Do not use Your Baby Can Read. It is sight reading in the worst way. It wires the brain in the wrong place for proper reading later.
http://godfreymethod.com/default.aspx
Tuesday, April 13, 2010
Tuesday, April 6, 2010
Phonics improves brain function
Phonics improves the structure of the brain
A research team headed by scientists from the esteemed Yale School of Medicine announced in 2004 a particularly significant finding for children who have trouble learning to read. It was reported by Gilbert Zarate in the Brownsville Herald: http://www.brownsvilleherald.com/opinions_more.php?id=61072_0_11_0_C
The focus of this study, as much of the writing on this topic, is on how to assist struggling readers. While struggling readers show us what the critical issues are, children who are not struggling will be able to learn much more, much quicker, if they are also given exposure to the best teaching practices. Unfortunately, as is commonly the case, teachers leave good students to fend for themselves on the mistaken assumption that they don’t need help. Mom and Dad can and should do things at home to enhance their child’s learning and intelligence.
In the words of the reporter:
“The study reported that the brain function of poor readers actually changes to resemble the brain function of “good” readers when they have been taught to read through instruction that is direct, systematic, and focuses on the sounds and letters that make up words, the meanings of words, and helping children read accurately and quickly.
Using functional MRI scanners, researchers were able to document that effective reading instruction not only improves reading ability but actually changes the brain’s functioning so children can read more efficiently. These struggling readers were taught to read using a comprehensive reading program that focused on systematically teaching phonemic awareness, phonics, reading fluency, vocabulary and spelling and, as a result, formed new and lasting neurological connections and pathways in parts of their brain that regulate reading ability.
We know that almost every child in America — whatever race, ethnicity, or socioeconomic level — can become a strong and confident reader when taught through a comprehensive approach grounded in systematic, research-based instruction. And we know that scientifically based reading instruction can be successfully implemented in all schools — whether urban, suburban, or rural.
Unfortunately, the reality today is that nearly 40 percent of fourth-grade students are unable to read at grade level. While many policymakers, educators and parents are enthusiastic about teaching children to read, not all schools and school districts are implementing instruction grounded in scientific approaches that have been proven to increase reading skills. Despite what we know works, not all schools have put in place carefully developed, comprehensive reading programs that include research-proven instructional practices. This is a travesty.
We know that reading instruction for struggling readers must be explicit, systematic, and allow sufficient time for student learning. We also know that the reading curriculum should include the five critical components that are fundamental to learning to read — phonemic awareness, phonics, fluency, vocabulary and reading comprehension.”
So if the scientific evidence strongly proves that phonics instruction re-maps the brain for the better, why does the educational establishment, for the most part, continue to ignore the data and teach ineffective reading (and math) methods? Part of the answer may be found in the lobbying and monetary influence of textbook publishers, who follow fads for personal gain rather than true research results. Part of the answer may be found in the egos of some educational people pushing their own theories and agendas. Part of the answer can be found in the inertia and ennui of large government entities, schools, to resist change.
Whatever the factors, it is clear that parents must not let their gifted children be left to fend for themselves in school. Parents can follow the best practices of phonics reading instruction (and math instruction) with their children at home to ensure a great foundation for success.
http://godfreymethod.com/default.aspx
A research team headed by scientists from the esteemed Yale School of Medicine announced in 2004 a particularly significant finding for children who have trouble learning to read. It was reported by Gilbert Zarate in the Brownsville Herald: http://www.brownsvilleherald.com/opinions_more.php?id=61072_0_11_0_C
The focus of this study, as much of the writing on this topic, is on how to assist struggling readers. While struggling readers show us what the critical issues are, children who are not struggling will be able to learn much more, much quicker, if they are also given exposure to the best teaching practices. Unfortunately, as is commonly the case, teachers leave good students to fend for themselves on the mistaken assumption that they don’t need help. Mom and Dad can and should do things at home to enhance their child’s learning and intelligence.
In the words of the reporter:
“The study reported that the brain function of poor readers actually changes to resemble the brain function of “good” readers when they have been taught to read through instruction that is direct, systematic, and focuses on the sounds and letters that make up words, the meanings of words, and helping children read accurately and quickly.
Using functional MRI scanners, researchers were able to document that effective reading instruction not only improves reading ability but actually changes the brain’s functioning so children can read more efficiently. These struggling readers were taught to read using a comprehensive reading program that focused on systematically teaching phonemic awareness, phonics, reading fluency, vocabulary and spelling and, as a result, formed new and lasting neurological connections and pathways in parts of their brain that regulate reading ability.
We know that almost every child in America — whatever race, ethnicity, or socioeconomic level — can become a strong and confident reader when taught through a comprehensive approach grounded in systematic, research-based instruction. And we know that scientifically based reading instruction can be successfully implemented in all schools — whether urban, suburban, or rural.
Unfortunately, the reality today is that nearly 40 percent of fourth-grade students are unable to read at grade level. While many policymakers, educators and parents are enthusiastic about teaching children to read, not all schools and school districts are implementing instruction grounded in scientific approaches that have been proven to increase reading skills. Despite what we know works, not all schools have put in place carefully developed, comprehensive reading programs that include research-proven instructional practices. This is a travesty.
We know that reading instruction for struggling readers must be explicit, systematic, and allow sufficient time for student learning. We also know that the reading curriculum should include the five critical components that are fundamental to learning to read — phonemic awareness, phonics, fluency, vocabulary and reading comprehension.”
So if the scientific evidence strongly proves that phonics instruction re-maps the brain for the better, why does the educational establishment, for the most part, continue to ignore the data and teach ineffective reading (and math) methods? Part of the answer may be found in the lobbying and monetary influence of textbook publishers, who follow fads for personal gain rather than true research results. Part of the answer may be found in the egos of some educational people pushing their own theories and agendas. Part of the answer can be found in the inertia and ennui of large government entities, schools, to resist change.
Whatever the factors, it is clear that parents must not let their gifted children be left to fend for themselves in school. Parents can follow the best practices of phonics reading instruction (and math instruction) with their children at home to ensure a great foundation for success.
http://godfreymethod.com/default.aspx
Monday, February 15, 2010
Why do gifted girls play dumb with their peers?
The author agrees whole-heartedly with the recent study (June 1, 2009) at the University of Wisconsin- Madison- that definitely culture, not biology, accounts for the differences in math performance among men and women. Professors Mertz and Hyde say the data just do not support the stereotype. http://www.cardinal.wisc.edu/article/23150
In fact in elementary school, girls are usually ahead of boys in math. It isn’t until middle school that girls start falling behind. And why, on average, do they fall behind?
Early teen years are when girls begin to realize the patriarchal order that exists in most societies. They begin to see that they are quickly approaching womanhood and what that means in relation to men. They also quickly understand that boys have sensitive egos about being ‘bested’ by girls. So they often downplay their intelligence and physical abilities to win the attention of the boys.
One of my daughters hid her report card and down-played her straight A's in an effort to keep friends. She didn't want to stand out. She was ashamed of her gifted abilities, sad to say. Thankfully, as an adult, she learned to value her good mind.
A woman named Joyce hosted a Japanese businessman’s visit at work, who brought his wife on the trip with him. It was obvious that the wife spoke better English than him, but she held her tongue in his presence. Many cultures subtly- or not so subtly- discourage a female from embarrassing a male in front of others. She has to hide her talents to be accepted. In the name of “respect”, the often better person has to play dumb. Isn’t that sad?
One woman says, “Lucky for me, my 8th grade algebra teacher was a woman, Mrs. Barton, who was also a mother of 4 children. She became my role model. She taught math so well, so understandably, and juggled motherhood, too. From that moment on, I excelled in math, going all the way through calculus in high school.
“Doing well in math spilled over into doing well in physics and chemistry, too. College was the obvious next step. I realized that I didn’t have to give up using my brain to be a mother or give up motherhood to use my brain. Because of Mrs. Barton, I have always excelled at math and science and motherhood.
“And I was the older sister of several boys, so I was used to out-performing males. I had a bit of an ego myself. In fact, I liked to prove that I was smarter and better than most of the males around me. I figured a guy could like me and my intelligence, or I didn’t need him.”
Girls today have more social freedom to choose a professional career than the previous generation did when they were young. However, most of the magazines for girls and women still focus on hair, nails, clothes, and being sexy. So the messages that other women editors in society give to girls, still focus on traditional feminine interests. More of this will be discussed below.
This makes it harder for science and engineering women to get their message heard. The narrow focus to be attractive is stronger than to be intelligent, even in these modern times. Society needs to blend the two. A smart woman can be attractive, and she attracts a better caliber of men.
In this way, it is the social messages that girls get at puberty, not necessarily the hormones, which draw them away from mathematics in the adolescent years.
Why do gifted girls play dumb with their peers?
To tell you the truth, it also has a lot to do with what the magazines and other media push at them. The idea of needing a boyfriend to fit in is everywhere.
The "dating" ideas in teen magazines often rival the porn mags. It takes away their childhood much too young. Many models are young teens and pre-teens dolled up to look older and sexier. What kind of message is that? It seems that some companies will do anything to make a buck.
Those magazines and shows that focus on all the other interests and abilities of girls- instead of being sexy- should be applauded.
Another problem is mothers who promote the objectifying of their daughters. Pride and vanity are very immature needs. It's sad when they come from mother to daughter. The mothers are trying to live through their daughters.
Feminism used to mean, not wanting to be a sex object and wanting equal opportunities. Now it seems to mean, put everything out there for the whole world to see. This is not power. It is not progress (though I'm sure the makers of spring break videos and others are enjoying the show). What happened to the original feminist ideas of self-respect and not being used? How can our daughters be seen as equals in the workplace when they are so willing to be mere decorations? This is not empowerment.
Girls use their bodies to get attention at younger and younger ages. But that's just it - they are being used. They dress like Britney Spears and Madonna for school, which is unfair to the male students and teachers. It also takes the girls' focus away from developing their minds and talents the way they should. They need to become women of substance who contribute to society, not just eye candy, which is fleeting.
All of the conflicting messages create great confusion for our girls. Teenagers and pre-teens don't have the ability to fully understand cause and effect. Science has shown that brain chemistry actually changes after age 18, giving their frontal lobe more ability to project the long-term effects of our choices.
So while our children are adolescents, it is up to us adults to help them see the half-truths out there for what they are. Adults have a responsibility to help them feel their self worth for something beyond looks and boyfriends.
Taking away girls' childhoods is also taking away their future possibilities in adulthood. Keeping themselves free from bad choices now will keep their adulthoods free to be their best selves. Parents need to give their daughters the tools to combat peer pressure. They need to teach them things they can say to their friends to get out of an uncomfortable situation. They need to take time to show them how. They need to help them have the inner strength to be true to themselves, even if it means losing those friends.
Just because society has changed doesn't mean that the natural consequences have changed. Adults need to make sure that our girls know what those consequences are. We need to help steer them toward choices that keep their self-esteem and dignity in the long run, so that they don't change the whole course of their future before they're even old enough to understand what that is.
And moms need to quit living vicariously through their daughters to be sexy and popular. The short-term reward is not worth the long-term cost. Sometimes parents just have to say no to certain media and clothes. Sometimes they just have to do what's best. Their girls will understand later. When they have daughters.
Teen years can be a great time to help your gifted child explore unconventional careers. There are a lot of ideas at http://giftedkids.about.com/od/giftedadolescents/Gifted_Teens.htm to help you help your gifted daughters be proud of their abilities.
Get them involved in Expanding Your Horizons (EYH), which gives hands-on workshops in math and science for girls. I used to be an EYH workshop coordinator and taught girls how to make their own scented lotion. They had fun learning math and chemistry. They saw women mentors in science and engineering. They learned to be proud to be smart! http://www.expandingyourhorizons.org/ and choose your state for local chapters.
http://godfreymethod.com/default.aspx
In fact in elementary school, girls are usually ahead of boys in math. It isn’t until middle school that girls start falling behind. And why, on average, do they fall behind?
Early teen years are when girls begin to realize the patriarchal order that exists in most societies. They begin to see that they are quickly approaching womanhood and what that means in relation to men. They also quickly understand that boys have sensitive egos about being ‘bested’ by girls. So they often downplay their intelligence and physical abilities to win the attention of the boys.
One of my daughters hid her report card and down-played her straight A's in an effort to keep friends. She didn't want to stand out. She was ashamed of her gifted abilities, sad to say. Thankfully, as an adult, she learned to value her good mind.
A woman named Joyce hosted a Japanese businessman’s visit at work, who brought his wife on the trip with him. It was obvious that the wife spoke better English than him, but she held her tongue in his presence. Many cultures subtly- or not so subtly- discourage a female from embarrassing a male in front of others. She has to hide her talents to be accepted. In the name of “respect”, the often better person has to play dumb. Isn’t that sad?
One woman says, “Lucky for me, my 8th grade algebra teacher was a woman, Mrs. Barton, who was also a mother of 4 children. She became my role model. She taught math so well, so understandably, and juggled motherhood, too. From that moment on, I excelled in math, going all the way through calculus in high school.
“Doing well in math spilled over into doing well in physics and chemistry, too. College was the obvious next step. I realized that I didn’t have to give up using my brain to be a mother or give up motherhood to use my brain. Because of Mrs. Barton, I have always excelled at math and science and motherhood.
“And I was the older sister of several boys, so I was used to out-performing males. I had a bit of an ego myself. In fact, I liked to prove that I was smarter and better than most of the males around me. I figured a guy could like me and my intelligence, or I didn’t need him.”
Girls today have more social freedom to choose a professional career than the previous generation did when they were young. However, most of the magazines for girls and women still focus on hair, nails, clothes, and being sexy. So the messages that other women editors in society give to girls, still focus on traditional feminine interests. More of this will be discussed below.
This makes it harder for science and engineering women to get their message heard. The narrow focus to be attractive is stronger than to be intelligent, even in these modern times. Society needs to blend the two. A smart woman can be attractive, and she attracts a better caliber of men.
In this way, it is the social messages that girls get at puberty, not necessarily the hormones, which draw them away from mathematics in the adolescent years.
Why do gifted girls play dumb with their peers?
To tell you the truth, it also has a lot to do with what the magazines and other media push at them. The idea of needing a boyfriend to fit in is everywhere.
The "dating" ideas in teen magazines often rival the porn mags. It takes away their childhood much too young. Many models are young teens and pre-teens dolled up to look older and sexier. What kind of message is that? It seems that some companies will do anything to make a buck.
Those magazines and shows that focus on all the other interests and abilities of girls- instead of being sexy- should be applauded.
Another problem is mothers who promote the objectifying of their daughters. Pride and vanity are very immature needs. It's sad when they come from mother to daughter. The mothers are trying to live through their daughters.
Feminism used to mean, not wanting to be a sex object and wanting equal opportunities. Now it seems to mean, put everything out there for the whole world to see. This is not power. It is not progress (though I'm sure the makers of spring break videos and others are enjoying the show). What happened to the original feminist ideas of self-respect and not being used? How can our daughters be seen as equals in the workplace when they are so willing to be mere decorations? This is not empowerment.
Girls use their bodies to get attention at younger and younger ages. But that's just it - they are being used. They dress like Britney Spears and Madonna for school, which is unfair to the male students and teachers. It also takes the girls' focus away from developing their minds and talents the way they should. They need to become women of substance who contribute to society, not just eye candy, which is fleeting.
All of the conflicting messages create great confusion for our girls. Teenagers and pre-teens don't have the ability to fully understand cause and effect. Science has shown that brain chemistry actually changes after age 18, giving their frontal lobe more ability to project the long-term effects of our choices.
So while our children are adolescents, it is up to us adults to help them see the half-truths out there for what they are. Adults have a responsibility to help them feel their self worth for something beyond looks and boyfriends.
Taking away girls' childhoods is also taking away their future possibilities in adulthood. Keeping themselves free from bad choices now will keep their adulthoods free to be their best selves. Parents need to give their daughters the tools to combat peer pressure. They need to teach them things they can say to their friends to get out of an uncomfortable situation. They need to take time to show them how. They need to help them have the inner strength to be true to themselves, even if it means losing those friends.
Just because society has changed doesn't mean that the natural consequences have changed. Adults need to make sure that our girls know what those consequences are. We need to help steer them toward choices that keep their self-esteem and dignity in the long run, so that they don't change the whole course of their future before they're even old enough to understand what that is.
And moms need to quit living vicariously through their daughters to be sexy and popular. The short-term reward is not worth the long-term cost. Sometimes parents just have to say no to certain media and clothes. Sometimes they just have to do what's best. Their girls will understand later. When they have daughters.
Teen years can be a great time to help your gifted child explore unconventional careers. There are a lot of ideas at http://giftedkids.about.com/od/giftedadolescents/Gifted_Teens.htm to help you help your gifted daughters be proud of their abilities.
Get them involved in Expanding Your Horizons (EYH), which gives hands-on workshops in math and science for girls. I used to be an EYH workshop coordinator and taught girls how to make their own scented lotion. They had fun learning math and chemistry. They saw women mentors in science and engineering. They learned to be proud to be smart! http://www.expandingyourhorizons.org/ and choose your state for local chapters.
http://godfreymethod.com/default.aspx
Thursday, January 28, 2010
Parents paying to fix school's reading failures
I was listening to the radio the other day when I heard a commercial from two sports heroes who are starting a fund raiser to help children learn to read better. They wouldn't have to jump into the fray to save our children if the universities would teach the teachers to teach right!
This reminded me of a story from my friend, Donna. She went to the junior high with her daughter for a meeting and heard several other mothers talking and complaining that they were having to take their kids to Sylvan Learning Center to bring their reading up to grade level.
One mother was furious because while she was signing her son up at Sylvan, the registrar said, "We see this all the time. We're getting a lot of students in for this problem. Everyone who went to this school district was taught the wrong way, and we're having to fix it." (Ad-libbed)
The mother was so angry to find out that the schools were using a "discovery" type of learning model that didn't believe in teaching spelling or correcting children's spelling. They let the children write whatever they wanted however they wanted. The result was years of illiterate children.
At the time this mother took her son for tutoring, the school district had been using this "innovative" method for a decade and was still using it. (It was probably another failed program from Project Follow Through and the Whole Language fiasco.)
So I'm thinking, if we know what the research-proven best reading method is, phonics, why are schools sticking to failed methods, requiring parents to pay for expensive remedies? Something is definitely wrong here. Must be political. Doesn't purposely-failing our children, year after year, border on evil?
Ciao
http://godfreymethod.com/default.aspx
This reminded me of a story from my friend, Donna. She went to the junior high with her daughter for a meeting and heard several other mothers talking and complaining that they were having to take their kids to Sylvan Learning Center to bring their reading up to grade level.
One mother was furious because while she was signing her son up at Sylvan, the registrar said, "We see this all the time. We're getting a lot of students in for this problem. Everyone who went to this school district was taught the wrong way, and we're having to fix it." (Ad-libbed)
The mother was so angry to find out that the schools were using a "discovery" type of learning model that didn't believe in teaching spelling or correcting children's spelling. They let the children write whatever they wanted however they wanted. The result was years of illiterate children.
At the time this mother took her son for tutoring, the school district had been using this "innovative" method for a decade and was still using it. (It was probably another failed program from Project Follow Through and the Whole Language fiasco.)
So I'm thinking, if we know what the research-proven best reading method is, phonics, why are schools sticking to failed methods, requiring parents to pay for expensive remedies? Something is definitely wrong here. Must be political. Doesn't purposely-failing our children, year after year, border on evil?
Ciao
http://godfreymethod.com/default.aspx
Monday, January 18, 2010
Prevent dyslexia with easy phonics lesson plan and flash cards
What parent wouldn't want to prevent dyslexia? What parent wouldn't want to raise her child's IQ and increase his capacity to learn for life? What parent wouldn't want to improve her child's self-esteem and confidence in school? What parent wouldn't want to prepare his child for the workforce of the future?
What could help solve all these? Reading early the right way – the Godfrey Method – an innovative phonics system of unique picture-letters, the way for parents to teach them properly, and a colorful story that ties them all together, "A Pretty Girl Was Alpha Bette."
What could help solve all these? Reading early the right way – the Godfrey Method – an innovative phonics system of unique picture-letters, the way for parents to teach them properly, and a colorful story that ties them all together, "A Pretty Girl Was Alpha Bette."
With the Godfrey Method, parents can and should teach their children to read before kindergarten, during that crucial learning window between the ages of 2-5 years old. Early reading by phonics increases a child’s IQ and capacity to learn for the rest of his/her life. Universal preschool is not the answer. The Godfrey Method is simple and effective – something mom and dad can do at home. And the child never forgets.
Parents can also prevent dyslexia. The Godfrey Method allows parents to start phonics younger than other methods – the key to preventing dyslexia. And prevention is much better than remediation.
If a baby can read by sight words now, s/he may have problems reading as an adult and stumble on unfamiliar words. The Godfrey Method teaches young children to read the right way, to easily decode new words by phonics.
Sight reading puts a child behind from the get-go. Phonics has been proven to wire a child’s brain properly for reading. And phonics is the only proven cure for dyslexia.
The Godfrey Method empowers parents to reverse the downward educational trend, put their children at the head of the class, and increase their children’s self-esteem. It helps give their children a foundation for the technology jobs of the future because reading is the core of everything else.
The Godfrey Method fits easily into any busy schedule, giving children the two most crucial things they need: parent time and reading skills. Young children learn best from their parents, who are the solution to our educational problems.
With the Godfrey Method, school children who are struggling come up to speed. Children who are doing fine learn faster and easier. It fixes the top ten wrong ways that schools and parents teach reading.
The benefits for parents~
Early reading develops a child’s imagination. When your child’s imagination is engaged, he is able to face tough things with a creative problem-solving ability. He will be able to think phenomenally well when the day comes that he has to make decisions without you. The tool for that is to open up his world to reading.
There are going to be problems and fights along the parenting way, so I want to tilt the scales in your favor, with your child looking back and saying, ‘I had a great life!’ because of the opportunities you opened up for him with reading early the right way.
When he has to make his own decisions in Jr. High, the magical bullet to get him through may be his ability to think and imagine possibilities, which starts with reading.
I want you to look back when your child is in college, knowing that you gave him what he needed to follow his dreams. You’ll think, ‘I wasn’t perfect, but I gave my child what he needed to be happy in life.’
At his college graduation, your 22-year-old son will be able to hug you and say, ‘Mom, thank you.’
Meg Whitman (former CEO of eBay and candidate for California governor) quote,
“We all hear reports of China and India becoming the next centers for technology and innovation. We’re running behind as a nation in engineering, science, math, and technology... Being near the bottom in education is a tragedy for our kids and a threat to our future. To restore our prosperity and do right by our children, we need to better educate them in the basics… to prepare them to excel in the workforce."
Friday, January 15, 2010
No child left behind means all children left behind
Are you kidding me?! At the end of each school quarter, the teachers in many school districts get a whole or half-day off for "professional development" days. I thought they were learning better teaching skills or something. Not so! Guess what they do on those days?
They all get together and re-evaluate the performance of their class from the last quarter, and readjust the curriculum down to fit the lowest achiever in class.
Are you kidding me?! They are in effect dumbing down the whole class so that one or a few aren't "left behind." Isn't this the same as leaving them all behind? I don't think this was the intention of the No Child Left Behind Law. Why can't the schools just get a tutor or aide or resource person to help the slow kids, and stop holding everyone back?
It makes me just about ready to home-school my kids. First, Project Follow Through ruins over 3 generations of US kids, then NCLB is mis-interpreted to mean that the whole class has to learn on the level of the most-challenged student.
What is the real political goal, here? To have citizens too stupid to vote with any intelligence? To make sure that all our technology jobs keep going to India and China? Do we enjoy talking to a help desk half-way around the world whom we can't understand? Why promote this?
Any parent who cares anything about his/her child's future would not depend on the schools to do the teaching. Even if you can't afford public school or to home-school, you can supplement at home. You can teach your child to read by phonics before kindergarten. You can find math systems to do at home. And you should!
They all get together and re-evaluate the performance of their class from the last quarter, and readjust the curriculum down to fit the lowest achiever in class.
Are you kidding me?! They are in effect dumbing down the whole class so that one or a few aren't "left behind." Isn't this the same as leaving them all behind? I don't think this was the intention of the No Child Left Behind Law. Why can't the schools just get a tutor or aide or resource person to help the slow kids, and stop holding everyone back?
It makes me just about ready to home-school my kids. First, Project Follow Through ruins over 3 generations of US kids, then NCLB is mis-interpreted to mean that the whole class has to learn on the level of the most-challenged student.
What is the real political goal, here? To have citizens too stupid to vote with any intelligence? To make sure that all our technology jobs keep going to India and China? Do we enjoy talking to a help desk half-way around the world whom we can't understand? Why promote this?
Any parent who cares anything about his/her child's future would not depend on the schools to do the teaching. Even if you can't afford public school or to home-school, you can supplement at home. You can teach your child to read by phonics before kindergarten. You can find math systems to do at home. And you should!
Monday, January 11, 2010
How do you get parents to care?
You know, I am absolutely amazed at how hard it is for people to catch the vision of teaching their child to read before kindergarten.
Don't they care about giving their kids the ability to take the opportunities that will come their way?
Don't they care about helping their children become their best selves?
Don't they realize that IQ is only 50% genetic? The other half is the home environment and mental stimulation, especially between the ages of 2-5 years old.
I am doing everything I can to try to help as many kids as possible out there, with the least amount of time and money required by mom and dad.
I wish people could understand how important early reading is! I wish they understood how simple the Godfrey Method is!
I wish I could get them to see the importance of my picture-letters to young minds.
The foster mom in me wants to scoop up all children and help them myself, but they learn best from their own mom and dad.
Where are the proactive, purposeful parents?
Please tell me the homeschoolers aren't the only ones who get it!
Don't they care about giving their kids the ability to take the opportunities that will come their way?
Don't they care about helping their children become their best selves?
Don't they realize that IQ is only 50% genetic? The other half is the home environment and mental stimulation, especially between the ages of 2-5 years old.
I am doing everything I can to try to help as many kids as possible out there, with the least amount of time and money required by mom and dad.
I wish people could understand how important early reading is! I wish they understood how simple the Godfrey Method is!
I wish I could get them to see the importance of my picture-letters to young minds.
The foster mom in me wants to scoop up all children and help them myself, but they learn best from their own mom and dad.
Where are the proactive, purposeful parents?
Please tell me the homeschoolers aren't the only ones who get it!
Saturday, January 2, 2010
Let's talk about the importance of math activities in the family to boost children’s math abilities. Another great resource for parents to use with their children is the book, Family Math by Jean Kerr Stenmark (1986). http://www.amazon.com/Family-Math-Equals-Jean-Stenmark/dp/0912511060/ref=sr_1_1?ie=UTF8&s=books&qid=1249162842&sr=1-1
This book has many fun ideas and activities that parents and children can do together at home. You don’t have to be a home-schooler, or a stay-at-home mom, to increase your child’s mathematical intelligence. Even working moms can find time to do these math games and activities at home, creating precious, quality family time.
A child’s math knowledge should be developed before school age and augmented during school years. It’s just as important for children to feel confident and successful in math as reading. This helps them stay at the head of the class and not fall behind a little more each year.
There are many different types of intelligence and a child may be gifted more in one area than another. Regardless, all areas of learning can be enhanced and improved when parents try things at home.
Another book by Jean Kerr Stenmark, Family Math for Young Children (1997), is targeted for younger children. http://www.amazon.com/Family-Math-Young-Children-Comparing/dp/0912511273/ref=sr_1_2?ie=UTF8&s=books&qid=1249162842&sr=1-2 Give these resources a try, and remember to have no power struggles while instructing your children.
This book has many fun ideas and activities that parents and children can do together at home. You don’t have to be a home-schooler, or a stay-at-home mom, to increase your child’s mathematical intelligence. Even working moms can find time to do these math games and activities at home, creating precious, quality family time.
A child’s math knowledge should be developed before school age and augmented during school years. It’s just as important for children to feel confident and successful in math as reading. This helps them stay at the head of the class and not fall behind a little more each year.
There are many different types of intelligence and a child may be gifted more in one area than another. Regardless, all areas of learning can be enhanced and improved when parents try things at home.
Another book by Jean Kerr Stenmark, Family Math for Young Children (1997), is targeted for younger children. http://www.amazon.com/Family-Math-Young-Children-Comparing/dp/0912511273/ref=sr_1_2?ie=UTF8&s=books&qid=1249162842&sr=1-2 Give these resources a try, and remember to have no power struggles while instructing your children.
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