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This website contains general information about medical and educational conditions and treatments. The information is not advice, and should not be treated as such.

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Myself and Others

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    Myself and Others

    I'm about to order sets 1 and 2 of Myself and Others. From the limited samples online, I'm not sure I understand how to present the material. I know it is a new product, but for those of you who have already begun, how do you implement it? Do you mainly discuss each point? Role play? Offer more examples? I'm not sure I'm good at coming up with that kind of thing on my own . I'd love to just hear how it plays out practically in your home!

    I'll be using this with an almost 5 year old boy along with MP K (half pace).

    Thanks!
    2018/2019
    Dd 12: MP 7A and First Form Greek
    Ds 10: MP 5M
    Ds 5: MP K

    #2
    Re: Myself and Others

    Angela,

    Really good questions. I know Cheryl will have great insight/input for you. I actually bought Level 2 months ago and am embarrassed to admit that I've been inconsistent in my implementation, like I thought I'd be over the summer. I do really like this curriculum. I have an older son whom I suspect knows and gets most of what's covered in Level 2 but I didn't want any gaps. I've been pouring over this trying to figure out how to best implement. I've even thought of having a one-page document that summarizes/highlights the key 'social behaviors' learned that week (think social skills stories.) Then I'd put that 1-page summary into a page protector to add to my son's binder of materials that we consistently review related to his MP curriculum. Just a thought.....

    SusanP

    Comment


      #3
      Re: Myself and Others

      I use Myself and Others with the “review-preview-teach” method. We review what we covered previously; we preview what we are going to cover on the current day; then we learn (I teach) the new material. We just do the lessons as written. Pretty simple.

      No idea if that helps! ;D
      Boy Wonder: 10, MP2/SC4 (Special Needs)
      Joy Bubble: 8, MP2 (Special Needs)
      Snuggly Cowboy: 6, MPK
      Sweet Lightness: 2, Reverse-Engineering Specialist

      “Have no fear of moving into the unknown. Simply step out fearlessly knowing that I am with you, therefore no harm can befall you; all is very, very well. Do this in complete faith and confidence.”
      ~Pope St John Paul II

      Comment


        #4
        Re: Myself and Others

        Originally posted by Anita View Post
        I use Myself and Others with the “review-preview-teach” method. We review what we covered previously; we preview what we are going to cover on the current day; then we learn (I teach) the new material. We just do the lessons as written. Pretty simple.

        No idea if that helps! ;D
        I was worried about this as well, but I saw the MMO guide at Sodalitas and the front portion tells you how to teach the blocks in the daily plan
        Jennifer
        Blog: [url]www.seekingdelectare.com[/url]

        DS16
        MP: Lit 10, VideoText Algebra
        MPOA: High School Comp. II
        HSC: Spanish I, Conceptual Physics, Modern European History, and electives

        DS15
        MP: Biology, Lit 10, VideoText Algebra, Greek Tragedies
        MPOA: High School Comp. II, Fourth Form Latin
        HSC: Modern European History

        DS12
        7M with:
        Second Form Latin, EGR III, and HSC for US History

        DS11
        SC Level 4

        DD9
        3A, with First Form Latin (long story!)

        DD7/8
        Still in SC Level 2

        DD 4/5
        SC Level C

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          #5
          Re: Myself and Others

          Ok, so it sounds like there are some helps included in the book beyond what is shown in the sample. That is good news! I'm very excited about using this. We can use all the help we can get with topics like manners and behavior .
          2018/2019
          Dd 12: MP 7A and First Form Greek
          Ds 10: MP 5M
          Ds 5: MP K

          Comment


            #6
            Re: Myself and Others

            You'll develop your own rhythm. When I practice-taught with my daughter for a demo in the pre-CLSA session, I found it helpful to teach the visual cue cards (back of the guide) separately before beginning. Teach "Rules" with the "stop" hand motion and the reminder, "Stop and think about the Rules before you act or speak." Repeat. Then move to the next cue. Teach all of the cues and their hand motions until they are mostly memorized. For a younger child or a child with more significant learning challenges, you might even do this the day before.

            You can keep the sheet of visual cues as a whole, copy, and laminate. Then point to each cue as you progress. This might be easier than cutting them into cards. If you decide to cut them into handy little cards, laminate the cards and clip (or ring) them together. You will use all of them for every lesson. The cards, hand motions, and reminder-slogans keep the program from becoming little more than "blah, blah, blah". When you use the cards, hand motions, and slogans given in the Teacher directions, it can be taught fast-paced. Then, all of a sudden, you have reached the Listening ear for the read-aloud!

            Comment


              #7
              Re: Myself and Others

              Originally posted by cherylswope View Post
              You'll develop your own rhythm. When I practice-taught with my daughter for a demo in the pre-CLSA session, I found it helpful to teach the visual cue cards (back of the guide) separately before beginning. Teach "Rules" with the "stop" hand motion and the reminder, "Stop and think about the Rules before you act or speak." Repeat. Then move to the next cue. Teach all of the cues and their hand motions until they are mostly memorized. For a younger child or a child with more significant learning challenges, you might even do this the day before.

              You can keep the sheet of visual cues as a whole, copy, and laminate. Then point to each cue as you progress. This might be easier than cutting them into cards. If you decide to cut them into handy little cards, laminate the cards and clip (or ring) them together. You will use all of them for every lesson. The cards, hand motions, and reminder-slogans keep the program from becoming little more than "blah, blah, blah". When you use the cards, hand motions, and slogans given in the Teacher directions, it can be taught fast-paced. Then, all of a sudden, you have reached the Listening ear for the read-aloud!
              Haha guess what we did this morning? My 3, 6 and 8 year olds coloured their visuals, we mounted them on coloured construction paper, laminated and put each set on their own little ring. They love them! We then did the first section for day 1...I think one section a day is going to be enough for us right now as we still have cores and therapy, will see how we go! I am so excited about this curriculum Cheryl, it looks amazing. I think it is going to be good for the whole family, including me!
              Sarah

              Aussies from Sydney, Australia
              Miriam 9yo Latina Christiana, R&S4, IEW Phonetic Zoo, IEW Grammar
              Jonny 7yo (Special Needs) SC1 Phonics, R&S1
              Elissa (almost) 4yo K phonics, R&S Preschool books

              Together this term (in Circle Time) we are doing Bible time with SC1 Story Bible and our own memorisation/songs, Myself and Others 2, Homer Price, Greek Myths, IEW Poetry Memorisation, speech therapy, The Body Book, Artventure and picture books from SCB/SC1 etc.

              Thomas 17 months

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