Monday, December 20, 2010

My Abstract-Random

When my 2nd dd was about 3 years old, it became blatantly obvious that she was an Abstract-Random (Gregoric model of learning styles, for those interested in these things, lol). I didn't know that's what it was at the time, but it really sunk in today...on the battlefield - oops, I mean, during school time.

From a young age, she could relate to people in odd unexpected ways. Women having a bad day could suddenly be cheered just by something my dd said to them in the checkout line at the grocery store. She seemed to intuitively know what people needed to hear.

The emotional quality had another side of the coin. A simple, "hey, can you do this differently next time?" said as gently as possible resulted in a complete meltdown of tears. Trying to work through a problem and find a solution came out with these words, said rashly, "I won't do it again, can you stop talking about it?" There is a constant need for reinforcement, "you're the best!" "you did that really well!", "no, really, you truly are amazing at that!"

She's very random. Her first words that she could read and write was ZOO. By age 4, she could read "Zaphod Beeblebrox" and the word "the". I didn't teach her sight words, she just figured it out herself. Just from watching us, she can play Joyful Joyful We Adore Thee with chords on the piano (beautifully, I'll add) but teaching her how to read music is a challenge. When she cleans, beware: you'll find that item stuffed someplace weird, and she'll never remember where she put it, either. So things get lost, a lot! When she started doing her workbooks, she'd insist that she did her 2 pages of math work. What she didn't tell me is that she skipped around the page, accidentally skipping 5 problems at random, and she skipped ahead 5 pages and did the backside of that page. Teaching the Abstract-Random has been an interesting challenge!

Now, with T4L, we've encountered another problem. 2nd gr is too easy. 3rd gr is too hard. And she clicks into random sections to find what interests her. If it doesn't look like a quick, easy lesson, she leaves it. It shows up in her report as a half completed lesson. Then, she finally lands on a lesson, gets 1/2 way thru it and decides that the rest of it is too repetitious and she already knows that. So she drops out of that one, too. My brilliant, creative girl is suddenly getting incompletes and 67% - eek! I've always wondered how she would do in school. Would she perform well, because she seems to just suck in information like a sponge? Or would she do horribly, because she just decided a lesson wasn't worth doing, didn't follow directions, or did things randomly? I think it would depend on the teacher. I think the right teacher would latch on to her as the prize pupil and allow the spunky whatever-ness of what she does (lol). The wrong teacher would mark her down for every little thing, she'd get upset and feel disliked, and then would sit and sulk for the rest of the school year while pulling in awful grades.

1 comment:

Erudition said...

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