Burns_TP_#7

An unusual session  with David tonight when compared to our "normal" times together.

I first met with Mrs, Hong to go over the differences between my independent sessions with Mathew and David last night.  (Please see immediately prior entry.)  Both boys demonstrated solid abilities to compare and contrast up to six different character characteristics and ease with current material. 

Mrs. Hong wanted me to go over some specific vocabulary with David.  For each word, we went beyond spelling and discussed meaning and age appropriate usage. I would randomly return to a word that David was hesitant when spelling, defining and/or using. It was just another back and forth interaction that followed our established patterns, but focused on vocabulary and spelling words.  He is a quick study with memorization, as long as you keep coming back to it in a fairly random pattern.

Leroy actively participated when we were seeking examples of superlatives.  David received a C on the test at school, yet demonstrated difficulty with only three words.  I identified those to his mom so she would not be surprised if he missed those.  He knows them now and will get a chance to show spot check retention next Tuesday night.  We will also work more  on what is an action and what is a descriptor when a slight change in spelling changes the function.

Picking a new book for David is different than with Mathew.  Mathew seeks out more difficult material.  David returned to me with a graphic novel that did not lend itself to the patterns that have worked so far.  Mrs. Hong, David and I agreed he could read that at home after all homework is completed.  David then eliminated 6 of 8 books (which was no surprise) and Mathew will use one of the two most difficult from the six.  David will have a quick choice between two books his mom and I agree are +1 for him.

With Leroy, David had an audience and cutup more than usual, but nothing that detracted from the work at hand.  In fact, he unwittingly gave me extra opportunities to follow up with clarifying questions, work in spelling and vocabulary in motion.  That what we call using words in conversation, answereing questions, asking questions, etc.  "Words in motion" are different than "words in my head" and we discuss this distinction now and then. 

Even when cutting up a little, David is right on the money most of the time.  He knows I have very high expectations regarding his abilities, yet I make no demands.  He really tries to rise to those expectations as often as possible.  When he falls short, we discuss "what got in your way?" - and, when necessary memorize certain usage that does not follow the rules.  These get intermittent repitition in the back and forth.  He never knows for sure when I will raise one of them.  I never know for sure when he is going to test me with a "why or why not" question or a response far below one he has given before.  Productive banter with a purpose is how I describe this activity.

It is my hope that whoever picks David up in the future will try this side-by-side, respectful and playful approach to working with him.  High expectations are best communicated to him with a smile, a cocked head and a gleam in your eye.  He relates to that and he does not miss the implicit invitation to grow that is contained in those expectations.

Back to normal next Tuesday night :)