This has already happened so I'm not particularly looking for advice. . .but I had an interesting conversation with a friend who basically said she'd do the exact opposite of what I did. So I'm curious as to how all you would handle it. ;-) (LOL Am I really moving in the opposite direction as the rest of the world?) DD was given an assignment. . .it was to write a decalogue. We did the pre-writing and it seemed to me that she understood very well. However, about 45 minutes later I come in to see how she's doing and she's written something completely different. It's super cute, and very well written (for her), but not exactly what I had intended. Instead of sentences. . .she wrote paragraphs. . .and they rhymed (appropriate to her version of what she was doing). Consequently at the end of 45 minutes she had two paragraphs written. Would you: a) inform her that this wasn't the assignment and have her do it over tomorrow b) thank you lucky stars that your child is finally writing something and just over look the fact that it wasn't the assignment. c) thank her for her efforts, point out that this wasn't quite the assignment but she can finish this and redo the "real" assignment later d) inform her that it wasn't the real assignment and have her write what she was supposed to write before she goes to bed. DD is in 3rd grade btw. ;-)
The age is def. a factor in my answer. I am actually torn between B and C; this is why. If the dc always struggles or balks at writing and this time wasn't a fight and they were happy with what they had accomplished I probably would go with B (I would probably reassign it the next day anyway). BUT, if I thought dc had just wandered into la-la land and had come up with this, then I would choose C-but it had to be finished same day. All that being said--if dc were older -5th or so I would be more hardcore and say I like the paper--NOW do the real assignment. I guess so much would depend on child-- maybe it shouldn't. UGH--I've confused myself...lol
Depends on what you're looking for too. For me it would likely be the act and fun in writing that I'd would want to accomplish so I'd probably be happy with what she presented and go back to the specific assignment sometime in the future. If you have a specific purpose in having her write the decalogue though then I'd be pleased with her writing but explain to her the purpose of the assignment and have her redo it. I don't think there's any right answer to this. It depends on what you want out of the assignment.
I would tell her what an awesome job she had done. How you really liked her paper, how creative it was, etc. and let it go. Then the NEXT day, I would start all over again with the original assignment. Hopefully, it will help her feel good about what she DID do, and since it's the next day, she won't feel you're "punishing" her for not following directions. And this time, you might tell her that YESTERDAY she was able to go off and be creative, but today she really needed to follow instructions. "Try to be JUST as creative inside these boundaries."
No. . .no right answer. ;-) Just want to satisfy my curiosity. I go to a very small church. Every one homeschools. (That is not a factor of the church for due to the fact that we live in the inner city.) Everyone thinks very similarly--except for us. I'm the only person not using a strict classical method. Sometimes I just like to know that if I lived somewhere else--I might be considered sort of normal. ;-)
My daughter is a younger in age, but just starting to do 3rd grade level work. She usually does what she is instructed to do when she fully understands the instructions, however she can give a really good performance of appearing she understands when she really doesn't. What your daughter did was rather artistic and I also have an artistic child, who likes to think, not just outside the box, but how to redraw the box! How I would personally handle the situation depends on more than just this one assignment. If I am working on her to follow instructions, because she is taking too many liberties in that area, I would probably tell my daughter that what she did was lovely and I would like her to finish it, after she does the assignment the proper way. Then I would use the work she did to compare it to the instructions to allow her to come to an understanding that she did not follow the directions. However, I probably would only use this approach if she is often not following directions, because I really think there is more to be learned (for me as well as her) to see the work she did do through to the end. If this is just one of those occasional "OOPS! I did not understand the instructions," or even "I just wanted to do it this way this time" kind of thing, I would probably tell her that I would like her to complete what she started and then I would reassign the same lesson making sure she has a clear understanding of what she is supposed to do.
I am between b and c. I would be very happy with the nicely written piece and praise it up and count that as the days asignment. Then the next day pull it out again and explain what was needed and sit with her till I was sure she was on the right track. If it still wasn't clicking, ( lol and I have no idea what a decalogue is although I am guessing some kind of poetry?) I would probably decide it wasn't something she was ready for and alter what was called for.
decalogue Main Entry: deca·logue Pronunciation: \ˈde-kə-ˌlȯg, -ˌläg\ Function: noun Etymology: Middle English decaloge, from Late Latin decalogus, from Greek dekalogos, from deka- + logos word — more at legend Date: 14th century 1capitalized : ten commandments 2: a basic set of rules carrying binding authority
I wouldn't toss out what was just accomplished. Take what she did and make a whole new project or lesson out of it. Start teaching her on what she just did. This is an area she obviously finds enjoyable, especially if she did such a good job. Make a positive lesson out of it and then move on to what you originally planned.
I think of a story I heard once about a young boy in school. Anyone remember this? I can't remember the name or enough to google it. His teacher said it was art time and to get out a piece of paper, and that they would be drawing flowers. The boy loved drawing so he got out his paper and began drawing. Beautiful flowers in lovely colors flowed across his paper. But the teacher said, "We're going to draw a red flower. Now draw a green stem." When she saw what the boy had done, she took his paper and threw it away and told him he wasn't following the instructions.... Anyway, it goes on and on about how creative the boy was, but the teacher didn't want him to be creative, because that's not what she had planned. Eventually the boy ends up being a little robot and doing whatever the teacher said to do. It was a kind of sad story! So I always make sure not to stifle their creativity, especially if they've had trouble with it before. Sometimes they learn more from the tangent they go off in than they do from what I had planned! However, they DO need to learn to follow directions when those directions are important! Sneaky, can you tell us what you did?
And spoil the fun? LOL I ignored it. I may or may not assign the assignment again. What she produced was probably her best piece of writing yet and she's really only blossomed as a writer recently. Plus she was so proud of it. I would likely feel a little differently if I had assigned a report. . .but I don't think she would've done this with a report assignment. . .I think it was bc it was creative writing day. I believe very strongly that kids should write every single day. So I generally have writing divided between an actual assignment relating specifically to school, (summarize the battle of hte phoenicians--something like that. . .), a journal that is whatever she wants, and something silly or fun or out of the ordinary--poetry. . .LOL or a decalogue. . .for example. Her decalogue was on 10 ways to prank your babysitter. She essentially is writing a smart little poem for each idea. . .and what's more. . .intends to keep going until she has 10 little poems. My friend said she'd make her child do the assignment again--and probably make him work through dinner if need be--bc he didn't follow directions. While I'm the first to say that what works for one family doesn't work for another and that each child is different, I know her kids and htey HATE school and HATE even worse the fact that they're homeschooled. ;-) To each his own I suppose.
Well it seems that we on hsspot tend to agree with how you handled it! I can't imagine the damage caused in her if you would have done what your friend said! It would close off an area that would be hard to open up again, and really hurt! If she is allowed this creativity, she just may end up being a GREAT writer! (unlike those poor other kids!)
Well, there's no one right way, and I think what you did is just fine. The LAST thing, I would think would be to make a big fuss and not be accepting at all of what she DID do. I'd love to read what she wrote.....
I have to say too, that I think that I would feel differently if she had written substantially less that I had asked for. . .but instead she went the opposite way and wrote way more than I had asked for. . .I can't wrap my brain around saying, "I'm sorry--but you've written too much--take it back!" LOL
I think I would have done exactly what you did. She is fulfilling the requirements, just in her own way. In my art classes in college we would be given guidlines to follow but sometimes an artist would just get an idea and an inspiration and as long as what they did was really well done than the teacher would completely accept it. Even late. I think that sounds wonderfully creative for a 3rd grader! It sounds like she is doing great!
Deena that is so true. It's easy to get into a must get done as it is writen in the curriculum book rut and forget what homeschooling is supose to be about, not the filling of a pail but the lighting of a fire. I forgot who said that quote but it's a good thing to remember when getting tense about getting A, B and C done.
Well, I would have praised the effort and if there was time have her complete the proper assignment. If no time, I would just assign it again the next day. Unless there is a pattern of rebellion or her just not following directions I wouln't worry too much about it. I think you friend is a bit harsh.
I would probably have done what you did Sneaky (depending on which of my kiddos did it).....probably choice C for the oldest....definitely what you did for my 8 yr old. My 8 year old (who is my artsy, out of the box thinker versus my type A personality) did something similar with her math test yesterday. The series of questions related to a line graph. The graph was about correct spelling words. The kids names at the bottom, number correct up the side. The final question asked which student you would want to be. The answer was Peter because he got all 12 correct. My daughter chose Rose (who got 11 correct). So as I was grading the test, I asked DD why she chose Rose. Her response....something like....Well Peter got the most correct but I'm a girl so I chose Rose because she was the girl with the most correct....and I wanted to stay a girl (not pick a boy). OK, so I gave her 1/2 credit :lol: It did ask her who SHE wanted to be....not who got the most correct. Probably should have given her full credit but in the "real world" of standardized tests (which we have to do in VA), she needs to remember to "pick" the "right" answer.....man, I hate to say that but sadly it's true. Hopefully a standardized test, won't ask it like that because she'll pick "Rose" every time. Rhonda C.
