The point you're missing is that for some children -- I suspect my dd is one and I'm almost positive sweetheart's dd is one -- saying "shape up" would be sufficient. That would be enough to make the child change their behavior.
If that isn't enough for *your* child, then don't do it that way. if that isn't enough for *your* child, then that speaks to your child's abilities and personality, and speaks nothing of any other parents' involvement.
I love how you always want to pin extra curricular activities as the root of all evil -- Liza's getting As and B+s with 3 dance classes and 3 rehearsal a week plus chorus and altar serving and occassionally soccer -- her scheudle makes her use her time more wisely not less so. and I'd no more pull her out of a rehearsal than PKA would pull hers out of a practice.
I dont think long term projects need to be understood by the paretns unless the teacher says 'hey parents - heads up on this one " which she did wiith the social studies fair project -- but not with this biography project b/c she wanst the kids to mostly do that in school and without parental involvement. Liza routinely has things written in her planner (in her own hand) that are 2-3 weeks or even a month out --
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The point you're missing is that for some children -- I suspect my dd is one and I'm almost positive sweetheart's dd is one -- saying "shape up" would be sufficient. That would be enough to make the child change their behavior.
If that isn't enough for *your* child, then don't do it that way. if that isn't enough for *your* child, then that speaks to your child's abilities and personality, and speaks nothing of any other parents' involvement.
1) Long term assignments are not included in the planner in the depth they need to be to help the parents understand what's involved;
2) Many 9 and 10 years cannot pace their own projects yet without help.
That's the difference in
PumpkinAngel
You are basically telling your dd the same thing you were taught with schoolwork, right?
Where?
PumpkinAngel
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