.
I participated in a Joy School co-op when my children were young. This was a pre-school ran by the parents. Although, we were given a lesson plan, we learned how to run an effective program. Joy School had the goal of capturing the wonder of childhood and helping children retain their love and zest for life and new experiences.
Last year, I held a story hour once a in my home. Within this hour, we participated in songs and finger plays. I read a few books related to one theme to the children, and then we did an art activity together and had a snack. This was an opportunity for the children and their mothers to be together.
The past two years, I have been the back-up nursery teacher for CAVA’s community day. We have had a gathering time and free play. We have had a small lesson and art activity. We have had outdoor walks and play, sometimes at the playground. After the children have eaten there lunch, we have had story time and singing time.
I have helped out in many public school classes ranging from Kindergarten to 5th grade. I have helped children individually and in small groups. I have helped with reading and writing activities, including assessments. I have helped in math teaching as well. I have helped with creative writing assignments and art projects.
2. She must plan and organize both indoor and outdoor activities.
I have had this opportunity in Joy School and the many other nursery teaching experiences that I have had.
She would be responsible to plan lessons and activities.
I have had this opportunity in Joy School and the many other nursery teaching experiences that I have had.
She must be there before the children to set up for the day, to greet the children and the parents arriving with the children.
I have had this opportunity in Joy School, in church nursery, and at community day.
3. She must be there until the last child is picked up, and then she must tidy up for the next day.
I have had this opportunity in Joy School, in church nursery, and at community day.
4. She would be responsible to monitor snack time and reading time.
I have had this opportunity in Joy School, in church nursery, and at community day.
5. She would be responsible to keep the child’s caregiver up to date on the child’s behavior, development, and attitude in class.
Because I have had opportunity in teaching experiences with children and adults of all ages, I feel comfortable speaking with adults and giving them updates on their children’s progress.
6. The teacher must encourage the children to work and play cooperatively together, to share when appropriate, and to be respectful.
Being respectful to the children first, helps them be respectful to each other. Because I have had many opportunities to care for children of this age group, I can handle their problems with sensitivity and redirect them as needed. I can also teach them home to work out their own problems in appropriate ways.
7. The teacher’s purpose is to aid each child in his development in the following areas: personal, social, emotional, and physical.
I enjoy teaching and witnessing the growth of each individual child. I recognize that each child has special needs and that each child requires sensitivity as he progresses in his own development. I enjoy helping those who may not fit in the normal range.
8. She must help each child develop his language, numerical, and literacy skills.
I have had much experience with this. I have helped out in public schools numerous times. As a stay at home mother, I spent the majority of my time with my children during their young years helping them develop the learning skills that they would use throughout their lives. This was done in an atmosphere of love and fun and enjoyment.
9. She must give each child the opportunity to develop fine motor and gross motor skills.
I believe in giving the child many opportunities to be creative. Art projects allow the child to develop fine motor skills as he colors, cuts, glues, and paints, etc. Outdoor activities help him use his larger muscles and develop gross motor skills.
10. She needs to monitor the child’s development and identify problems that would require early intervention.
I know that some behavior is age appropriate and some behavior may signify problems in the home, problems in development, or learning disabilities. I will watch for these and request the advice of others if I see problems.
She needs to complete assessments for each child and keep on-going records.
I have had some experience with assessments, and I will keep records and keep parents informed.
11. She must attend training courses and meetings. I will be glad to do this.
12. She must be tested for TB. Done.
13. She must be fingerprinted for a background check. Will need to redo for this post.
14. She must be CPR and First Aid Certified. Done.

Merged list of qualifications from which to produce an application letter and a resume:

The following list of qualifications will help me as a nursery school teacher:
1. I taught my five children how to read.
a. We read, sang, and played together much.
b. Teaching reading just happened naturally as each child was ready to learn to read.
2. I have also been a backup nursery leader for the community day.
a. I have planned and presented stories, songs, finger-plays and activities to do with the children.
b. I have planned and presented a short lesson to share with the children.
c. I have planned and presented an art activity to do with the children.
d. I have supervised their snack time and story time.
e. I have supervised outdoor activities and playground time.
3. I have also held a weekly story hour in my home.
a. I have planned and presented stories, songs, finger-plays and activities to do with the children.
b. I have planned and presented an art activity to do with the children.
c. I have supervised their snack time.
4. I have had numerous opportunities to teach within my church.
a. I have been the Sunday nursery leader at church for two years or more. This represents the children age 18 month to 3 years.
b. I have been the Sunbeam teacher at church for three years or more. This represents the children age 3 to 4 years.
5. I have spent countless hours helping in elementary classrooms, mostly from Kindergarten through 5th grades.
a. I helped with reading groups.
b. I assessed reading comprehension levels.
c. I helped to tutor those who were behind, both one-on-one and in groups.
d. I helped those who were behind use their reading in a reading group as a springboard for discussion and writing.
e. I helped those who were ahead with creative writing assignments.
6. We had a co-op, Joy School, for teaching pre-school when my children were young.
a. I would have the children for two mornings a week, about every 5th week.
b. I had a lesson plan to follow.
c. I taught them new songs and we did activities.
d. We did art projects.
e. We took nature walks and did projects.
7. I enjoy teaching and I am good at it.
a. I have been blessed with an ability to teach.
b. My greatest interest in teaching is to serve those who need it most.
c. I like working with the students who are behind and the students who are gifted.
d. I have strong language skills and a good writing ability that will be shared.
e. I am gifted at math and enjoy teaching it from Kindergarten level through middle school and into high school. (I have yet had no experience teaching anything above Algebra 2.)
f. I enjoy doing arts and crafts and sharing this talent and interest with children.
8. I am a first generation American.
a. My father is from Germany and my mother from N. Ireland.
b. I am sensitive to those who feel differently or don't see things the same way or learn things the same way as the majority.
c. I value diversity and do not think that everything must be done the same way.
d. I know that hard work brings positive results, but if there isn't some fun, everyone will lose interest.

Application letter:

My Address
Date

Name
Address

Salutation,

I would like to formally apply to fill the position of CAVA’s nursery teacher. I enjoy teaching pre-school children, but I am also busy home schooling my daughter and working towards my bachelor’s degree in Family Science. So this part-time position is of particular interest to me. You have asked me to teach this nursery class several times on short notice, so the children and the parents already know me.

I have studied child development. More importantly, because of my life experiences, I have a working knowledge. I have taught people of all ages and ethnicities. I have had the opportunity to teach preschool aged children many times: in my home, in a preschool parenting cooperative Joy School, and as a nursery leader in my church for a total of more than seven years. I have also volunteered in the public schools, working with children individually and in groups. I have tutored children who are behind and offered enrichment to those who are ahead.

My involvement with the Joy School curriculum helped me understand that a child’s learning environment should be warm, fun, and friendly. In working with my own children and tutoring other children, I understand that everyone has his own way of learning and of viewing the world. Because I have children that are gifted and children with ADD, because I am a first generation American myself, and because I live in a highly diverse population, I am sensitive to others and realize that a teacher must often be creative in order to reach each child. To me, every child is gifted and every child has a special need. I will provide an atmosphere that is warm and inviting, where each child will be able to participate and learn and grow. I will help the children in developing their pre-reading skills, their social skills, and their fine motor and gross motor coordination.

I have had much experience as a nursery teacher. I know how to run a balanced program with a variety of activities: free play time, lesson time, art activities, outdoor activities, snack time, story time, and singing time. I understand the importance of being a greeter as the parents arrive with the children and having a gathering activity that is engaging. I understand the importance of communication to the parents how their children fared during class and how they are progressing.

Thank you for your consideration,

Heidi

Resume:

My Name
Address
Job Objective: Nursery School Teacher at a Community Day
Education: Bachelor of Arts, Brigham Young University, Provo Utah (anticipated April 2012)
Major: Family Science
GPA: 3.3/3.8
Awards:
Stake Missionary Certificate(2 yr)1996
Ward Missionary Certificate(2 yr) 2002
Volunteer of the Year Award (Elementary)2002
Seminary Teaching Certificate(3 yr)2006
Employment:
Substitute Nursery Teacher 2009—2010
Receptionist/Clerical 1999---2003
Volunteer Service:
Classroom service:
Grades Pre-School through 5th grade
CAVA Community Day 2008—2010
Bonnie Oehl Elementary 2000—2002
Seneca Elementary 1994-1996
Joy School Teacher 1987-1988
Joy School Teacher 1992-1993
Private Tutoring 1992-2010
Church Service Among Primary Grades:
Counselor over Music and Nursery 1996—1998
Activity Day Girls (10-11)1992-1993
Church Nursery Leader (1 ½ -3)1991—1992
Church Nursery Leader 1985-1986
Sunbeam Teacher(3-4)1983-1984
Sunbeam Teacher 1976-1977
Special Skills: Reading Readiness,Arts and Crafts,Developing Fine and Gross Motor
Coordination,Learning through Music,Outdoor Appreciation,Kindness and Understanding

She Finished Semester 1

My daughter is finishing her first Semester of high school. I'm really proud of her. She is learning so much and is handling a little more each day. I can't believe that this is our 7th year of home schooling. It isn't always the easiest decision for her or for me, but it's the decision that we both have made, and it's been a good one.

She still loves to socialize. She attends an early morning religion class four days a week. But once those students leave the class, some of them are back in public school mode and promptly turn on their potty mouths and bad attitude. Some of them may even retain the attitude for Seminary. I know. I taught it for three years. I can appreciate the sacrifice of the teachers in preparing to teach a daily lesson and the effort that they put forth to provide the students with a good start to each day. Hats off to her teacher; my daughter loves her class and leaves energized and happy about life.

She has enjoyed visting with her friends after Seminary, but she has noticed that most of the teens she has seen on their way to the high school do not seem happy. They are swallowed up by their hoodies and walk with head down in a dejected fashion. Some have ipod connections in their ears, closing themselves to the world around them. And this is how they face a day of education.

I've heard stories from my other children about the things that happen at school each day. I'm glad that they didn't participate in all the alternative educations that are provided in the public school setting. But I am sad, too, that they had to be exposed to such promiscuity, indulgence, and wickedness. Unfortunately, it is our generation that has exposed them to it and made it so readily available. And so children are continually sent to public schools, and all of them are learning; it is just a question of what they are learning.

My children have had some wonderful teachers. If your children are fortunate enough to qualify for G.A.T.E. and honor's classes, they tend to be among other top students that come from homes where parents actively care. So their learning environment is a cut above what is available to most of the student population. Teachers like to blame the students and their home environments for their lack of progress; parents like to blame the teachers and the poor environment provided by the schools. But there is never enough real care about improving the problems. That would require too much work. It would require more time from teachers and more time from parents. It would require working together. It would require the schools allowing the parents to own the roles of teaching and disciplining and the teachers the roles of teaching and informing the parents of the child's progress, or lack of it, and the child's behavior and attitudes. More money will never fix public school problems any more than a bandaid would stop a puctured artery from bleeding.

On-campus suspensions are useless. The schools want to punish, not help the student, and they want to retain each day of funding they can in connection with each pupil they can. If there is a proper reason for suspension, the child should not be on school property.

Lunch detentions and after school detentions are a lame excuse at obtaining total control. The students are given so many detentions before a parent is required to attend a conference. Although, if there are problems with a child not finishing work or having behavioral problems, the parents should be promptly informed so that some solutions can be sought and some goals made. Instead, the school would like to continue to punish children, sometimes just for being children. It makes me wonder why some educators chose their profession.

These are things that I have observed first hand, not things that I am making up. My oldest son had to serve an after school detention when he was 6-years-old because he forgot to sit on a bench outside while all the other children were playing. Ridiculous? Yes. Unfortunately, I allowed it. Parents, we need to take back the responsibility of our children's well-being and not allow the schools to take over our job of parenting. My son was "benched" during recess. I don't remember why. (But just to inform you, workers are given two fifteen minute breaks during the day and at least one 1/2 hour lunch. Our children are entitled to the same thing....EVERY day. It really is against the law to take away recesses.) Anyway, I don't know if he knew that being benched meant a time out, or if he knew he was required to stay there the entire recess. When he heard a bell, he got up. Recess wasn't over though; there were still children playing, so he joined them. And because of that, he was given an after school detention.

I just wanted to let you know that you do not have to sign every form that the schools give you at the beginning of the year. For instance, if you disagree with detentions, write that you disagree with them on the form, and then sign that. If you disagree that the adults at the school should be absolved of any responsibility for what your child views on a school computer, write that you disagree on that form and then sign to that. If you aren't at the school, you cannot monitor everything you child does. The public schools consistently want to hold our children to a higher standard than they are willing to accept for themselves.

I just noticed that I took a large detour from my original purpose. I am proud of my youngest daughter. I am proud that she has done well in our home environment, and that I have chosen to put her education first in my life. I am also proud that she has accepted the challenge and has blossomed and excelled and done extremely well with a highly demanding curricla. Home schooling is a wonderful opportunity and a huge challenge. If it is done correctly, it is anything but easy. I'd appreciate you never telling a home schooled child how easy they have it. And I'd apppreciate it if you never asked the parent if they'll ever let the child go to school. My child is in school. I guarantee it.

I am also proud of my four survivors from public school. I wish that I had been more aware of what was going on and had intervened more diligently on their behalf. I did once I learned. I am also proud that they were all good students and that they chose to forsake the many alternative educations they were exposed to constantly by other children, teachers, and other school personel. I'm glad that they have gone on to do good things with their lives, and that they are continually making good choices.

Whether your children are schooled in public or private school or at home, make sure that you know what is going on in their education, and make sure that you support them in the things that they are doing. Know what is going on. If you listen, they will tell you. Believe them. And let them all know that you are proud of them and that you love them. Education should be a positive thing.

Back to the beginning. We are at the end of the first Semester of high school. Daughter, you did fantastic!

Self-Ownership

I needed to write a paper for my English 313 class, so I revisited a paper that I wrote a year and a half ago for MFHD 210. I scanned the old paper, so if there are errors, please ignore them. Here are the papers:


Self-Ownership

I tutored Sammi a couple of years ago. She was a delightful 7-year-old girl. Sammi didn’t turn 7 until well into her second grade year. I don’t think that she was significantly behind developmentally, but her school performance needed a boost. Although Sammi was extremely verbal, her language development seemed to lag. Even though she could decipher words phonetically, her vocabulary base was not as strong as it could have been. I also was home schooling my 11-year-old daughter, Christine. Both Sammi’s older sisters and Christine’s older sisters were grown and had moved far away from home. So this tutoring arrangement benefited both Sammi and Christine by giving them foster sisters. I had plenty of time to observe Sammi as her tutor and as my daughter’s playmate. Through these experiences I have come to recognize how important it is for everyone to experience self ownership: ownership of one’s feelings, one’s learning, one’s development, and one’s possessions.

I tutored Sammi on Tuesday and Thursday afternoons. Sammi was often disappointed when I picked her up from school instead of having her mother there to greet her. After a long day at school, I think she just wanted a mommy-pick-me-up. She was never hesitant to let me know that she’d rather be with her mom. I knew that it was important to validate her feelings, but also to keep the goal of tutoring intact. So it became important to develop a familiar routine. With that routine (which include walking home together, toiletry time, and a snack before we began tutoring), Sammi became comfortable with knowing what to expect. Also, because Sammi loves art and music, I would use those things as a reward after our tutoring sessions. I witnessed Sammi’s growing independence as she was soon interacting with other students after school and as she sometimes wanted to stay and play with Christine before returning home. She also developed stronger emotional self-regulation.

Like the majority of children, Sammi was extremely desirous to do well. Even though she had trouble with distraction issues, I had witnessed her working through her problems and finding happiness in a job well done. Once I unintentionally offended Sammi. In my exuberance over seeing her making new connections in math, I said, “We are going to rewire your brain. We are going to make you really smart in math.” Even though I was excited about seeing the lights come on, this statement caused her to feel some resentment and embarrassment. Sammi’s response was, “I am already smart in math.” Looking back now, I know that I wouldn’t make that mistake again. Each of us grasps concepts when he or she is ready, and Sammi’s work was paying off. I was not rewiring her brain. I was just there as a facilitator of new material. The knowledge was Sammi’s.

Sammi and Christine often drew pictures or painted together. Sammi would ask Christine to help her draw or paint a certain animal. Christine was happy to do this for Sammi. But one afternoon, when Christine, Sammi, and another friend, Rebecca, were in the back yard painting on butcher paper, Sammi took the liberty of painting on Christine’s picture. This was not a picture that Sammi had asked Christine to do for her, but Christine’s personal artwork. Sammi enjoyed Christine helping her with her artwork, and she probably didn’t think Christine would mind if she added to Christine’s picture either. But Christine did mind. She went up to her room and pouted.

After finding out why Christine was sad and talking to her about it, I also talked to Sammi. I explained to Sammi that she was not in trouble, but that next time she should ask before she paints on someone else’s picture. Sammi hid at the side of the house and looked remorseful. She had difficulty accepting adult correction, and, besides, she hadn’t meant to do anything wrong.

I was glad to see that Sammi used her quiet time alone to take ownership of what happened. Sammi quietly demonstrated understanding and empathy. While everyone was painting a new picture, Sammi painted one especially for Christine with hearts on it. She wrote the message, “I am sorry.” She was able to modify her emotions by painting the picture for Christine. Incidentally, it made Christine feel better as well.
Then the above event turned back again full swing. Another time, Christine and I were visiting Sammi’s mother, Carri, while Sammi was still in school. Carri allowed Christine to color on a pencil-by-number sheet that was part of a set she had just purchased for Sammi. Christine really enjoyed working on that sheet. The set was quite detailed.

When Sammi arrived home, she grew angry that Christine had colored on her sheet, even though Carri had said to Sammi earlier that these pictures would be fun to do with Christine. Sammi had an emotional meltdown and did not know how to respond. Because Christine enjoyed the sheet so much, and because Sammi was angry enough that she may have destroyed it, I assured Sammi that I would purchase an identical set, and then I would replace the sheet that Christine had taken from her set.

Sammi had the right to feel ownership for her color-by-number pencil set. But after a long day of school, she was not able to control the intensity of her emotional outburst. She went to her bedroom and returned to the living room angry a number of times. I recognized that Sammi just needed proper validation for her feelings. She wasn’t just intentionally misbehaving, but she felt that her property rights had been violated. On top of that, she was probably hungry, tired, and thirsty as well. She needed a big hug. Carri gave her that. Because Sammi was treated with kindness and love, she was able to calm down and know that the situation was not so enormous after all. She even asked Christine if she would help her on one of the other art sheets.

Christine saw the similarity of the above two events. I think she even sympathized with Sammi’s outburst because she had felt so sad herself when Sammi had painted on her picture. Although Christine didn’t realize at first that she was trespassing on Sammi’s art page, this is exactly how Sammi perceived it. I learned a valuable lesson on being more aware and sensitive to the property ownership of others, particularly children.
Then one day, when Christine and I went to pick Sammi up from school, we couldn’t find her anywhere. The school staff thought that she walked home with friends. But when I called Carri, she said she wasn’t there. Shortly after, Christine found her and told me where she was hiding. When I approached Sammi, she clung to the school fence and refused to let go. I called Carri to let her know that we had found Sammi and that we would be walking her to their home. Then I told Sammi that we would be walking her home and that she wouldn’t be going to our house for tutoring. Sammi was repeatedly apologetic on the way to her house, and she feared that she would be in trouble. Although I accepted Sammi’s apology, I told her that I would not be tutoring her anymore unless she asked me herself. It had to be her desire, and not just her mother’s. Carri was a bit sad when I told her that, but I knew that Sammi needed to feel ownership for her own learning. After another year and a half, Sammi did ask for me to be her tutor again. She has become more mature and more independent. But she is also willing to accept help more readily because now it is her choice.

It was an invaluable experience to tutor Sammi. The greatest lesson learned by all of us was recognizing the need for self ownership. Sammi needed to feel that she was being tutored because it was her choice. She needed to own the rights to her own progression and achievements. She needed to feel ownership of her own emotions and her own belongings. When she felt ownership, she was then able to share who she was and progress more readily I am the one who learned the most. I am still home schooling my daughter, Christine, but I am more sensitive to her need for ownership of her schoolwork. I recognize that she needs privacy time and time away from school studies. I recognize that she needs space for herself to grow and develop. No matter how good a gardener is, ultimately, he has to leave the soil alone sometimes and let the flowers sprout, grow, and blossom. It’s no different with parents or educators and children. We need to allow them to bloom and give them credit for it.


Child Observation

I have been trading babysitting with Sammi's mother for some time now, and I have been tutoring Sammi in mathematics and reading skills. I have observed Sammi as a delightful 6 and 7-year-old girl. I have observed her as her tutor, as my daughter's playmate, and as her caretaker. I have chosen to write about her, even though she has turned 7 now. I don't believe that she is significantly behind developmentally for her age, but she is behind In some areas of school performance, since she began second grade as a six year old, and didn't turn 7 until well Into the school year. I do believe that she is behind in language development. I think that her reading suffers, not because she cannot decipher words phonetically, but because she does not possess a strong vocabulary base. I believe that she is not entirely out of the pre-operational stage as seen in her approach to mathematics. In this paper we will address her emotional and social development, her cognitive development, and her physical development.

On Tuesday and Thursday afternoons, when I pick up Sammi after school, she is often disappointed because it is not her mother that is there to greet her. She looks forward to returning to her secure base after a long day of school. There have been times that she seems dejected that her mother is not there to pick her up. These times are more noticeable after she has been off track and needs to re-establish the school attending routine. She is never hesitant to let me know that she'd rather be with her mom. Her mother is definitely still the most important caretaker in her life. Other times, she shows her growing Independence by wanting to visit with her friends before she is ready to head home with my 11-year-old daughter, Christine, and me.
She is developing stronger emotional self-regulation as time goes on. Since she has become accustomed to and comfortable with the routine of being tutored in my home two afternoons a week, she has been able to feel confident with me as a teacher and a caregiver in her life. When I pick her up from school, we talk about her day as we walk to my home. She knows that the routine is for her to use the bathroom and have a snack; and then we begin with math practice, followed by reading practice. Because she enjoys art and music, I allow her to engage in fun ways with these activities after we have had our tutoring session. My eleven year old daughter is also a mentor and a friend in Sammi's life, and this is a positive force for good for both of them.

Sammi is extremely desirous to do well. Even though she is an extremely active individual and is considered highly distracted by other adults, I have witnessed her working through her problems and finding happiness in a Job well done. She is able to concentrate for appropriate periods of time for her age. Once when she was grasping new connections in math, I made the mistake of saying, "We are going to rewire your brain. We are going to make you really smart in math." Even though I was excited about seeing the lights come on, this statement caused her to feet some resentment and embarrassment. The statement caused too much attention directed personally in her direction and she felt self-conscious. Her response came in a self-defensive remark, "I am already smart in math."

Sammi enjoys drawing and painting. Her artwork shows good progression of cognitive skills. She will often ask Christine to help her draw or paint an animal. This has been something Christine has been happy to do for her. But once when Christine, a friend Rebecca, and Sammi were outside painting on butcher paper, Sammi took the liberty of painting on Christine's picture. This was not a picture that Sammi had asked Christine to do for her, but Christine's personal artwork. I believe that this was somewhat of an egocentric thing for Sammi to do. Because Sammi likes Christine to add to her pictures, she probably also thought that Christine would like Sammi to add to hers. Christine went up to her room and pouted.

After finding out why Christine was sad and talking to her about it, I also talked to
Sammi. I explained to Sammi that she was not in trouble, but that next time she should ask before she paints on someone else's paper. She hid at the side of the house and acted very sad. Although she is usually able to conform to emotional display rules, she has a difficult time accepting adult correction or instruction at times.
Later, when everyone was again outside painting, Sammi quietly demonstrated understanding and empathy. I have seen that because her parents show her love and understanding, she is also learning to respond to others with love and understanding. While everyone was painting a new picture, Sammi painted one especially for Christine with hearts on it. She wrote the message, "I am sorry." She was able to modify her emotions by painting the picture for Christine. Incidentally, it made Christine feel better as well.
Another time, Christine and I were visiting Sammi's mother while Sammi was still in school. Carri (her mother) had been watching Christine for me that day. Carri allowed Christine to color on a pencil by number sheet that was part of a set she had just purchased for Sammi. Christine really enjoyed working on the sheet, as the set was more age appropriate for Christine.

When Sammi arrived home, she was very angry that Christine had colored on her sheet (even though Carri had said earlier that these would be fun to do with Christine). She had an emotional meltdown and did not know how to respond. Because Christine enjoyed the sheet so much, I assured Sammi that I would purchase an identical set, and then I would replace the sheet that Christine had taken from her set.
I believe that Sammi had the right to feel ownership for her color by pencil set. But after a long day of school (and she had barely returned after being off-track), she was not able to control the intensity of her emotional outburst. She went to her bedroom and came back angry a number of times. She even picked up the pencils and in frustration was ready to scribble with them on her own face. She was out of control and upset about that as well.

I recognized that she just needed proper validation for her feelings. She wasn't just
misbehaving to be bad, but she was tired after a long day at school, and she was probably hungry and thirsty as well. She needed to be hugged Instead of punished; this her mother sensed also. Because she was treated with kindness and love, she was able to calm down and know that the situation was not so enormous after all. She even asked Christine if she would help her on one of the other art sheets.

Christine saw the similarity of the above two events. I think that she sympathized with Sammi's outburst because she had felt so sad herself when Sammi had painted on her picture. Although Christine didn't realize at first that she was trespassing on Sammi's art page, this Is exactly how Sammi had perceived it.
Sammi's need to build a stronger vocabulary might stem from the fact that Carri baby sits infants and toddlers and much of the language Sammi hears at home is directed to this younger group. Her vocabulary development could be strengthened greatly through her parents reading aloud with her and discussing the things that they read. She will be able to make stronger assumptions through contextual clues and Increase her understanding of words. As her word store increases, she will be able to understand more words in her own reading, she will be able to follow written directions more Independently, and she will be able to use more words in her speaking vocabulary. Beside the cognitive growth that will come with added language development, Sammi will be better able to identify and convey her feelings.

Because Sammi has younger daycare children in her home, she has learned to communicate with the younger children in child-directed speech. She enjoys having them in her home and becoming an "older sibling" for the hours that they are there. She has had to learn to share, not only her toys, but her mother's time and attention. She has learned to love and care about these babies and toddlers, and because of her mother's loving example In taking care of them, she has learned to value them, too. I have never noticed resentment. She speaks of them with the same pride as though they were her younger siblings.

Sammi can do her second grade math, but she still relies heavily on finger counting. I am working with her to develop her understanding of even and odd numbers and of counting by various numbers, other than Just one at a time. Until she has an automated ability to add and subtract numbers, she will continue to rely on finger counting. Rehearsal of simple math facts will help, especially as she sees the connection between fact families and the transitioning back and forth between addition and subtraction. Her class is heading into simple multiplication, and she is capable of grasping the concepts, but still needs to memorize her addition facts. Until these become so automatic that they are part of her long term memory store, she will struggle. Once Sammi more fully crosses Into the concrete operational stage, these math operations will become easier for her to picture. The developmental ability of mental rotation will also come in handy.

As I noted earlier, when I was talking about emotional development, Sammi is able to appropriately adapt her attention when it is time for us to work on her math and reading skills. It does become apparent though when we have crossed the time frame that is productive. At some point her ability to stay focused is diminished and her ability to answer questions appropriately or read correctly Is proportionately diminished. Also, Sammi needs adult supervision In order for her to keep on task. She will become more self-regulating as she becomes older and as she learns more problem solving skills, and as she reaches a new zone of proximal development.

When I have read with Sammi, I have noticed that she relies heavily on the pictures to follow the story. Speaking about the emotions that the pictures convey is Important to Sammi. The pictures are an important part of her growing understanding of the world and her cognitive development. Therefore, the pictures, as well as the story Itself, present a basis for much communication that will also enhance Sammi's vocabulary development.

Christine and Sammi engage in make-believe play with different stuffed animals and dolls. Even though this is a skill that develops at a young age, the Interplay becomes increasingly advanced. They act out scenes from movies and add new flourish. Because Sammi interacts with Christine this way, she also becomes the recipient of a scaffolding adventure, and her make-believe and her vocabulary development are enhanced in this way.

Sammi is a physically healthy child. She is tall and slender. This is partly due to genetics, because her parents are also tall and slender. But her mother is actively making sure that Sammi eats a variety of healthful food.
Sammi is an active child by nature. She loves to walk and run and be outdoors. There are many play areas in her own back yard to support her physical interests. There is a trampoline for her to jump on. She is daring and adventurous and can do flips on the trampoline. There are also kitchen play areas and different Little Tyke toys that Sammi can explore with alone outside and help the daycare children with as well.

Sammi has been able to ride a two-wheel bike for over 2 years. She can hop, skip, and jump. Her balance and coordination are more than adequate for her age. Her mother even tells me that she could ice skate the first time she tried. Her gross motor skills are wonderful.

Sammi finds writing for school work tedious, and she struggles to make her writing neat and legible, So her fine motor skills lag some behind her gross motor skills. But this is normal. Yet Sammi loves to write her own creative stories, and she loves to paint and draw. She demonstrates better skills when involved in an activity of her choosing.

I would recommend that Sammi's parents support her in her growing abilities and interests. I would recommend that they have many art and writing supplies, and that they help her in journal keeping and creative writing. I would recommend that Sammi be allowed to help cook and measure in the kitchen, so that she can make more connections with addition and fractions. I would recommend that her parents validate all her talents and abilities. But more especially I would recommend that her parents praise her in all of her efforts and encourage her in her schoolwork and her individual pursuits. Her active play time will be the best means to promote growth in all areas.

I have recommended that her mother read to her more often, and not just listen to Sammi's reading. When they do read together, there should be turn taking. Sammi's minor mistakes should not be corrected, unless they harm the integrity of the message or when she is struggling with an unfamiliar word. It is more Important to let her feel the flow of the story and to feel confidence in her growing ability to read independently. It is Important that Sammi be allowed to choose books that are interesting to her. Audio tapes and video sing-a-longs will also provide a means for Sammi to work more independently at times.

As Sammi's schemata and vocabulary develop further, she will find it easier to decode the written words. Therefore, I would recommend that Sammi's parents take time to discuss the stories they read (including the artwork) and the movies they watch with Sammi. I would also recommend that they continue to take her on outings and fieldtrips and actively discuss the things in which they participate. It would also help for Sammi to make some of her important adventures part of her memory store through journal writing. Her parents can help with this through question prompts, or by allowing her to dictate those things she wants recorded, or by allowing her to record her memories on a tape recorder.

Sammi Is blessed to have wonderfully supportive parents. I feel blessed to be involved In her life, and to be an adult that she can turn to for help and understanding. Because Sammi is being tutored, she is having some needed one on one time during this stage in her life. Sammi has grown much in every area discussed since the beginning of this school year. She has grown in her abilities to focus on tasks at hand. She has grown In her overall comprehension. She has grown in her abilities to communicate and get along with others. And she has grown in her fine motor and gross motor skills. Sammi is one wonderful child.