Not Kidding

I have typed and typed and typed. I have probably five drafts of a blog post about teaching kids and I CANNOT get it right. Maybe it’s the long weekend. Maybe it’s from inhaling fumes as refinished my dining room table.

And I said I was going to write about it, so now I feel like a flop.

How ’bout this?

What do you want to know? Ask me any questions you can come up with about education, learning, the brain, Charlie’s intellectual program, whatever. I’ll put that together into a post. If you don’t have any questions, well, then I’ll blog about something else. But seriously, you should ask me some stuff because you don’t want me to feel like a flop do you?

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Comments

  1. Ok, I've got one for you. In your opinion what is the best way to reinforce learning? Redundancy seems so…redundant. And mind numbing. I'm in the process of teaching a class now and the program layered with enough redundancy to make me want to throw myself out of a window. So whether for young kids or old farts..what do you consider the best approach to holding on to new ideas or skills?

  2. I hate it when I have a brain freeze. You probably have one from the pressure of writing a great post. No worries — you are an excellent writer! =)

    Since you mentioned it, what is the plan for Charlie's intellectual program in the upcoming years?

  3. I'm curious about kids with chromosome abnormalities. My 10 month old has a chromosome deletion with a prognosis of severe to profound cognitive delay. Your post about IQ was very interesting but it seems like many professionals write off a baby like mine as having severely limited potential since its "chomosomal". What is your experience?

  4. What resources do you use to learn how to teach a kid with a learning disability? Since the kids are generally not classified via 'milestones', how to you even know where to begin?

  5. The Colonel says:

    My questions is about accountability. When did we adopt this idea that if Johnny or Suzie aren't doing well in school, that it's almost certainly not their fault. Assuming the absence of a true mental/behavioral problem, whose fault is it? Why are we no longer comfortable telling Johnny & Suzie to straighten up and fly right? It seems like there is a growing percentage of American parents who are buying into this idea that school should be adapted for lazy kids and not the other way around. What happened, and what can we do to fix it?

  6. I'm loving these questions, guys–keep 'em coming.

  7. Have you read "Bright from the Start?" (Jill Stamm) I'm sure you know all of the basics in the book re: how the brain develops, but the author talks about "our" role as parents/teachers rather than focusing on the "milestones." The author has two kids (one daughter has CP after being born 4 monhts early).

    I love how you "do" things for Charlie so that he can explore the world in an "age appropriate" manner (whatever "age appropriate means). What an inspired idea!

    Are you planning on homeschooling Charlie full-time as he gets older or is it a "fill in the gaps" strategy for the short term?

  8. I havnen't read Bright From the Start, but you can bet I'm going to be ordering it ASAP!

  9. Nadine Hightower says:

    I wanna know the story behind meeting and falling in love with The Hub.

  10. Kathy - OKC says:

    My question would have to be the teaching part of everything….my step son is 6 in 1st grade we got custody when he was 3, knew he was behind, I took him for a developmental test and he was at 1 1/2 age level. He doens't have any disabilities he just didn't have the best childhood up to age 3. He is a wiz in math, doing ok in reading but alot of the common stuff, like names of things and what stuff is totally confuses him, he says everything with shapes and colors like if he wants cracker he will say the red box with circle things. Any ideas on how to get him caught up with that?? I have tried telling him the names over and over but it just doesn't sink in. Sorry that was a really long question…

  11. luckeyfrog says:

    What is your advice for a new general education teacher? (Elementary, if it matters.) I'm asking specifically regarding special education students, but really any regular teaching tips would be great too. What should I know? :)

  12. Here is a question that I often wonder in regards to Elisabeth. Perhaps you know the answer. or maybe there isn't one.

    I often think about Elisabeth in the future and wonder what she'll be like. How will she function, etc. At what age (roughly) does a child reach the point where you can really see just how they are going to be from there on out?

    Does that make any sense at all? It does in my brain, but I am not qute sure how to put it into words.