Explorations of the Academic Kind

December 8, 2014

Besides annoying my husband with my low sodium diet. I’ve got ideas. Lots of ideas. Plan A has always been teaching-speech therapy. This plan has been disrupted for quite a while now, and it is annoying me. Since finally taking the GRE again and seeing the scores I’ve had quite the Epiphany. I’d never done so well on test sections before because of not getting extra time. Looking back on my high school transcript was enlightening, because my focus has been on the struggle I had to get good grades. I forgot what kind of grades I did get. Most were B+’s and A-‘s.

I’ve been exploring a few of wake tech’s science programs (they have women in STEM/ women only science and math classes) and NCSU’s Bioprocessing Science web page. Now, I’ve convinced myself I can do enough math to do the program. I passed with a A- to B+!!!! High school Algebra, trigonometry, Chemistry, and Biology  (and no accommodations for my LD/ADHD). I’ve rationalized it by saying to myself -if Kiddo doesn’t see women in Science how will she be successful. I love chemistry—aka for food and soap/ body products. So, I’ve put this under Plan B to C.


DH doesn’t really like parts of Plan B. *Gulp*, I’ve thought now that I have a kid, I want to *save* myself or at least my  “kid” wits for her, because the kids I usually teach aren’t the most well behaved. They kept me sweating and on my toes constantly and, I’d rather do Math than have to tame those gremlins all day.

Says, the girl who supposedly hates math.

I really need to play coopoly–any takers?


Thinking Timer

October 19, 2010

This is our “thinking timer”. I got it as a free prize in a Chick Fl A meal. It lasts for 30 seconds. I set this for Moshie when she is asked to make a choice. In the morning I usually ask if she wants a veggie burger or an egg. I tell her to think about it and even if she thinks she’s made a decision I will even set it just so she can make sure that is what she wants.

Kryten and I have a bit of a disagreement on the issue of changing our mind or if it is acceptable to let your kid change his/ her mind. I implemented the “thinking timer” to avoid some of the changing mind syndrome and it has worked! But I think it is totally acceptable for a kid to change his/her mind. It can be a useful skill in fact, especially when it is an incident with an adult. I was reading, in Protecting the Gift: Keeping Children and Teenagers Safe (and Parents Sane), about how this particular skill can save your kid from abuse. I need to remember to tell Kryten about this.

In light of Scattermom’s post Timers Not Just for Kids I think I should implement this thinking timer for myself.


December 8, 2007

Project update: I didn’t get to the Raleigh NOW meeting BUT my mommas group has viewed The Motherhood Manifesto! Yay, It seems to have resonated with everyone. Most all of the points were touched on as concerns of the group. I have posted an ad on craigslist and a message in the Triangle Mommies Networking bulletin thread.

Now for persistence, prayer, and patience. The hardest part of all.

Evidence Check: Education Missing the Mark

My feeling for a long time is that in education we are barking up the wrong tree. Kids with reading problems lack a good language base. We are trying to fix the end result of reading instead of addressing the basic problem of lack of experience with language.

American ChildCare: Poor Quality at Sky High Price (quoted from page 3)

“A third of kids entering kindergarten have inadequate language skills as their parents are working two or three jobs and not home.”

Early language and the development of children’s reading skills

Michele D. Poe, Margaret R. Burchinal and Joanne E. Roberts

Frank Porter Graham Child Development Institute, CB 8185, University of North Carolina, Chapel Hill, NC 27599-8185, United States

Received 5 February 2004; accepted 23 June 2004. Available online 12 August 2004.


There is considerable agreement that vocabulary plays a central role in reading acquisition, but there is less agreement about whether this association is direct or indirect through phonological and print-related knowledge. Longitudinal data from 77 African-American children were analyzed to examine the relationship between language skills, phonological knowledge and print processing skills at pre-kindergarten and kindergarten with reading at pre-kindergarten through second grade. Analyses indicated that home and child care experiences were related to reading indirectly through language and that language and phonological knowledge were both directly related to acquisition of reading skill. This study of African-American children and previous studies of lower- and middle-income children indicate both language and phonological skills play an important role in children becoming successful readers, and that experiences at home and in child care during in early childhood play a role in the acquisition of reading through their enhancement of early language and phonological skills.


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