Friday, August 30, 2024
The Hula class was at 10 a.m. Before I left for the class, I filled a barrel with haole koa green waste and packed it in the car. I texted Nina to tell her I would drop the barrel off around 9:30 on my way to town and pick it up on my way home. When I pulled into Dean's driveway, there he was, his trash barrel ready to transfer my gift. "Now, you won't have to stop back here on your way home."
Dean lives as simply as he can. He shames anyone else who aims to live a simple life. He has a computer, but he does not own a cell phone. Until recently, he had a dial phone hooked up to his in-law's landline. When I want to reach him, I call Nina. She calls her parents' landline. They answer their phone and call to Dean, telling him to pick up his phone. He told me recently that his dial phone (yes, a phone with a rotary dial) had finally broken. I don't know what he's using instead.
Sweetie, the woman who teaches the Hula class, had the usual problems setting up her microphone and speaker. The increased volume makes no difference to me. I can't understand most of what she says anyway. Besides volume issues, she uses Hawaiian words to identify the steps. The ocean waves crashing on the rocks within a stone's throw of the outside 'wall' of the community center drown out her voice. Wall is in quotes because it is not a solid wall with windows; it's a grate with the wind blowing right through the building. I love the sound and sight of the water, but it does make it hard to follow directions. There is only one word I can hear clearly and understand: pule, which means turn.
Today, I learned that Sweetie sent videos of the dances she taught. I never received one. I asked one of the administrators. Had I written down my email address? I checked. I hadn't. My chances of getting a copy of that video greatly improved.
I stopped at the computer tech shop, Jack Be Click, to drop off my dying Surface Pro tablet. The video image pixelated. Bailey said it was the motherboard. He recommended a Dell or HP computer rather than a Surface Pro. The other brands were easier to repair. He said never to buy a 2-in-1 brand. With those, you can detach the screen from the keyboard. I've learned that those keyboards are total junk. Now, I have learned that tablets are difficult to repair.
I went to Costco to buy a new computer. No one was there to help me with the selection. My texts to Bailey with photos of computers so he could guide my selection didn't go through. I walked to the outside door, hoping that would make a difference. It didn't. I picked the cheapest HP. I thought it would suit my needs.
The texts to Bailey must have gone through on my drive home. I found a text from him not to buy the HP computer I did buy. He said it was a mere toy computer. Fortunately, I got to him before he even opened the box. It will be easy to return. Unfortunately, I will have to wait until Tuesday. Bailey was closed for the weekend, and Costco and Bailey were closed for Labor Day.
Later in the afternoon, I went to Ulu Wini to tutor. Second-grade KJ read well on a low third-grade level when just starting 2nd grade. I worked on comprehension, specifically identifying the main idea. She picked out a single fact in one selection. She said it was about where the hippo lived, which was in only one sentence. The other 5 sentences were about the size and weight of the hippo. She had excellent decoding skills for unfamiliar words. She read " weigh " as " why " and inferred the real word from context clues. She is so proud of how well she is doing.
Next, I had second-grade NV. I worked with her last week. She will be a challenge. She can't remember a single word. Today, I learned she does remember sounds when she is taught them. Her teacher taught her the letter A represents the sound /a/ as in apple. The problem is the letter A represents at least six different sounds in English. Italian is the prototype language for the one-to-one correspondence between a letter and a sound. it doesn't happen in English. Phonics programs try to simplify the process that cannot be simplified. I learned the NV has a good ear for sounds.
Last week, I learned NV's mind spun when asked something she wasn't sure of. That's fear. I didn't do a spin release with her then. It didn't feel right. She told me there had been a change. The size of the spin was smaller. She felt that was an improvement. While she remembered the word THE, she couldn't remember the second word on the list OF even though we went over it last week and today. There was no recall.
I asked if her mind spun faster when she tried to remember. No, it had changed. There was no movement. That made sense. It's like shutting off the car and expecting it to move. I asked her how she felt about her locked mind. She said she hated it. There is often a surprise about how we feel about our worst traits.
I asked her to do an exercise with me. I described it and told her she was not to do it if it didn't feel right. I asked her to repeat these words, "I let go of anything bad about my hatred of my mind and keep anything good about my hatred for my mind or anything I still need." Did she feel any changes? No. Then, I did the other half of the exercise. "Let go of anything bad about my love for my mind and keep anything good about that love for my mind or anything I still need." Did that feel different? Yes. I know. Once I saw that in myself, I always make myself do both halves of the exercise. We are complex animals. Once I reviewed the phonemes in the words OF and AND, we ended the session. This is going to be a long haul unless I find the magic spot.
Then, second-grade JM asked to work with me. I only worked on word recognition. I had her read several selections from the Reading Roots series on a first-grade level. The last book she read with me last year was Book 13. Today, she read Book 25 accurately. I did no work on comprehension. I know Shauntel got books on the next level.
The last student I worked with was third-grade PL. She looked much better now than she did the previous school year. Her hair was as wild, but it now looked deliberate. Her nose wasn't running constantly, at least not at this time of the year. She was as flaky as she had been. She had trouble keeping her attention focused. She read a low-level first-grade selection. She couldn't decode.
I asked PL to name the vowel letters. She gave me one letter, E. Students must know the vowel letters. They are the key to decoding words. I reviewed those. I must remember to write them down for her. There are two goals: having her memorize the vowel letters and use them in decoding. The goals can be addressed separately.
Then, I asked her to identify the number of syllables in a word. She didn't have a clue. She named the letters. She had more trouble learning how to identify the syllables than any student I have seen. Not following my directions caused her problems. I don't know why she functions the way she does. There are several possibilities. The good news was she could identify the number of syllables in all the words I gave her at the end of the session. That took up more than enough time. Let's see how she does next week.
While I worked with PL, Shauntel passed by and told her to pay attention. Before I left, I asked her not to do that with the students while I worked with them. She said, "I thought that was my job." I told her no; it was my job when I was working with the kids. She took my response badly. That's not like Shauntel. She is usually steady, calm, and accepting. She's amazing. I offered to explain my reasoning. She pushed me away dismissively. Something was terribly wrong with her. I walked away without pushing my point of view and hoped she would feel better.
At four thirty, I had an appointment with fourth-grade LG. His word recognition was perfect. Since that one day when he tried to read 'faster' and made many mistakes, he has been reading words accurately. I told him, honestly, that I had never had a student respond that well to my instructions.
While he did very well on reading accuracy, he continued having problems with comprehension. He has trouble seeing a sentence as a puzzle to be figured out. We continue reading a passage about rats. We worked on the second sentence. "Many live in other places where they can't be seen." In the IN THE BOOK section, he has to figure out what words are missing from the question. The missing word (s) are the answer. The question was, "What lives in other places where they can't be seen?" The answer is "Many." This is a particularly tricky sentence. It makes no sense out of the context of the passage. I would let it go with another child for that reason. However, LG has problems finding the missing words even when the sentence does make sense. Why do I push this activity? We all change the meaning of words into something we can understand. No one interprets text perfectly. However, I find many students with limited mental flexibility. It limits their ability to learn something new. They cling to the familiar. This exercise forces them to see the sentence for what it is and learn to cope with the confusion.
If we don't understand what people say or what we read, we feel confused. How we respond to that feeling separates the men from the boys. Those who deal with confusion well are good learners; those who deal with it poorly are bad learners. Once the student has identified the answer to that question as 'many," the next step is figuring out what many refers to. To do that, the reader has to refer to the previous sentence. In this case, it referred to 'rats.' Yes, those disgusting critters with those long hairless tails we associate with dirt and disease.
Last night, Joseph came home from his young adult group. The topic was love-bombing. Did I know what it meant? I knew of two incidents of love bombing. One was a friend whose ex-wife did that. In her case, she would love-bomb people to set them up to have the pleasure of shooting them down. OW!
The second incident is about a man who love-bombed a woman when he wooed her. Once he was married, he ignored her. He wasn't deliberately mean. He wanted to be married, knew he had to make an effort to get her interested, and didn't have what it took to be an engaged husband.
In the young adult group, people gave examples of their experience with love bombing. Some told about incidents where they were love bombed. One woman told a story when she was accused of love-bombing. She liked all the Facebook posts of a friend. That friend saw it as love-bombing, the behavior of an abuser. She accused her and blocked her on Facebook. Ow!