Autumn is here. The Swallows and Swifts have left for warmer climes. Today felt cold even under a thick hoody.
Hawklad is making great strides on the dyslexia front. His reading is really good, now able to read History Textbooks. It’s hard to believe that back in 2020 he struggled to read books aimed at 6 and 7 year olds and school had decided that he would never read, so there was no point trying anymore. Sadly I realise they never really started trying in the first place. I had even gone out and bought a reading pen. He can now accurately read maybe 80% of the words then he can make educated guesses on most of the other ones. It works for him and that’s all that matters.
What is still very much a work in progress is his number dyslexia. He has finally conquered his difficultly with 4 and 7’s. Getting the two mixed up and often writing the two numbers back to front. But he just can’t break the roadblocks that are decimal points, fractions and minuses. Today he was easily expanding out complex equations, yet he would immediately grind to a halt when faced with something like +5-7. He just can’t visualise that. The problem is at home I can gently help with that, but in an exam there is no help.
This week has also highlighted another school stumbling block with reading. SHAKESPEARE. Hawklad’s way of reading just can’t cope with Shakespearean language and spellings.
I did try to read the sonnets to him but I struggle with Shakespeare as well. Plus according to Hawklad when I read, my character voice sounds like I’m reading parts from a SpongeBob cartoon. My Romeo apparently is a dead ringer for Patrick. But at least we have a solution to this one. Just watch the play on thou swear’st Netflix.
Today was a tough MATHS day. Hawklad is number dyslexic. Some numbers become inverted when he sees them. It’s a family trait. When I get tired my mind inverts 4’s and sometimes 7’s. But Hawklad has found a way and he can work round this. He can do some phenomenally complicated arithmetic in his head. Often the problem is trying to put that down on paper but he is getting there.
But one area really does struggle with is decimals and fractions. Put a decimal in a calculation and he just can’t process the solution. Even quite straightforward sums become impossible with a decimal added. Fractions, oh fractions. As hard as he tries fractions will just not sink in.
So today was the perfect Maths Lesson storm. Fractions and decimals. He tried, he really tried but it was just not happening. But he isn’t giving up. In his words, he ‘got the better of word dyslexia, this will be next’.
He is so right. Anything is possible. Two years ago he needed almost one to one help to read. Now he is sat reading Lord of the Rings. Anything is possible when you put your mind to it.
We had a bit of a perfect storm during the morning. AND for a change it wasn’t the Yorkshire micro climate to blame.
In particular number sequences. A whole 90 minutes dedicated to the little beauties. Geometric, Arithmetic, Square, Cube, Triangular, Fibonacci. I always remember thinking Fibonacci sounded like a really cool wrestler. The Maths Tutor didn’t find that thought very amusing.
For those who quite rightly have forgotten mathematics from school and college, the Fibonacci sequence is where the next number is the summation of the preceding two numbers. One of those things you are taught and will probably never need it. Fibonacci has only ever cropped up twice since school. Annoyingly not in the school exam. I remember giving one unfortunate External Consultant a bit of a frosty reception when he tried to convince me that I should be using Fibonacci to better manage agile teams at work. I think the poor chap learnt some new Yorkshire words and was then ushered out to annoy someone else.
The second time Fibonacci entered my world again was today. This morning we discovered that our son struggles with number sequences. He just can’t see the patterns. It wasn’t helped by the frequent use of decimal points to make the patterns even more pesky. Much frustration. Son couldn’t see the patterns at all and his dad could see the patterns BUT I struggled to describe them in words. Clearly one of those things I can do with out thinking but I’m not entirely convinced how I do it. Bit like trying to programme the washing machine.
But here’s the thing. I convinced son that it didn’t really matter. If sequences do come up in the exam then they won’t count for many marks. He can still have a stab at them and if all else fails, guess and move on to stuff that he will be able to do. And after his exam unless he meets many keen External Consultants, he is unlikely to need number sequences again. He’s better off learning stuff he wants to learn and stuff that he will use.