Summer vacation with grandparents, aunties, uncles and cousins on both sides of the family was great! The kids ended up having about six birthday celebrations among all the traveling.
Our children continue to delight us. Every day when D goes to preschool with Tomomi to drop off R, he walks right up to the easel, puts a piece of paper on it, and paints something colorful. The painting only takes up the bottom third of the paper because that's as high as he can reach.
T is learning multiplication. Here is a conversation he and R had this afternoon.
T: Thirteen times one is thirteen. Know what sixteen times one is?
R: Um, sixteen?
T: No way! How do you know all about multiplication?!?!
I've been reading a lot recently. Here's a sampling:
- The Chronicles of Narnia (because T's reading them and his excitement reignited something in me). This time around Puddleglum in The Silver Chair was my favorite character. Lewis made him so heroic and so comical. He's like a cross between Eeyore and Lieutenant Dan with a touch of what Lucas tried but failed to do with Jar Jar Binks.
- George MacDonald: An Anthology compiled and edited by C. S. Lewis. There are 365 brief, yet rich readings. Here's an example. "While a satisfied justice is an unavoidable eternal event, a satisfied revenge is an eternal impossibility."
- Several books on preschool and elementary education like The Schools Our Children Deserve, Any Child Can Write, Teach a Child to Read with Children's Books, Writing with Ease, and How to Teach Any Child to Spell. I've been trying to understand the debate between phonics proponents and whole language proponents. Like most issues where intelligent, well-meaning people disagree hotly, it looks like both approaches have their merits. They can be combined effectively and much depends individual teaching and learning styles. If I have time, I'll write more later about specific things I'm applying to my teaching.