Wednesday, September 5, 2012

Teen Boards: HELP!


After yesterday's teen board craziness, I represented the teens boards to Me Too.  This is how his numbers wound up when he did it afterwards by himself.  I *think* that the problem is that his arms are so short that he winds up standing or sitting on the side of the boards instead of at the bottom.  When he is on the side "up" and "down" varies depending on the tilt of his head at the time.  He puts them in order, identifies them by name, and matches them with the bead bars perfectly.

Any experienced advice out there?  Do I go back to a certain material?  Spend more time on this?  Move on?

6 comments:

  1. Ohhh...I dont know. Bunny hated the teen board and the tens board. It was one work we really didnt spend much time on. I have seen presentations though where the boards were next to each other on the rug instead of one over the other. Maybe that would help the short problem! Good Luck!

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  2. Do you have a teens bead hanger? http://www.kidadvance.com/Store/ProductDetails.asp?ProductId=149

    Would the boards stay up if you tilted them against a wall so he could reach and have a better visual of the top and bottom?

    If he seems to understand the concept and can order numbers correctly using other materials then I would move on.

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  3. I would move on (but I am not a Montessori Purist). It seems like he is demonstrating knowledge and the upside down-ness is related to the size of the material. When you hand him just the ten and nine tiles to make 19 does he do it upside down? Could you just do some "testing" of that with the number tiles. "Make 19, make 17, etc" with the number tiles and see if he can do it right-side up? If he can, then you should be able to move on.

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  4. I agree with both Anonymous and The girl who painted trees. See if he can show you "19" correctly. If not, maybe velcro them to the wall one over the other and he can slide them in that way. But don't fret - all kinds of crazy reversals are not uncommon at this age. (If I hand you a pencil no matter which way I turn it, it still is a pencil. For some crazy reason most letters and numbers don't work that way.

    (I am purist and I see the need for the boards to be one continuous row. But I get twitchy like that. )

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  5. My oldest son't montessori teacher handed the kids the correct spelling of their words they were sounding out and have them check and correct their own work. I wonder if you write down what it should look like and have him compare his work with a control if he would notice the difference and self correct.

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  6. When you do the 3 period lesson and mix up asking to place the numbers, is he still getting them right, just turned around?


    I'll second-third-fourth-fifth everyone else :) If he can otherwise get them right, move on. If he can't create the numbers in proper orientation when you take away the possible distractions you noted, then find another activity to fix it (ie go back to tracing the sandpaper numerals and writing on a sandtray). If there is still an issue after that, then you might have a concern to address in a more intense way - but even then it wouldn't be a "problem" because he obviously identifies the numbers, can order them, etc.

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