I never would have believed in a million years that Pynni would be harder to teach than Chi.
There are any number of challenges I face when dealing with Chi in any situation, and they all seem to be amplified when set against a backdrop of education. Until homeschooling started, education was a struggle of epic proportions with Chi. It required meetings and extra work and special considerations in class and lots of pep-talks and tons of extra time and effort spent on homework. There have been various therapists and therapies and extended leaves from school due to upheaval in the teacher situation.
My whole experience of parenthood with Chi has been difficult at best.
Pynni has been the complete opposite. She was a very happy baby and almost always had a smile on her face. That has been the case with her through all her phases. She finds the humor and the joy in everything. She has a curiosity about the world around her that Chi never exhibited. She has been keen to learn and was ecstatic at being in school.
Through everything that we went through last year, her love of school remained untarnished, but her love of learning was damaged. Now, I struggle to get her to participate. She lays her head upon the table and mumbles into the crook of her arm when I ask her questions. She huffs and rolls her eyes and shrugs her shoulders. I don’t feel as if she doesn’t know the answer. When she’s struggling with a concept, she will strive to retain her ignorance. She actually refuses to get a new concept. I can see her choosing to ignore the click in her brain as something starts making sense.
Reading has been a particularly hard subject. I’ve chosen to teach Pynni to read through the use of phonics as opposed to the memorization of sight-words that was used in public school. Part of her struggles with reading stem from the difference in learning styles. She wants to look at the picture and guess at the words that she doesn’t have memorized as opposed to sounding out the words she doesn’t know using the letter sounds she does. I took her back and started at the beginning. We were able to speed through the first 30 lessons or so because they were all relating to letter sounds, at which she is proficient. The following two weeks we worked on simple three letter words and combining them into simple three or four or five word sentences.
The third week of school she hit a wall and refused to even try to overcome the difficulty she was having with words ending in ‘en’ (Ben, den, hen, pen, etc). Part of it is this crazy North Carolinian accent she is sporting. Words like hen sound almost like ‘he-yun’ but the biggest part is that she isn’t used to seeing a word and then sounding out the individual letter sounds before saying them all together in a word. She wants to be told what the word is every time she sees it until she knows it by sight. So after she cried, well, weeped is probably more apt, all through one reading lesson, I realized that I was going to have to spend a little more time on these simple words and sounds before moving forward any further.
So I did some research and found a workbook that teaches phonics that can be used in conjunction with my reading curriculum. She balked at first, but has realized, I think, that when she takes a deep breath, she can do the worksheet easy-peasy. Once she started doing the worksheets easily the reading part of school got just a smidge easier.
I went to visit my parents at the end of our first 5 weeks of school (after which we were taking a week break) and had our first homeschool away from home experience. It went really well, except for the fact that there isn’t any one particular room I can shut Pieces (and whichever sibling isn’t working) into where they can stay occupied, out of trouble, and quiet, so there were a lot of interruptions. Regardless we got the work done and began our first break.
My mom observed the schooling. She has been extremely supportive and is very interested in what we are doing. She took the opportunity to listen and watch how school went with Chi and Pynni. She says that I am obviously frustrated with Pynni when she starts in with the mulishness. I told her that’s because I AM frustrated and I slow my speech down and speak more clearly because I’m trying not to yell at her and wring her ornery little neck. *ahem* She says Pynni gets more and more recalcitrant as I stress my enunciation more and more. And apparently I use too much bass in my voice. I point out that I have never talked to my kids like they were frightened little animals who might shy away at the slightest provocation. I have always talked to them like people who deserve respect and that raising the octave of my voice seems false and patronizing.
Well. It can be good to get outside opinions on things because seeing what needs changing can be difficult to discern from inside the problem. The first thing I’m going to do is divide up their learning. I will start with Chi and typing because he can get that finished before we take Pieces to preschool. After the preschool drop-off, Pynni will do math followed by Chi doing math.
Then I will alternate the subjects and the students in that manner until we get to the things they do together: history and science. Hopefully that will negate any attention span issues with Pynni.
The second thing I’m going to do is incorporate educational games into our curriculum. There are great, fun games out there that reinforce reading and spelling and math and logic. That, I think, will help make my kids more excited about learning.
Finally, I will try to curb my frustration differently. I’m hoping that switching from student to student will help alleviate my frustration as well as their attention spans, and in the end, we will all win.