Well, previously I was speaking to you about a language reluctant learner and the experience and rewards thereof.
Now I am going to share with you something that I have heard so, so many Moms talk about and that is writing resistance. Children who just don’t want to pick up that pencil, or their pen and write in their Student Workbook. The lesson comes about and they maybe have to underline the words or make compound nouns and there is a lot of resistance to that.
There are a number of ways to approach that, firstly you can limit the time spend on LLATL, you don’t have to do 4 pages, as I have said you have 9 books and 12 years to do them in. There is no rush, so limit the time so they do really a little each day.
Another method is to put the book away, talk about the lesson, rather than to actually get them to work in the workbook. Get them to give you feedback and do the lesson on the computer where you are typing it or get them to type. After all they are all going to be using computers further along the line in this day and age. So you can get them onto a typing tutor and get them to type the answers.
Another thing to do would be to give them a pencil grip to help them hold the pencil or pen, you can watch to see how they are holding the pencil, or pen, to make sure they are not gripping it too tightly and exhausting the muscles in their hands and arms before they get to their second word.
There are many different approaches to help a child that is resistant to writing, the key is to make the language lesson as enjoyable as possible. You do not want the child sitting there in tears.
Talking about tears, I was close to tears the other day, I was at a Moms meeting and her child had written in the book “I hate this book”. That to me sends out very loud alarm bells, if that is the case something needs to happen very, very quickly. If that were to happen to me, and my child showed that much dislike to one of the curriculum books they were using, I would actually remove that book completely. I would read the LLATL book and see what is required and then bring it into daily activities, fun and games and then re-introduce the book slowly. You also need to show them the big picture, show them all the different books, explain that this is what they need to learn and understand.I would explain to the children that I need to give you these skills, I am in authority and if I don’t give you these skills it would be very irresponsible and bad of me. This is the big picture, this is what we are trying to achieve.
You can break it down into small sections, taking one step at a time. Help them to achieve just the smallest of accomplishments, help them to be proud of that and look forward to that. There is a poetry section and maybe they love poetry, there is a research section and maybe they will enjoy researching something they have an interest in. That research unit in the LLATL program will help them to do this, so try to help them see that there are things to look forward to in the learning process.
These are a variety of ideas of what to do about the resistant writer, but now I’d like to introduce a testimony very close to my heart about resistant writing. The testimony is about our daughter who had a chronic illness, she could not write because she had drips in her hand, every couple of weeks, because she had a blood infusion. So she could not write, she had too much pain in her hands from the drips and the veins and the muscles were inflamed and painful. Her LLATL student books, up to purple LLATL were blank, there is nothing written in the book because she never wrote one word in her student books, yet she has completed those levels. The same student has written a number of books and she is a graphic artist today. She went through the LLATL program which gave her a solid foundation in language, but she didn’t write a word in her student book. I didn’t write in it either. I read the lessons with her and we did them all “auditory” until Tan level, when she started using the computer and writing in the computer. The fact that she didn’t write in her student books doesn’t mean she did not get the experience of doing LLATL, of the reading the rich novels and understanding the literature and advancing through the program.
The best news of all is that she developed a love for language, she loves reading it was not just a struggle for her physically, but also in some of the learning difficulties that she has, yet she loves language. I would put that down to LLATL and purposefully and intentionally making those language lessons enjoyable.
I have told you about the reluctant reader that I had and what he has achieved, and so yes it is alright to have a child who doesn’t love what they are learning, but if they write in the book that they hate the book? Well, that is a warning sign for you to pay attention to, and to make language a fun learning experience and I really feel that tLLATL can help you do that.