Sorry about my unauthorized leave of absence… Life has nudged it’s beautiful neck in the way of my time. Since we homeschool, sometimes there is just no backseat to the things that need to happen.
Which is what happened…
My DS (Dear Son), who just turned 9, is a fabulous kid. Loving, caring, athletic, talented in anything he attempts, very good at video games, full of unbridled energy… you name it, the kid can do it. Well, save one thing… school.
When we started homeschooling, we really thought the reason we needed to do this was because of our oldest DD (Dear Daughter) who is 10.5 years old (She wants to make sure I get that point five in there… *headdesk*). To read why we thought we started, you can go to PluggedInParents.com and read my monthly homeschool article about just that.
So five years later, we realize there is a host of reasons we homeschool and DS 9 is another one of those reasons.
To the normal eye, he is just as I described above… Healthy child, curious about life, loving… well you know. I won’t dote on him again, but its tempting cuzz he is such a love. However, if this child was in a public school setting, I think I would have serious, SERIOUS issues.
Because… Umm… he is like me.
Obviously, this means he is brilliant beyond measure and will just be fantastic in school right? Hahahaha… Umm no. You know that “Creative Blogger” award below… the correct lie was the valedictorian one. I was no where ever CLOSE to the podium, in fact I screamed with joy to see my diploma was ACTUALLY in the folder. Yup, average C Student… though my senior year I did get 3.1 once, but that was due to the barrage of electives I took.
I couldn’t focus in school. Not because it was boring, though at times it was, but because my brain moved at 400 miles per hour and ended up on bunny trails that had nothing to do with the a math related hypothesis my teacher was trying to explain. It about drove me crazy to go to class and sit between the walls with NO WINDOWS (it was prison, I swear) and try to focus on one subject not twelve at once.
Some people would call this A.D.D., but I don’t think so. Reason being, I can focus fine on things I love and desire to learn. When there was a subject I desired to be in, I was all there. 100% focused on what the teacher/professor was saying and trying to be as absorbent as possible. However, when I was in Math… Meh, whatever. The concepts didn’t make a whole lot of sense to me…
For example:
The teacher would be talking about why we need to, I dunno, change fractions to common denominators so that you can calculate them… I would start with the concept and then think about the fraction of my school day I actually learned, then the fact we had no windows in our classrooms, then that our doors were orange (like prison suits), then that I hoped I never ended up in jail, then the fact Juvy was just a block away across from the cemetery, then realize I was still in class… What was the question?
Now, following this train of thought causes people scream A.D.D.! However, I would like to challenge that thought… I believe it’s just a different learning style… One that I now see in my DS9. One that I plan to foster and help him to grow and learn in a way HE loves and is comfortable with.
One that actually HAS a name! It’s called a Visual Spatial Learning… here is the definition:
A visual-spatial learner is a student who learns holistically rather than in a step-by-step fashion. Visual imagery plays an important role in the student’s learning process. Because the individual is processing primarily in pictures rather than words, ideas are interconnected (imagine a web). Linear sequential thinking — the norm in American education — is particularly difficult for this person and requires a translation of his or her usual thought processes, which often takes more time.
Some visual-spatial learners are excellent at auditory sequential processing as well. They have full access to both systems, so that if they don’t get an immediate “aha” when they are looking at a problem, they can resort to sequential, trial-and-error methods of problem solving. These students are usually highly gifted with well integrated abilities. However, the majority of visual-spatial learners we have found in our work are deficient in auditory sequential skills. This leads to a complex set of problems for the student. A definite mismatch exists between the student’s learning style and the instructional methods employed by the student’s teachers.
Which means, boring text and application means nothing to him… it’s time to get creative and help this boy love to learn. And I do believe this is what he needs. After sitting down with him this week and realizing his brain is working 400 miles per hour, like mine did, it’s time for me to make some changes.
He is excited about the changes, because he admitted, “Mom, this *IS* boring.” Which is why I believe his mind wonders down the wayward bunny trails and sometimes NEVER comes back.
I am excited about next week of school time and while he maybe hesitant, not knowing if this will work. I think it will and we will have a blast!
I will update you on our progress as I teach my Visual Spatial child…