Anonymous wrote:

Anonymous wrote:Do you mean "edition?"

Ironic since edition and addition are kind of homonyms if you mumble a bit.

I say them the same way; am I mispronouncing one?

Anonymous wrote:Thanks, all. I let it go.

My bigger question -- for her teacher, I guess -- is how to get her to work hard on things that don't come easy to her. 99% of her homework she can do in 2 minutes, effortlessly, and the 1% that causes any amount of challenge totally throws her for a loop.

I find this to be the case with my 1st grader. She often feels "afraid" to tackle harder things because she thinks she can't do it and/or will fail at it. I think she is somewhat of a perfectionist and is afraid that she won't do a good job. It could be academics or sports related, ie, learning to ski, skate, ride a bike, etc.. I am trying to tackle this. I think DD looks at the whole problem and feels overwhelmed. I'm trying to teach her to take it one step at a time. What's the first thing you need to do? What is the problem you are solving, etc... It's getting better. Often times, of course, she will fail the first time. I'm trying to teach her that it's ok to fail, but if you don't keep trying, that's a bigger failure.

But, I think sometimes my DD has a bit of laziness about her where she doesn't want to put in any effort if it's too hard. I'm trying to tackle this, too.

Anonymous wrote:Do you mean "edition?"

Ironic since edition and addition are kind of homonyms if you mumble a bit.

Anonymous wrote:DD is in 2nd grade. One of her homework assignments is a worksheet to using drawings to demonstrate her understanding of homonyms. In talking to me, she can show me that she understands the homonyms, but she's not even trying to draw recognizable pictures. Let it go (since she understands the essence of the assignment) or make her work harder?

If she were trying and couldn't, I would give her a pass. If she's not even trying then I would figure out if it's pure laziness (no pass) or inability (a pass)
If she''s just trying to get out of doing the work, you'd be encouraging that behavior by letting it slide.

Anonymous wrote:Let it go. I'm a teacher. I'd rather see completely on their own kid produced work. Let the teacher decide if it's enough or not.

+1


I might ask her questions to get her to realize that it's hard to understand what she's drawing, but I wouldn't push it.

Thanks, all. I let it go.

My bigger question -- for her teacher, I guess -- is how to get her to work hard on things that don't come easy to her. 99% of her homework she can do in 2 minutes, effortlessly, and the 1% that causes any amount of challenge totally throws her for a loop.

Anonymous wrote:DD is in 2nd grade. One of her homework assignments is a worksheet to using drawings to demonstrate her understanding of homonyms. In talking to me, she can show me that she understands the homonyms, but she's not even trying to draw recognizable pictures. Let it go (since she understands the essence of the assignment) or make her work harder?

Let it go. She gets the concept. Drawing pics is, in this context, busywork.

Don't let pointless tasks kill your little girl's love of learning.

Let it go. If you are confident she understands the meaning of the lesson, don't worry about the quality of her artwork. I can't recognize most of my 2nd grader's drawings either.

I usually dedicate a set amount of time to homework. I take my kids age and attention capabilities into factor and pick an appropriate amount of time. After that time is up I write something like this on the ditto... "Dear. Mrs.Teacher, Larle did 30 minutes of homework last night and this is as far as we got. If you have any questions or concerns please email me. We would be glad to spend another 30 minutes on this tonight/over the weekend. Thanks, Mrs. Parent."

Do you mean "edition?"

When this kind of thing comes up with us, I usually ask my son if what he's done is his best work. If he's getting frustrated and it's time to stop, he'll say it is. Otherwise, he'll acknowledge it's not and will redo it.

Well DS has fine motor issues, and has never been able to do well on drawing assignments. We have other things to worry about, so I always let it go.

I usually ask if this is the best he/she can do and then so long as it is finished, I let it go. Sometimes it is the best they can do at the time because frustration gets in the way of a better product. But, often when that occurs, mine will come back later and redo the work.

Let it go. I'm a teacher. I'd rather see completely on their own kid produced work. Let the teacher decide if it's enough or not.

DD is in 2nd grade. One of her homework assignments is a worksheet to using drawings to demonstrate her understanding of homonyms. In talking to me, she can show me that she understands the homonyms, but she's not even trying to draw recognizable pictures. Let it go (since she understands the essence of the assignment) or make her work harder?