Guest guest Posted January 12, 2004 Report Share Posted January 12, 2004 Hi Deb, Thank-you and all others for the great suggestions. It is hard to resolve this since I am away all week in land and and Janet are back in New Hampshire. Janet is arranging a meeting with his first grade teacher. I had several talks with over the weekend. Basically it boils done to this. 1). He's bored. The writing and other stuff is just not interesting. The stories he is playing in his head are much more interesting. At home he spends a lot of time re-enacting his favorite videos/tv shows. He runs around the house chasing or being chased by dinosaurs or fighting monsters etc. In s own words " My brain won't let me think about that stuff ( teachers instructions ) because I have too much other good stuff to think about " . 2). He does get hungry, but not often, We will reinforce the snacking etc when we meet with the teacher. 3). I agree with you Deb. is the size of a small 4 year old trying to keep up with 7 year olds. Personally, I think he is doing fine but the teacher ambushed my wife in the hall with all this stuff and now she is in a panic about failing first grade. I'll keep everyone update as we work through this. Thanks Ken M > Hi Ken > > Well as every one else seems to be saying.......... sounds identical to > Adam!!! When Adam was in grade 1, the teacher had this tent in the class > (don't ask.....she was bizarre) for kids to get into to make reading > " fun " .........well whenever someone noticed Adam was missing (which was > often back then) he was often found in the tent sound asleep. > > > > Adam is an excellent reader but slow as rain at everything else (unless it > has to do with video games in any fashion!). Adam's big thing he would say > to me is " my brain won't let me do it " Whatever that means!!!! > > > > All your suggestions are good ones. Since he's not on the periactin in the > a.m. and thankfully, can sleep in later, I would try the food(s) as a > possibility. A shot of energy with some complex carbs (it's a shame we can't > have peanut butter anymore in the schools that was a great fix for Adam). > Crackers and cheese maybe?? Or a juice box (100% juice??) Just tell those > teachers that are telling you constantly how he's getting nothing done that > this might help.......and they'll have to remember to get him to eat/drink. > > > > The good news?? Well for one, is already on GHT......Adam didn't start > until he was 8 (what was that grade 3??) but I have noticed each year that > his ability to stay awake and keep up with the other kids is improving. He's > still not as quick as the others but he's getting there. > > > > Adam's sore spot is math. But then again the *tent* teacher told everyone of > the grade 1 parents that she hated math and rarely taught it. Dah!! > > > > Finally, Adam was constantly falling asleep 5:30 or 6:00 p.m. at night. And > no matter what I did that kid would not wake up. I'd leave him in the middle > of the living room floor......phones ringing, tv blarring.......and not a > stir. Wed. to Friday's were especially hard. It's been getting better since > he started GH as well..........that's why you might be lucky and not have > this lasting too long. > > > > I have always made the simple point with doctors and/or teachers and/or the > clueless administrators " look at the boy......he is ½ the size of his > classmates and yet we are expecting him to work and keep up with kids way > bigger than him " . Even now I can say he looks like a 5 or 6 year old....and > most kids that size only go to school ½ a day and get a nap????? Mine is in > grade 6!! What expectations! It helped to make them see it that way. > > > > In a nut shell? Try scheduling a snack every hour or two. He's only ½ day > right? He could be real interested in checking out what others are > doing/saying......you know quietly sitting at the snack table and taking it > all in (except his snack??) He needs an energy boost. > > Also the lethargic can be a sign of just being bored. Either he's struggling > with what he should be doing and can't be bothered so he kind of gets quiet > and sullen (mistaken for lethargic) or he knows exactly what the answer is > (let's say) and because it's soooooo obvious....he's bored as a > result....again just sinking down within himself out of boredom. > > So how do you compensate? Well, the teacher could change her schedule around > (send the other kids into outer space...they hate change) and have some real > motivating activities and see what his level of energy is (or she can just > watch for one of those days to occur and pay special attention to 's > energy level). But all that will do is give you some information on " why " it > won't help or change anything. > > > > > > Absolutely last piece of advice?? Boys are often this way when young and > tend to snap out of it around grade 3 (Adam didn't!!) I teach a pile of > grade 3 boys this year and I swear someone switched kids between what I have > now and what they were like in Sept. Totally different kids!!!! > > > > Consider moving to Canada!! You can rent out at my place and can come > to my school! There! Problem solved. > > > > Debby > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 12, 2004 Report Share Posted January 12, 2004 Dear Ken, I want to thank you for all you do for this group, including being the voice of reasoned calm when we all get passionate with each other. I just wanted to chime in about the school troubles you are having with . Repeating first grade is not the worst thing that could happen, either. Some children are not as ready for school as others and I think that often those children are boys. I am not putting boys down, by the way, I am putting down the way we educate boys. School is designed for girls, I think, especially in grade school. We are asking physically active boys with a ton of energy to sit still and practice their small-motor skills and concentrate on one thing at a time. And most of the time, they don't even get recesses. Good Grief! Anyway, at the beginning of this rant, my point was that many kids can benefit from an extra year to grow and develop before we advance them to the grades where more is asked of them AND if they are going to repeat, I think it is better for it to be in a lower grade. And, here is where RSS is an advantage for . He will not be way bigger than his classmates, if he does need to repeat. Best luck! Conny, great-aunt to > > Hi Ken > > > > Well as every one else seems to be saying.......... sounds > identical to > > Adam!!! When Adam was in grade 1, the teacher had this tent in the > class > > (don't ask.....she was bizarre) for kids to get into to make reading > > " fun " .........well whenever someone noticed Adam was missing (which > was > > often back then) he was often found in the tent sound asleep. > > > > > > > > Adam is an excellent reader but slow as rain at everything else > (unless it > > has to do with video games in any fashion!). Adam's big thing he > would say > > to me is " my brain won't let me do it " Whatever that means!!!! > > > > > > > > All your suggestions are good ones. Since he's not on the periactin > in the > > a.m. and thankfully, can sleep in later, I would try the food(s) as > a > > possibility. A shot of energy with some complex carbs (it's a shame > we can't > > have peanut butter anymore in the schools that was a great fix for > Adam). > > Crackers and cheese maybe?? Or a juice box (100% juice??) Just tell > those > > teachers that are telling you constantly how he's getting nothing > done that > > this might help.......and they'll have to remember to get him to > eat/drink. > > > > > > > > The good news?? Well for one, is already on GHT......Adam > didn't start > > until he was 8 (what was that grade 3??) but I have noticed each > year that > > his ability to stay awake and keep up with the other kids is > improving. He's > > still not as quick as the others but he's getting there. > > > > > > > > Adam's sore spot is math. But then again the *tent* teacher told > everyone of > > the grade 1 parents that she hated math and rarely taught it. Dah!! > > > > > > > > Finally, Adam was constantly falling asleep 5:30 or 6:00 p.m. at > night. And > > no matter what I did that kid would not wake up. I'd leave him in > the middle > > of the living room floor......phones ringing, tv blarring.......and > not a > > stir. Wed. to Friday's were especially hard. It's been getting > better since > > he started GH as well..........that's why you might be lucky and > not have > > this lasting too long. > > > > > > > > I have always made the simple point with doctors and/or teachers > and/or the > > clueless administrators " look at the boy......he is ½ the size of > his > > classmates and yet we are expecting him to work and keep up with > kids way > > bigger than him " . Even now I can say he looks like a 5 or 6 year > old....and > > most kids that size only go to school ½ a day and get a nap????? > Mine is in > > grade 6!! What expectations! It helped to make them see it that way. > > > > > > > > In a nut shell? Try scheduling a snack every hour or two. He's only > ½ day > > right? He could be real interested in checking out what others are > > doing/saying......you know quietly sitting at the snack table and > taking it > > all in (except his snack??) He needs an energy boost. > > > > Also the lethargic can be a sign of just being bored. Either he's > struggling > > with what he should be doing and can't be bothered so he kind of > gets quiet > > and sullen (mistaken for lethargic) or he knows exactly what the > answer is > > (let's say) and because it's soooooo obvious....he's bored as a > > result....again just sinking down within himself out of boredom. > > > > So how do you compensate? Well, the teacher could change her > schedule around > > (send the other kids into outer space...they hate change) and have > some real > > motivating activities and see what his level of energy is (or she > can just > > watch for one of those days to occur and pay special attention to > 's > > energy level). But all that will do is give you some information > on " why " it > > won't help or change anything. > > > > > > > > > > > > Absolutely last piece of advice?? Boys are often this way when > young and > > tend to snap out of it around grade 3 (Adam didn't!!) I teach a > pile of > > grade 3 boys this year and I swear someone switched kids between > what I have > > now and what they were like in Sept. Totally different kids!!!! > > > > > > > > Consider moving to Canada!! You can rent out at my place and > can come > > to my school! There! Problem solved. > > > > > > > > Debby > > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 12, 2004 Report Share Posted January 12, 2004 Ken, I have been reading about your situation with and school. Wish I had words of wisdom, but my son Jake is only 3, so we don't have any experience with first grade.. I did want to wish you good luck and also welcome you to my part of the country. I live in Northern Virginia (andria to be exact). While unfortunately, I don't have a room to rent I did want to still welome you to the mid- atlantic. Have you had luck finding a place? I'm not sure what part of land you are in, but if I can be of assistance, please feel free to contact me. I moved here seven years ago, and I remember it took awhile to settle in and find my way around. P.S. I bet a million dollars you are becoming a frequent flier on Southwest Airlines. Alison > > Hi Ken > > > > Well as every one else seems to be saying.......... sounds > identical to > > Adam!!! When Adam was in grade 1, the teacher had this tent in the > class > > (don't ask.....she was bizarre) for kids to get into to make reading > > " fun " .........well whenever someone noticed Adam was missing (which > was > > often back then) he was often found in the tent sound asleep. > > > > > > > > Adam is an excellent reader but slow as rain at everything else > (unless it > > has to do with video games in any fashion!). Adam's big thing he > would say > > to me is " my brain won't let me do it " Whatever that means!!!! > > > > > > > > All your suggestions are good ones. Since he's not on the periactin > in the > > a.m. and thankfully, can sleep in later, I would try the food(s) as > a > > possibility. A shot of energy with some complex carbs (it's a shame > we can't > > have peanut butter anymore in the schools that was a great fix for > Adam). > > Crackers and cheese maybe?? Or a juice box (100% juice??) Just tell > those > > teachers that are telling you constantly how he's getting nothing > done that > > this might help.......and they'll have to remember to get him to > eat/drink. > > > > > > > > The good news?? Well for one, is already on GHT......Adam > didn't start > > until he was 8 (what was that grade 3??) but I have noticed each > year that > > his ability to stay awake and keep up with the other kids is > improving. He's > > still not as quick as the others but he's getting there. > > > > > > > > Adam's sore spot is math. But then again the *tent* teacher told > everyone of > > the grade 1 parents that she hated math and rarely taught it. Dah!! > > > > > > > > Finally, Adam was constantly falling asleep 5:30 or 6:00 p.m. at > night. And > > no matter what I did that kid would not wake up. I'd leave him in > the middle > > of the living room floor......phones ringing, tv blarring.......and > not a > > stir. Wed. to Friday's were especially hard. It's been getting > better since > > he started GH as well..........that's why you might be lucky and > not have > > this lasting too long. > > > > > > > > I have always made the simple point with doctors and/or teachers > and/or the > > clueless administrators " look at the boy......he is ½ the size of > his > > classmates and yet we are expecting him to work and keep up with > kids way > > bigger than him " . Even now I can say he looks like a 5 or 6 year > old....and > > most kids that size only go to school ½ a day and get a nap????? > Mine is in > > grade 6!! What expectations! It helped to make them see it that way. > > > > > > > > In a nut shell? Try scheduling a snack every hour or two. He's only > ½ day > > right? He could be real interested in checking out what others are > > doing/saying......you know quietly sitting at the snack table and > taking it > > all in (except his snack??) He needs an energy boost. > > > > Also the lethargic can be a sign of just being bored. Either he's > struggling > > with what he should be doing and can't be bothered so he kind of > gets quiet > > and sullen (mistaken for lethargic) or he knows exactly what the > answer is > > (let's say) and because it's soooooo obvious....he's bored as a > > result....again just sinking down within himself out of boredom. > > > > So how do you compensate? Well, the teacher could change her > schedule around > > (send the other kids into outer space...they hate change) and have > some real > > motivating activities and see what his level of energy is (or she > can just > > watch for one of those days to occur and pay special attention to > 's > > energy level). But all that will do is give you some information > on " why " it > > won't help or change anything. > > > > > > > > > > > > Absolutely last piece of advice?? Boys are often this way when > young and > > tend to snap out of it around grade 3 (Adam didn't!!) I teach a > pile of > > grade 3 boys this year and I swear someone switched kids between > what I have > > now and what they were like in Sept. Totally different kids!!!! > > > > > > > > Consider moving to Canada!! You can rent out at my place and > can come > > to my school! There! Problem solved. > > > > > > > > Debby > > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 12, 2004 Report Share Posted January 12, 2004 Ken, I have been reading all the posts and pondering about . You have received some good advice and I really don't know if I have more to offer than what has already been said. But here are my thoughts: - obviously has a very active and creative mind. It is typical of boys to prefer to think about dinosaurs, action figures and other more interesting things than focusing on writing letters and words that are of no interest to him. He is correct in what he said about those things getting in the way. Part of " readiness " for school is learning when to let the action stuff take a rest while he makes room for the academics. - A good teacher should be aware of this and incorporate this into her teaching. That's the problem. Many teachers are taught one way of doing things or they go by the manual and cannot veer away from it for fear that they won't teach the kids all they are supposed to teach. This is a real dilemma, especially with Pres. Bush's " No Child Left Behind " Act. There is tremendous pressure on us teachers to make sure our kids " learn " all they are supposed to so that they pass the stupid standardized tests that Bush is going to make a necessity in order to move on in school. (Did you hear about the school district in Texas that decided to retain the 3rd graders they knew would not pass the test and then will advance them to 5th grade the following year? This way the kids won't have to pass the test! Very creative and a good loophole.) - , just by being smaller and having less muscle strength and development, is " perfect " for avoiding small motor/writing activities. His hand gets tired from holding a pencil or crayon, his brain is fighting him because he would rather think about Spiderman, and he has to sit in a seat all day long without nearly a long enough break to get up and move around. Part of this is maturity, or lack of, and part of it is due to RSS and developmental issues. What do you do about this? I'm not really sure. In a perfect world, you would try to find a teacher who would be able to work around these things and still get what he/she wants to get done. (That means putting him in MY class!!!) I do this every single day for my kids and they are learning more than they ever have. It is a lot of work for ME because I never follow my lesson plans as written, I have a reward system set up that has different goals for each student, it costs me money to buy the rewards, and I am always on the lookout for new and innovative ways to get my objectives covered. Many teachers, however, do not do this not because they don't want to, but because they don't know how or they are not trained in special ed as I am or they don't have the experience or they are pressured from the people above. I also think that needs a learning/psych./neurological evaluation. And I think that you and Janet know that, too. You have tried so hard to find what he needs and even moved to help that situation. But it may be time to try some sort of medication to help him focus and give him the crutch that he needs. Unfortunately, the school will not change to meet 's needs, so you have to reach a compromise. There are medications now that don't interfere with growth or appetite (Straterra for one) and you may find that this little pill will make all the difference in the world. may be able to put those dinosaurs to rest during school and let them come out in all their glory at the end of the day. I could go on and on. I wish I could help more. But in a small space, I have tried to give you some things to think about and consider. You can always email me privately and we can " chat " more about it if you would like. Jodi Z. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 13, 2004 Report Share Posted January 13, 2004 Hi Jodi, Thanks for the wonderful advice. Yes, some sort of evaluation maybe in order. As for medication, can with just a little effort stop his imaginery games and focus for very long periods of time. He needs to learn that for school because he can do it at home with no problem. However, we will consider medication but only as a last resort. Again, thanks everyone for the advice. I have been passing it along to my spouse and she feel better about and school. Again, Thanks. It is a big help to be able to get advice from some one who has gone through similar experiences. Ken M > Ken, > > I have been reading all the posts and pondering about . You > have received some good advice and I really don't know if I have > more to offer than what has already been said. But here are my > thoughts: > > - obviously has a very active and creative mind. It is > typical of boys to prefer to think about dinosaurs, action figures > and other more interesting things than focusing on writing letters > and words that are of no interest to him. He is correct in what he > said about those things getting in the way. Part of " readiness " for > school is learning when to let the action stuff take a rest while he > makes room for the academics. > > - A good teacher should be aware of this and incorporate this into > her teaching. That's the problem. Many teachers are taught one way > of doing things or they go by the manual and cannot veer away from > it for fear that they won't teach the kids all they are supposed to > teach. This is a real dilemma, especially with Pres. Bush's " No > Child Left Behind " Act. There is tremendous pressure on us teachers > to make sure our kids " learn " all they are supposed to so that they > pass the stupid standardized tests that Bush is going to make a > necessity in order to move on in school. (Did you hear about the > school district in Texas that decided to retain the 3rd graders they > knew would not pass the test and then will advance them to 5th grade > the following year? This way the kids won't have to pass the test! > Very creative and a good loophole.) > > - , just by being smaller and having less muscle strength and > development, is " perfect " for avoiding small motor/writing > activities. His hand gets tired from holding a pencil or crayon, > his brain is fighting him because he would rather think about > Spiderman, and he has to sit in a seat all day long without nearly a > long enough break to get up and move around. Part of this is > maturity, or lack of, and part of it is due to RSS and developmental > issues. > > What do you do about this? I'm not really sure. In a perfect > world, you would try to find a teacher who would be able to work > around these things and still get what he/she wants to get done. > (That means putting him in MY class!!!) I do this every single day > for my kids and they are learning more than they ever have. It is a > lot of work for ME because I never follow my lesson plans as > written, I have a reward system set up that has different goals for > each student, it costs me money to buy the rewards, and I am always > on the lookout for new and innovative ways to get my objectives > covered. Many teachers, however, do not do this not because they > don't want to, but because they don't know how or they are not > trained in special ed as I am or they don't have the experience or > they are pressured from the people above. > > I also think that needs a learning/psych./neurological > evaluation. And I think that you and Janet know that, too. You > have tried so hard to find what he needs and even moved to help that > situation. But it may be time to try some sort of medication to > help him focus and give him the crutch that he needs. > Unfortunately, the school will not change to meet 's needs, so > you have to reach a compromise. There are medications now that > don't interfere with growth or appetite (Straterra for one) and you > may find that this little pill will make all the difference in the > world. may be able to put those dinosaurs to rest during > school and let them come out in all their glory at the end of the > day. > > I could go on and on. I wish I could help more. But in a small > space, I have tried to give you some things to think about and > consider. You can always email me privately and we can " chat " more > about it if you would like. > > Jodi Z. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 13, 2004 Report Share Posted January 13, 2004 You know Ken if I had money for every time I got ambushed by a teacher regarding Adam, I'd be rich and running my own school!!! LOL I just had an idea that might help. Janet will have to do it most of the time due to your work commitments but if put into a routine it could be fun. I imagine likes to draw. Even if he doesn't that's Ok. He says he has wonderful stories in his head.......well let's get them out. Having him dictate his imaginary stories to you guys and you write them out (and he draws pictures to the stories if so inclined) will.............. ---making writing fun......put them in a book, or type on the computer with wonderful fonts etc.and hopefully he will begin to see the positives of the written word (save them because when you want to practice reading, he can read his stories back to you or you to him for added pleasure!!) ---will develop his story writing skills because as this goes along you could guide him in editing....for instance, " this is great, let's describe the castle in your story some more " or " wow the dragon is scary, what else can we say he did to show how scary he is " .....that kind of thing (plot, setting and character development)....but do this later once he's into the whole thing a bit more, otherwise he might find it still too much like " work " and repel. ---will develop his self esteem that he is " an author " .......tell him what an interesting story teller he can be ---the drawing will benefit his small motor and arm/muscle skills, even more so if he is sitting at a small table/chair to get those muscles more use to that position As time goes on I can guarantee you that he'll begin to want to write the odd word or two himself. He'll be making stories on his own with inventive spelling and other words he is learning. You could even make a small picture dictionary of some of the more common words he uses in his stories (a picture of spiderman beside the word " spiderman " so he can copy it out.....helps with his letter formation) I would start with 5 or 10 minutes a few nights a week. If this interests him, he'll be asking for more time to do this. Another idea is he can email his stories that he develops with Janet to Dad who can make the appropriate gushy sounds of wonder and awe at the next phone call/email. Just a thought I had, let us know how things continue. I know Janet was concerned with his eating at the beginning of the year, that's going OK is it? That's great. Try working from where is and take it from there. Often our kids just need some time. Debby Re: Ken--school > Hi Deb, > > Thank-you and all others for the great suggestions. > > It is hard to resolve this since I am away all week in land and > and Janet are back in New Hampshire. > > Janet is arranging a meeting with his first grade teacher. > > I had several talks with over the weekend. > > Basically it boils done to this. > > 1). He's bored. The writing and other stuff is just not interesting. > The stories he is playing in his head are much more interesting. At > home he spends a lot of time re-enacting his favorite videos/tv > shows. He runs around the house chasing or being chased by dinosaurs > or fighting monsters etc. In s own words " My brain won't let me > think about that stuff ( teachers instructions ) because I have too > much other good stuff to think about " . > > 2). He does get hungry, but not often, We will reinforce the snacking > etc when we meet with the teacher. > > 3). I agree with you Deb. is the size of a small 4 year old > trying to keep up with 7 year olds. > > Personally, I think he is doing fine but the teacher ambushed my wife > in the hall with all this stuff and now she is in a panic about > failing first grade. > > > > I'll keep everyone update as we work through this. > > > Thanks > > Ken M > > > > > Hi Ken > > > > Well as every one else seems to be saying.......... sounds > identical to > > Adam!!! When Adam was in grade 1, the teacher had this tent in the > class > > (don't ask.....she was bizarre) for kids to get into to make reading > > " fun " .........well whenever someone noticed Adam was missing (which > was > > often back then) he was often found in the tent sound asleep. > > > > > > > > Adam is an excellent reader but slow as rain at everything else > (unless it > > has to do with video games in any fashion!). Adam's big thing he > would say > > to me is " my brain won't let me do it " Whatever that means!!!! > > > > > > > > All your suggestions are good ones. Since he's not on the periactin > in the > > a.m. and thankfully, can sleep in later, I would try the food(s) as > a > > possibility. A shot of energy with some complex carbs (it's a shame > we can't > > have peanut butter anymore in the schools that was a great fix for > Adam). > > Crackers and cheese maybe?? Or a juice box (100% juice??) Just tell > those > > teachers that are telling you constantly how he's getting nothing > done that > > this might help.......and they'll have to remember to get him to > eat/drink. > > > > > > > > The good news?? Well for one, is already on GHT......Adam > didn't start > > until he was 8 (what was that grade 3??) but I have noticed each > year that > > his ability to stay awake and keep up with the other kids is > improving. He's > > still not as quick as the others but he's getting there. > > > > > > > > Adam's sore spot is math. But then again the *tent* teacher told > everyone of > > the grade 1 parents that she hated math and rarely taught it. Dah!! > > > > > > > > Finally, Adam was constantly falling asleep 5:30 or 6:00 p.m. at > night. And > > no matter what I did that kid would not wake up. I'd leave him in > the middle > > of the living room floor......phones ringing, tv blarring.......and > not a > > stir. Wed. to Friday's were especially hard. It's been getting > better since > > he started GH as well..........that's why you might be lucky and > not have > > this lasting too long. > > > > > > > > I have always made the simple point with doctors and/or teachers > and/or the > > clueless administrators " look at the boy......he is ½ the size of > his > > classmates and yet we are expecting him to work and keep up with > kids way > > bigger than him " . Even now I can say he looks like a 5 or 6 year > old....and > > most kids that size only go to school ½ a day and get a nap????? > Mine is in > > grade 6!! What expectations! It helped to make them see it that way. > > > > > > > > In a nut shell? Try scheduling a snack every hour or two. He's only > ½ day > > right? He could be real interested in checking out what others are > > doing/saying......you know quietly sitting at the snack table and > taking it > > all in (except his snack??) He needs an energy boost. > > > > Also the lethargic can be a sign of just being bored. Either he's > struggling > > with what he should be doing and can't be bothered so he kind of > gets quiet > > and sullen (mistaken for lethargic) or he knows exactly what the > answer is > > (let's say) and because it's soooooo obvious....he's bored as a > > result....again just sinking down within himself out of boredom. > > > > So how do you compensate? Well, the teacher could change her > schedule around > > (send the other kids into outer space...they hate change) and have > some real > > motivating activities and see what his level of energy is (or she > can just > > watch for one of those days to occur and pay special attention to > 's > > energy level). But all that will do is give you some information > on " why " it > > won't help or change anything. > > > > > > > > > > > > Absolutely last piece of advice?? Boys are often this way when > young and > > tend to snap out of it around grade 3 (Adam didn't!!) I teach a > pile of > > grade 3 boys this year and I swear someone switched kids between > what I have > > now and what they were like in Sept. Totally different kids!!!! > > > > > > > > Consider moving to Canada!! You can rent out at my place and > can come > > to my school! There! Problem solved. > > > > > > > > Debby > > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 13, 2004 Report Share Posted January 13, 2004 Hi Deb, We'll give it a try. Great idea. As for his eating, it is not going good. He hardly eats or drinks anything at school. He gets off the bus and basically eats and drinks until he goes to bed at 6:30. We have a meeting set for the 26th. We will push ( again ) to get some one to prompt to eat and drink during the day. Ken M > > > Hi Ken > > > > > > Well as every one else seems to be saying.......... sounds > > identical to > > > Adam!!! When Adam was in grade 1, the teacher had this tent in the > > class > > > (don't ask.....she was bizarre) for kids to get into to make reading > > > " fun " .........well whenever someone noticed Adam was missing (which > > was > > > often back then) he was often found in the tent sound asleep. > > > > > > > > > > > > Adam is an excellent reader but slow as rain at everything else > > (unless it > > > has to do with video games in any fashion!). Adam's big thing he > > would say > > > to me is " my brain won't let me do it " Whatever that means!!!! > > > > > > > > > > > > All your suggestions are good ones. Since he's not on the periactin > > in the > > > a.m. and thankfully, can sleep in later, I would try the food (s) as > > a > > > possibility. A shot of energy with some complex carbs (it's a shame > > we can't > > > have peanut butter anymore in the schools that was a great fix for > > Adam). > > > Crackers and cheese maybe?? Or a juice box (100% juice??) Just tell > > those > > > teachers that are telling you constantly how he's getting nothing > > done that > > > this might help.......and they'll have to remember to get him to > > eat/drink. > > > > > > > > > > > > The good news?? Well for one, is already on GHT......Adam > > didn't start > > > until he was 8 (what was that grade 3??) but I have noticed each > > year that > > > his ability to stay awake and keep up with the other kids is > > improving. He's > > > still not as quick as the others but he's getting there. > > > > > > > > > > > > Adam's sore spot is math. But then again the *tent* teacher told > > everyone of > > > the grade 1 parents that she hated math and rarely taught it. Dah!! > > > > > > > > > > > > Finally, Adam was constantly falling asleep 5:30 or 6:00 p.m. at > > night. And > > > no matter what I did that kid would not wake up. I'd leave him in > > the middle > > > of the living room floor......phones ringing, tv blarring.......and > > not a > > > stir. Wed. to Friday's were especially hard. It's been getting > > better since > > > he started GH as well..........that's why you might be lucky and > > not have > > > this lasting too long. > > > > > > > > > > > > I have always made the simple point with doctors and/or teachers > > and/or the > > > clueless administrators " look at the boy......he is ½ the size of > > his > > > classmates and yet we are expecting him to work and keep up with > > kids way > > > bigger than him " . Even now I can say he looks like a 5 or 6 year > > old....and > > > most kids that size only go to school ½ a day and get a nap????? > > Mine is in > > > grade 6!! What expectations! It helped to make them see it that way. > > > > > > > > > > > > In a nut shell? Try scheduling a snack every hour or two. He's only > > ½ day > > > right? He could be real interested in checking out what others are > > > doing/saying......you know quietly sitting at the snack table and > > taking it > > > all in (except his snack??) He needs an energy boost. > > > > > > Also the lethargic can be a sign of just being bored. Either he's > > struggling > > > with what he should be doing and can't be bothered so he kind of > > gets quiet > > > and sullen (mistaken for lethargic) or he knows exactly what the > > answer is > > > (let's say) and because it's soooooo obvious....he's bored as a > > > result....again just sinking down within himself out of boredom. > > > > > > So how do you compensate? Well, the teacher could change her > > schedule around > > > (send the other kids into outer space...they hate change) and have > > some real > > > motivating activities and see what his level of energy is (or she > > can just > > > watch for one of those days to occur and pay special attention to > > 's > > > energy level). But all that will do is give you some information > > on " why " it > > > won't help or change anything. > > > > > > > > > > > > > > > > > > Absolutely last piece of advice?? Boys are often this way when > > young and > > > tend to snap out of it around grade 3 (Adam didn't!!) I teach a > > pile of > > > grade 3 boys this year and I swear someone switched kids between > > what I have > > > now and what they were like in Sept. Totally different kids!!!! > > > > > > > > > > > > Consider moving to Canada!! You can rent out at my place and > > can come > > > to my school! There! Problem solved. > > > > > > > > > > > > Debby > > > > > > > > > > > > Quote Link to comment Share on other sites More sharing options...
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