Need some fresh ideas to use with your students? Don’t throw those wrapping paper scraps away, and hold on to that used gift wrap for a little while longer. Here are some ideas for using wrapping paper as a teaching tool, and it won’t hurt your budget a bit.
1. Use leftover pieces of gift wrap to practice scissor skills. Include some narrow strips of paper so that beginners can feel the success of cutting through the strip. Snip, snip!
2. Cut out images from the wrapping paper to play a matching game. Want something that will last? Glue one set of pictures on the inside of a file folder, and glue the matching pictures onto index cards or card stock paper. A little packing tape will work about as well as lamination to keep the pictures preserved for multiple uses.
3. Work on handwriting skills by having your child circle images on the gift wrap. If that’s a bit too challenging for your student, help them just draw lines connecting the pictures on the wrapping paper. Washable markers may show up better than pencil, especially if the paper has an intricate design.
4. Use both hands together as you tear wrapping paper into pieces. Glue the pieces onto the back (blank) side of another piece of gift wrap. For a greater challenge, try shaping the pieces into seasonal shapes such as a snowman or Christmas tree.
5. Develop hand strength by balling up the paper and squeezing it.
6. Practice following directions and visual discrimination by pointing to named pictures on the wrapping paper.
7. Work on listening skills by covering your eyes and trying to identify the location of a crinkling paper.
8. Teach about recycling by crumpling up old wrapping paper to use for packing material when preparing packages to be mailed. For added fun try throwing the wadded up paper into the box from various locations near the “target”.
9. Work on expressive language skills by naming or describing pictures on the paper.
10. Provide sensory input by putting scotch tape on paper. Try to offer a variety of thin, heavy, slippery and shiny paper to experience the different qualities of each.
Don’t you just love inexpensive materials that you can make yourself? I sure do, and I feel so frugal and creative when the activities are also fun for my kids.
When my daughter Beckie was younger she decided she wanted to raise sea monkeys. Since sea monkey eggs can remain dormant for years, they are available in kits for you to raise. The packaging is attractive for children, and I’ve even seen necklaces that allow you to wear a sea monkey in a little water globe around your neck. Doesn’t that sound cute? It certainly appealed to Beckie, and the sea monkeys on the packaging looked animated and eager. Although she followed the directions on how to activate the sea monkeys eggs so they would hatch, the first attempt failed and Beckie had no sea monkeys. Undeterred, she went for it again and the second attempt resulted in several live sea monkeys. Guess what? They weren’t nearly as cute as the cartoon sea monkeys on the box. In fact, Beckie’s older sister Beth started calling them “Sea Scaries”. Sea monkeys are basically a type of shrimp. Shrimp are not that cute. Beckie, however, was proud of her sea monkey family and was determined to see them grow and reproduce to a zillion generations. Since Beckie has AD/HD, it is hard for her to remember to do tasks on a consistent basis. She wanted to check on her sea monkeys daily, and her solution was to keep them in the kitchen. She knew she would be in the kitchen every day, and would see them and have that visual reminder to check on them. This worked great for her. For my part, it was extremely unappetizing to me to see the sea monkeys skulking around their little habitat while I prepared meals. I just trained myself not to look at them after awhile. Beckie’s sea monkeys grew, and even had sea monkey babies once. Unfortunately for Beckie, she is only one of three family members with AD/HD and clutter is a big problem in every room in our house. I can’t clean as fast as they can unclean, so piles of stuff end up in the kitchen. One fateful day, Beckie’s Dad knocked the sea monkeys over and they flooded the kitchen counter. Rather than trying to scoop them back into their little habitat, Dad just dragged a trash can over and swept them all into the trash can. RIP little sea monkeys. Thinking his work there was done, Dad moved on to something else and didn’t think to mention the “terrible accident” to Beckie. When Beckie discovered the empty sea monkey container she was understandably distressed. Her strategy to keep them in the kitchen worked for her, but they were not safe from other family members who dump things in the kitchen. Her Dad’s strategy was to clean up the mess in the quickest and easiest way possible. The sea monkeys were the casualty. Beckie decided it was safer to have fish in a bowl that mounts onto her bedroom wall, and she has happily lived with her fish pets without having to worry about the bowl getting knocked over.
One of the things that always puzzled me when my son Josh was younger was how he tended to be extreme in his degrees of alertness. He was very hyperactive much of the time, but when I managed to get him to sit down at the table or on the couch to do school work he became downright lethargic. He’d go from spinning around like the Looney Tune Tasmanian Devil one minute to propping his head on his hand and looking groggy the next. It’s as if he couldn’t regulate himself to anything in between the two extremes. Now Josh is a young adult, and his AD/HD sister is in her late teens and I see the same issue of regulating attention manifesting in a slightly different way. My AD/HD husband Scott, my son, and my daughter all tend to fall asleep if they are sitting still listening to a lecture. Keep in mind they are not sleep deprived, so I don’t think lack of sleep is what’s causing it. Every single week in church, they are fine during the music portion of the service. They are fully awake during the meet-and-greet time. But once the sermon begins and they are sitting still and quiet, they close their eyes and fade away. At first I thought it only happened at church, but that’s not the case. It happens any time they are required to sit quietly in one spot and just listen. I recently attended a meeting with Scott and Josh to hear a speaker discussing issues that affect adults with AD/HD. In a room with about 20 people, I looked around and saw that only Josh and Scott were in the “I’m not sleeping but my eyes are closed and I LOOK like I’m sleeping” state. So I wonder if this is something many adults with AD/HD struggle with, or if my family’s manifestation is somehow unique. When Josh has a fidget ball with him, he is better able to regulate himself and stay awake and alert. When Scott takes notes, it helps him focus. When Beckie doodles, she attends better to what is being said. Yet if none of these strategies are implemented in time, they drift away and miss many points from the presentation being offered to them. They need to plan to use the strategies prior to finding themselves in an attention-challenging situation, but planning does not come naturally for them. By the time the need for a strategy becomes clear they may already be drifting away.
I know this is a very late announcement, but Clark Lawrence will be speaking at the CHADD of Columbus meeting tomorrow, January 24, 2009 at 2:00 in Gahanna, Ohio. His topic will be “Developing a Positive ADD Lifestyle”. Clark is Director of the Executive Function Center in Cincinnati, Ohio.
A description of his topic:
Positively addressing adult ADD requires more than working on the problem areas (goal-setting, procrastination, etc); people with ADD also need to adopt a lifestyle that works with their ADD to overcome its effects - as opposed to continually working against their ADD. This talk will address the lifestyle problems of people with ADD and offer a vision and techniques to create a positive ADD lifestyle
The meeting is being held at Mifflin Presbyterian Church, 123 Granville St., Gahanna, OH 43230
Melinda had the opportunity to interview Dr Lawrence at the 2009 CHADD conference in Cleveland, Oh. Here is the interview.
If you’ve been following this blog for awhile, you know that I prefer things neat and orderly. My family, on the other hand, casually consider themselves slobs and refer to themselves as “Slobonians”. Clutter doesn’t bother them, so it is very hard to motivate them to clean up and put things away where they belong. My youngest daughter has AD/HD and the impulsivity and inattention result in clutter, misplaced items, and zippers left unzipped on backpacks. I have found some of her things in the oddest places, and she has no recollection of how they got there. This week, while at my part-time job as a speech therapist, I got a text message on my phone from Beckie. She is taking a couple of classes at a community college and was texting me to accuse our dog of taking her calculator out of her backpack because it was missing and she knew it was in her backpack the day before. While it’s true that our recently rescued dog has yet to learn what he is allowed to chew on, I thought it more likely that she left her backpack unattended and someone stole the calculator from her backpack. In any case, it was distressing since it was an expensive calculator and…it was borrowed. I was not happy with having the expense of replacing the borrowed calculator and then having to buy Beckie another one since she will have more math classes to take in the future. A few hours later, Beckie sent me another text to let me know she had found the calculator. One of the other students in her math class had found it on the sidewalk the day before and recognized it as being Beckie’s calculator and returned it to her. Yea! Beckie admitted that she had left the zipper open on the pocket she used for her calculator, so it could have fallen out without her knowing it. Whew! What a relief. That is until my husband Scott got a call from Beckie’s cell phone in the afternoon, and it wasn’t Beckie calling him. Beckie’s cell phone had been found in the grass near the local elementary school and the person was calling to say she’d leave it at the front desk in the school office. Scott managed to reach Beckie at home, and she insisted that it was impossible for her cell phone to be found by a stranger when she was positive it was at her friend’s house. (Why would she leave it at her friend’s house instead of in her hand where I usually see it? Who knows?) Beckie reluctantly agreed to walk to the school and retrieve her phone, though she was still adamant it had to be some kind of mistake. Except that it was there, to her amazement, and she learned that it had first been found a couple blocks away from the school at a place she had not walked past that day. We are all mystified. I pointed out to Beckie that she had lost an expensive calculator and a cell phone in the same day, thereby making her “The Biggest Loser” in our family so far this week. Since this time both items were returned to her, I think she was secretly amused by the title. She was definitely angry when the calculator was missing, and if she had even known her phone was missing she would have been upset. Perhaps this will help her remember to zip up pockets and so on. Time will tell.
Working with a variety of modalities also increases the likelihood of later recall of material. When we incorporate auditory, visual, tactile and kinesthetic input in subject areas where our children struggle to learn, we will also be helping them learn to pay attention for longer periods of time. With that in mind, I want to share with you one of my more successful teaching activities that kept my children engaged and made the material we were studying more memorable for them.
When my son was having trouble with the concept of “borrowing” in math, I lined up my children in place value positions, gave them Cuisenaire cubes and rods, and we acted out a story. I was the sheriff from Robin Hood (one of their favorite movies at that time) and came to collect taxes from the “ones” child. When she didn’t have enough cubes to pay her taxes, I showed her how to “borrow” from her neighbor and explained that she could only borrow 10 cubes from that neighbor. We did the same thing for the “tens” child borrowing from the “hundreds” child, and enacted several scenarios for practice.
I had lined them up in birth order with my youngest, Beckie, in the ones place. My middle child, Beth, was in the tens place. Josh, as the oldest, was in the hundreds spot. I recently asked my children if they remembered doing that activity, and they responded with an enthusiastic “Yes!” Josh also pointed out to me that a variation of the activity has continued over the years, because Beckie asks to borrow money from Beth, who in turn asks to borrow from Josh. He blames me for this generalization of a skill learned in those early years of our homeschooling. Before you feel too sorry for him, I want to point out that I’ve also taught him how to say “No” nicely to refuse requests.
I picked up a button at a conference because it caught my eye as I was walking past. It reads, “I love someone with ADHD”. Having a husband, a son, and a daughter who all share that diagnosis I placed the pin on my nametag to wear for the rest of the conference. In reality, there are many people in my life who have been diagnosed with AD/HD and I do love them. But I thought it would be interesting to see which of my three family members would:
1. Notice the button and actually read it.
2. Ask which “someone” the button represented.
Once again, my family surprised me. They all noticed the button and read its message, though at different times throughout the day. When my husband, Scott, read it he sighed and hugged me. When my son, Josh, read it he grinned and hugged me and said, “I love you too, Mom.” When my daughter, Beckie, read it she beamed with pride and gave me a hug. I guess this means I’m doing something right and my family feels secure in my love for them since they all three assumed the message was about them!
I just got back from the CHADD Conference (Children and Adults with AD/HD) yesterday and it was great to attend some sessions and connect with old friends. I did a video interview with Sarah Wright, one of the authors of the book Fidget to Focus. I also interviewed Kathy Kuhl, author of Homeschooling Your Struggling Learner and Clark Lawrence of the Executive Function Center. I enjoyed re-connecting with those folks and it was a blast to interview them considering I have absolutely no expertise with any videos other than my home videos! I suspect it is far easier to interview than to BE interviewed, but all of my “subjects” were informative and appeared relaxed. I also got a kick out of meeting Kim, who approached me the first night there to tell me she had seen the video I did with my daughter about the Sock Boxes for ADD-Friendly sock organization. A few others recognized me from this blog or other conferences where I’ve been a presenter and were nice enough to make a point to come over and say hello. I met Deisie from Chicago, who sat with me through two sessions and then came to my panel presentation the next day. I wouldn’t be surprised if she ends up presenting at CHADD in a few years herself. I answered a question in Chris Dendy’s session and she said she liked my idea and might use it in her future presentations. How cool is that to have someone you admire (and her books are on my shelf) like your idea enough to use it? Woo-hoo! I left the conference motivated to keep advocating for our children with differences and with a few new ideas to work on to add to my skill set when working with these kids. I heard stories that helped me keep things in perspective. Things with my children could be worse. Things with my children could be better. I’ll keep working to support and encourage them as we teach each other through life. Stay tuned for those author interviews as a future blog posting.
I’ve met many parents who are pretty sure their child has AD/HD or some other learning challenge but they are hesitant to make it official by having their child evaluated and diagnosed. The fear that a label may limit their child, be inaccurate, or be used in discriminatory ways is valid. When my son, Josh, was approaching school age I thought about the advantages of private schools with smaller class sizes. Several people suggested that I go ahead and enroll him without telling the school personnel about his AD/HD diagnosis so they couldn’t turn him down. That was before we knew he also had an auditory processing disorder. I was assured that once he was enrolled in the school, they couldn’t kick him out just because he had a diagnosis and they would be forced to work with him. Wow! For one thing, Josh was pretty easy to pick out of a group as being different than his peers. I’d give it 5 minutes tops before things became unavoidably noticeable. So basically I would have had to keep him out of sight until school had officially started. Then there was the whole idea of the people he would be spending hours with each day being tricked into having a student that they weren’t prepared for and apparently didn’t feel equipped to deal with in their classroom. That made me feel sorry for Josh and for the teachers, since having someone who was “forced” to work with my child because I had hidden some vital information from them just didn’t sit well with me. I loved that boy, and the thought of sending him somewhere that he might not be wanted didn’t make sense to me. I had the same dilemma when it came time for Sunday School at church. I didn’t want to bias the teachers against Josh by telling them all his struggles, so I coached him on the way there and dropped him off like all the other parents with their children. The Sunday School teachers, bless them all, are volunteers in the church and most don’t have training as educators – and for most kids that’s just fine. But to do the “drop and run” with a special needs or challenging child is not a good idea, as I came to realize. Every week, the other parents would pick up their children and happily leave. When I came to pick up Josh, I inevitably got pulled to the side and told, “I need to talk to you about Josh.” Then I heard, week after week, a full litany of complaints from frustrated and bewildered teachers who were describing things that were not unusual for Josh but were not typical for most children. For example, Josh was not adept at sitting still for long. He was not deliberately disruptive and was never disrespectful, but his need to stand at the table while coloring his page instead of sitting in a chair like everyone else was considered problematic. His sensory issues led him to sit at the back of the group on his carpet square, and everyone else was huddled together and bumping into each other which Josh was carefully trying to avoid. But that meant he wasn’t “with” the group because he had made a row of one – just himself! And the list would go on and on until I was finally allowed to leave with my miserable son who knew that somehow just by being who he was he had screwed up again and people were unhappy with him. Those experiences led me to advocate more and be preemptive with anyone I left Josh with for any length of time. When there was a sub or a new Sunday School teacher, I made a point of telling them a bit about Josh and strategies that would help them, and I was careful not to dwell on the negatives. I shared Josh’s strengths, too, for I found that if I became negative about my son others felt free to share every little thing they saw as being wrong or weird about him. I was well aware of Josh’s struggles and it served no purpose other than to discourage me when others felt the need to complain about him. All this, and he wasn’t even doing anything “bad” on purpose! When someone was going on and on about all the things Josh did or did not do, I learned to quietly point out something that he had done right, or I’d share something that Josh had enjoyed learning in their class previously. This seemed to derail some of the negativity some of the time. Just as with our kids, nothing works all of the time but something will work some of the time. We need strategies for working with those who are in a position to care for our children, and hope that something will work some of the time. Whether you are a natural advocate or a reluctant one, if you have a child with a learning difference or special challenges, you must be an advocate unless and until your child one day develops the skills to advocate for himself. In my experience, being deliberate in my advocacy was hard but preferable to what happened when I just waited and hoped things would work out for the best.
“There is an appointed time for everything. And there is a time for every event under heaven.” Ecclesiastes 3:1 (NASB)
When you are homeschooling a special needs or struggling child, you are not always on the same timeline as others. The curriculum you use needs to be adapted and usually one of the biggest modifications involves time.
Our children with various challenges and differences do not develop at the same rate as those who are typically developing. They need more time to learn skills and retain information. They may mature more slowly and need additional practice and support to progress. My son could take two hours to do an assignment I thought should take twenty minutes, and it was the same way with chores. Other children have medical issues like seizures that can interfere with their ability to remember previously learned skills. They need to re-learn information, and that takes time and makes the rate of progress variable. So given those kinds of situations, how can we make the most of our time and be good stewards of that resource?
One lesson I learned about my use of time was that I really needed to focus on my goals for each of my children. Once the goals were in the forefront of my mind, it was easier to eliminate things that were not conducive to helping achieve those goals. When everything is treated as being equally important, there is no priority and the important issues may get pushed aside by lesser matters.
With my son, Josh, it became clear that he was not going to be able to do many different subjects in a single day and finish all of his work. Although he didn’t need as much sleep as I did in those early years, I didn’t want him spending all day and then the evening trying to get his schoolwork done, struggling all the while. I homeschool for many reasons, including helping my children develop a love for learning. Spending too many hours on school tasks seems like a good way to achieve burnout for all of us. My husband and I agreed to focus on the basics with Josh, and limit the amount of time spent on highly structured learning tasks.
I had to pare down my long list of what I would like to do and instead think realistically about what I could do each school day. Because Josh and his sister, Beckie, had learning challenges I had to eliminate some of the supplemental material I had originally planned on and limit the work to the core essentials of their education.
In addition to recognizing the best way to invest our time, we need to try to teach our children to make the most of their time. Many kids live in the moment, which is a perspective that has blessings of its own. Without losing that ability to fully experience life as it happens, we need to gently guide our children to consider future events and plan for them in a thoughtful manner. This does not come naturally for most children, and there may need to be consequences that occur as part of the learning process.
Here is an example from the Boring family homeschool: I have a lesson planned and go over it with the kids. They start goofing around, are not working on their assignment even though they know what is expected and are capable of completing the work. I do not mind spending more time on a lesson if my children do not understand something. However, when it is clearly a matter of choice and they are choosing to be silly, they are wasting their time and mine and there will be consequences. I think that the children should experience the consequence of their poor decisions so that hopefully they will make better choices next time.
With that goal in mind, we started “homeschool homework” when the children were wasting time. I would set a time limit for a certain assignment, and if they did not complete it within that period, they had homework with Dad when he got home. This kept them accountable to Dad, and kept them from more play time until their homework was done. This worked well for us since my husband did not have to plan or teach the lesson but could just follow-through with what I had assigned.
Making the most of our time will be manifested differently for each of our families. We all have limitations and demands on our time. Finding balance, remembering our goals, and investing time in our children will allow us to experience the satisfaction of time well spent.