{by Sharone of zizzivivizz}

(photo credit)

The hum and whoosh of an industrial-strength air conditioner have accompanied every exam I can remember taking. They have laid their strains in an insistent ritornello with infinitely subtle variations, little waves and vagaries of sound that can only be detected in a room dedicated to silence, such as this one. Thirty-one heads bow over laminate desks that gleam dully under the unwavering fluorescence of the overhead lights. A deep breath and, with it, the eternal aroma of the classroom: the blue book, which smells, somehow, like other blue books and like nothing else, mingled with the dry, slightly acrid scent of a photocopied essay prompt.

I am sixteen, and the woman at the front of the room is from the University of California, administering a practice placement exam as part of the college preparatory program. At the back of the room sits Mrs. Juhasz, the steely, sharp-eyed Language Arts teacher known for demanding excellence. She is always willing to help me untangle the perplexities I find in the works of Dostoevsky, Dreiser, and the other companions of my extracurricular hours, and yet she has no doubt puzzled over the general indifference with which I greet her actual assignments. In spite of my stubborn determination to work through a daunting personal reading list, in class I am often undisciplined, uninterested, too self-assured and only occasionally earnest, usually preoccupied with boys and friends and the things I will do in two short hours when the final bell rings. But today the prospect of college, of the first plunge into the waiting world, glimmers before me. My stomach will not stop writhing. My fingers are cold, my ears hot. We are told to begin.

{Originally published on Pepper Paints}
first appeared on Blog Nosh Magazine on June 25, 2008

Our afternoon started like this; with some Jackson Pollock splatter painting:

Then like this:

Then they realized how much paint they had on their bodies and it could have been all down hill from there.

But, really it ended up being the kind of experience that we (crazy parents!) hope for!

{Originally published on SusieJ}

This summer, our hill at the lake will be used in yet another ingenious way: to make ice cream for our root beer floats. I was tempted to buy the traditional ice cream maker, but there are so many choices; I quickly became overwhelmed looking at all the bells and whistles. And besides, I have all that boy power just dying to get put to use. Plus, the process of making ice cream by hand… literally…. in the can… is is a great way to introduce some lessons in science. There is the ice cream in a bag method; my boys would surely break the bag in the mixing process. So, I’ve decided to go with the ice cream in a can method.

1. The first challenge is finding the can. Many recipes suggest using
   a coffee can, but who buys coffee in a can anymore? A better idea is
   to ask for an empty paint can from the paint store. You’ll need two: A
   quart, and a gallon.
2. Ask your kids to tell you the freezing point of water — or teach
   them — 32 degrees F, or 0 Celcius. Then, ask them what happens when we
   put salt on icy sidewalks. Ask them to start thinking about why we need
   salt to make ice cream.
3. In the small, clean can, add one cup of milk or half and half, one cup of sugar, and one teaspoon of vanilla.
4. Optional: add one tablespoon of chocolate syrup — or frozen strawberries.
5. Use a hammer to seal the lid tightly.
6. In the larger can, combine the ice and rock salt. Use a thermometer to record the temperature of the rock and salt mixture.
7. Use hammer again to seal the lid tightly.
8. Take turns rolling the can down the hill, for about five minutes. This will “solidify” the ice cream.
9. Explain what’s happening: the ice melts and combines with the salt.
   This “brine” has a lower freezing point — lower than 32 degrees.
10. After five minutes of rolling, open the large can, and take the
    temperature of the ice. It will be colder than it was the first time.
11. Open the smaller can. The colder brine was able to get the milk
    mixture cold enough to freeze the milk mixture to make it solid, to
    create ice cream.
12. You know you’re going to have to whip up another batch right now; the fun was really rolling the can down the hill.

{Originally Published on Mommy Melee}

It’s a little after 5:30 and the sun is starting to give everything a rusty, magic glow. Green is greener. Blue is bluer. And half of Riviera Middle School is in ruins.

I knew about it, of course—racing the sun to get the light, to document the destruction before I forget, before it’s gone gone gone. I have my camera in the passenger seat. I pull up against the fence, crack the windows for my sons in the backseat, and step out onto the pavement.

Monsters in the parking lot. Two giant diggers. (The dinosaurs are eating the school, my son whispers.) The sun glints just right, a little flare of personality. A wink. I shiver and start taking pictures.

Gum on the seat, then my jeans, a jacket tied around my waist. Crying on the phone, please come and let me go home, the girls are so mean. I write a report on dachshunds. A boy in gifted class writes a song about the way I pick my nose. I know I’m not the only one who thinks about last year’s rape incident every time I march up the dingy stairwells. I have a boyfriend for three days in the hall. A high school student volunteers with the after school chorus program. Why don’t blondes use vibrators, he asks me. Because they chip their teeth. I don’t get the joke.

{Originally posted on Preschool Mama}

What’s in a name…?” asked the bard.

A mighty lot, especially when it comes to a preschooler’s name.

Your child’s name, to her, is besides mama or daddy, the only one which is of any consequence to her. We might get over the initial excitement of looking for a perfect baby name, and get used to calling out her’s as time goes by. For her, it’s her identity - a familiar voice calling out her name or seeing her name on a gift package label, or on the inside first page of a book, means more to your child then you know.

Use it often -

• In conversations with her, or drop it within her earshot when you’re talking to others.
• Display it liberally and prominently at home – use alphabet cutouts to display it on the walls of her room, or in shimmering letters on the bedroom door.
• Have it monogrammed onto her towels, and napkins.
• Paint it on her place mats at the dining table.
• Write it on the first inner page of each of her books.
• Look for all the letters of her name on store signs, bill boards etc. Older preschoolers won’t need any prompting from you.
• Write it out on a piece of cardboard, in large block letters and paint in bright colors. Cut out the piece of cardboard into random shapes – use it as her very own name puzzle to put together!

{Originally published at FIMBY- Fun In My Backyard}

I love the idea of Charlotte Mason nature study. No doubt other educators and naturalists advocate this approach but I hadn’t heard of it before investigating CM philosophy.

Picture this: a child in the woods, with a drawing pad and pencil. Diligently sketching a leaf, stone, tree, flower or butterfly. We actually tried this once or twice last year.

Our reality: three kiddos running through the woods, building forts and fairy houses, pretending to be drunken pirates (my son’s latest fascination). We are city folk so when my kids are in the woods I am less than inclined to require then to sit and sketch. In fact I WANT them to run around like crazies, minus the drunken sailor bit.

Don’t get the wrong idea, we are all over nature study at our house. It’s an everyday occurrence but it looks more like this:

- The kids find a couple pieces of brown felt and some fleece from the fabric bin. A copy of the ancient vintage sewing book “The Big Book of Soft Toys” by Mabs Tyler inspires an afternoon of tracing, measuring, cutting, stitching & stuffing. Behold, “Silent Sam” and “Cocoa” are born.

Laurent and Silent Sam

{Originally posted by columnist Deesha Philyaw at The Anti-Racist Parent}

As the mother of two girls who do not live under rocks, I have not been able to escape the whole princess thing. A few years back, when my oldest was in kindergarten and my youngest was an infant, I wrote a column about how, as I kid, I had embraced media messages that promoted a “white is right” standard of beauty (show of hands: Who else wore the white towel on her head to become Farrah Fawcett’s character on Charlie’s Angels?). I didn’t want my own daughters to go down this path:

…I take a special interest in the media images my children consume, as do most parents I know, regardless of race. I don’t rely on entertainment executives or book authors to affirm or protect my children. That’s my job. But I do seek out age-appropriate books, movies, and other media that reflect the diversity of the world in which we live, with characters who look like us and the people we know and love.

But what about fairytales and the other “classics,” those all-white, generations-old stories and characters that are presumed staples of American cultural literacy, likely to turn up as “Jeopardy” questions? We love “The Sound of Music” and “Mary Poppins”, but quick: Name an American children’s classic featuring a black cast. The good, but depressing “Sounder”?

Should classic stories and movies be avoided then because they tend to feature all-white casts? In our family, we sometimes take a “don’t ask-don’t tell” approach. For example, we simply don’t do princesses. I never told my older daughter, T, about Sleeping Beauty and company, and she never asked about them.

Until this year. Nearly every girl in T’s kindergarten class is infatuated with princesses. I have an aversion to princesses. Actually, I have an aversion to pretty much anything that invites McDonalds or Burger King to stick a related action figure into a kid’s meal. But I find princesses especially grating. I don’t like the helplessness thing, the dependence on a man to feel complete…thing.

Perspective

By Amy Turn Sharp | February 3rd, 2009 | Category: Amy Turn Sharp, BN Channel Family, Featured 2, Thursday 2 | 2 comments

{Originally posted on Momo Fali}

The way I look at the world has changed. It’s not because I’m getting older and it’s, for sure, not because I’m getting any wiser. It’s because I am the parent of a child who doesn’t fit the mold.

My son is not typical. He is not autistic, he doesn’t have Downs, there is no disease, disorder, or diagnosis of any kind. On one hand, that’s something for which I am happy. On the other hand, it can sometimes be frustrating.

The geneticists were sure there would be some way to classify him, but after extensive testing they came up with nothing. He is an enigma.

His expressive speech is that of a three year old, yet his teacher says he’s gifted. He is still in need of therapy, but our county agency doesn’t want to pay for it anymore because his I.Q. is too high.

He has a hearing loss, but it’s not something a hearing aid can help. He loves music, but can not sing you a song. He can read a book, but can’t tell you what it was about after he closes the cover. Yet, he can take a computer test on that book the next day and get every question right. So far this school year, he has taken 103 such tests.

His defective heart is stable enough that he can ride roller coasters and play sports, but an anesthesiologist at an outpatient surgery center won’t touch him because he’s a “heart kid”. Something as simple as ear tubes requires a trip to the hospital. A tonsillectomy meant an overnight stay in the ICU.

He’ll be seven in May, and as of Sunday he weighed 37 pounds. He can ride a bike, but can barely reach the pedals.

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