- Joined
- Dec 3, 2017
- Messages
- 21,590
I ordered some new spice racks because what I had was not sufficient. I hung them up this morning and I like the look. I had shelves that I had built myself a few years ago, and they were deep enough that I could fit two bottles in each spot, front to back. Can't do that with the new racks, and that is okay. Now I'm going to inventory what I have, what is extra and put the extras in a plastic bin with a lid. I need a good inventory list of spices and extras and to fill in the gap.
Took N to the dog park and saw a man who looked like a former student. I asked if it was him and it was. He is probably around 30 now. His mother was with him, and she had several stories about when I was his teacher and after. Since it was a Montessori school, I had him for three years: first, second and third grades and he was my student in the late 90's. She told me that after school got out at the end of third grade that he cried quite a bit because I was not going to be his teacher any more. That brought tears to my eyes. He was a preemie, and a twin, and they both struggled as infants, being in the hospital for weeks after they were born. He has A.D.D., and while he had moments that he couldn't focus, I remember some of the things he did that were spectacular, IMHO. When children were asked to write, he, like so many children, had no idea what to write about or how. I had a list of suggestions of things to write about, and on the list was to write about your mom or write about your dad. There were many other suggestions as well, but he liked the idea of writing about his parents. His dad was quirky. Kid was in first grade then, but wrote one story about one parent on one day and about the other parent another day. They were great stories, but short, for a first grader. His parents came and asked me how he wrote his stories, because they were impressed and almost couldn't believe that he wrote them. I explained the process to them. Students would have them tell me about their parents or whatever they wanted to write about, and sometimes I would ask leading questions. But how to spell those words? This can be a tricky thing for someone who has not written before. Some words were sounded out, but some, well, how do you spell "you?" Every time someone would ask me how to spell a word, I would ask them what sounds they heard. Sometimes that isn't enough. I would write the words on a chart paper hanging in the classroom. If someone asked how to spell something, it might already be on the chart paper. I'd ask them to see if they could find the word. I have fond memories of this former student. It made my day to see him. I do hope I get to see them again.
Took N to the dog park and saw a man who looked like a former student. I asked if it was him and it was. He is probably around 30 now. His mother was with him, and she had several stories about when I was his teacher and after. Since it was a Montessori school, I had him for three years: first, second and third grades and he was my student in the late 90's. She told me that after school got out at the end of third grade that he cried quite a bit because I was not going to be his teacher any more. That brought tears to my eyes. He was a preemie, and a twin, and they both struggled as infants, being in the hospital for weeks after they were born. He has A.D.D., and while he had moments that he couldn't focus, I remember some of the things he did that were spectacular, IMHO. When children were asked to write, he, like so many children, had no idea what to write about or how. I had a list of suggestions of things to write about, and on the list was to write about your mom or write about your dad. There were many other suggestions as well, but he liked the idea of writing about his parents. His dad was quirky. Kid was in first grade then, but wrote one story about one parent on one day and about the other parent another day. They were great stories, but short, for a first grader. His parents came and asked me how he wrote his stories, because they were impressed and almost couldn't believe that he wrote them. I explained the process to them. Students would have them tell me about their parents or whatever they wanted to write about, and sometimes I would ask leading questions. But how to spell those words? This can be a tricky thing for someone who has not written before. Some words were sounded out, but some, well, how do you spell "you?" Every time someone would ask me how to spell a word, I would ask them what sounds they heard. Sometimes that isn't enough. I would write the words on a chart paper hanging in the classroom. If someone asked how to spell something, it might already be on the chart paper. I'd ask them to see if they could find the word. I have fond memories of this former student. It made my day to see him. I do hope I get to see them again.