We are firmly into the Chemistry Grammar of Foundations level. And I'm going to have to look at those Timeline Motions videos I posted afterall. Jeremiah's Mom let me down last week(wink). She had as busy a week as I did(probably busier & I should have reviewed them anyway) and Jeremiah didn't know the motions. {big smile & hug for that little guy} Some days are just a barrel of challenge. My own little guy worked his way around the table a couple of times and gave me just the dose of personal challenge I needed. ('Mom, I don't really want to be here', number 2 whispered in my ear. I replied 'I'm so glad you're in my class. Now go sit down, please.') Again he aided Satan and walked around the table and said with only 5 year old tones in his voice ('Mom, I don't like CC,' and I replied, 'but other people do, including me. Please sit down, sweetie.')
Somedays you just gotta roll with it. Dance with the one who brought you do the dance and Not, I repeat, not look over the septic tank. The grass will always be greener, no matter what. I'm sure Jeremiah's Mom (who also tutor's an even younger group than I do, and very well I might add) had her share of hair-pulling moments down the hall.
When it comes to tutoring-- presenting & reviewing new classically presented grammar, it's all about the repetition. Not about the perfect behavior. Because no matter whether they are standing on their head, or constantly circling the table to personally aggrivate momma/tutor, they're hearing the material. And that's what matters. Hammering the peg of knowledge one more time, often against all odds. But providing that firm place to hang further information when the time is right. My rule of thumb, especially with little one's behavior is just this: unless it is truly disruptive to the learning environment, and to others specifically, then it's probably normal and ok. There's something that could be said for training for future years, but during these younger years, it's not what I'll focus on. Lots of years ahead for that.
*note: if you are a CC tutor of Abecedarians, I utilize a 'segway' method which is thematic. As we don't have ready made seasonal bulletin boards, I usually have somekind of picture or item that helps them with a behavior that will help them with 'quiet for listening' or walking to another location for science or art. First 6 weeks in fall, we were Memory Master's in the Making-participating in a classical conversations circus-- who happen to be lumbering elephants with long trunks. We didn't 'monkey around'. It didn't hurt that elephants are thought to have wonderful memorys. It was fun. 2nd 6 weeks, we were Fall Owls that were 'wise old owls'. It worked well as it was also the same sensation to say 'whooo' as it was to blow our tin whistles. We flapped & tucked our wings & walked quietly down the hall, seeing who could 'whooo' the quietest. Winter, 3rd 6 weeks-- we are snowflakes, all unique, made by God, just as each person/child is unique as He made them. We often tap as quietly on the table to see how quiet we can be as snowflakes, and then rest in a blanket of snow. Now, spring... maybe bunnies. Bunnies are very quiet. These help with an imaginative break after lots of grammar. Especially for me, and my lack of memorizing the handmotions... (shame on me.)
** this is our first year, and folks say, you pick your battles when you first start. Can't wait till next year!
