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小花的馬麻

小花的馬麻

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  1. 網誌
網誌區塊

big X

2010年09月13日
公開
45

郭小花以全心熱情擁抱小一新生活 從第五天起吧 每天下午三點接到花花 馬麻再問 How is your day today, Huhua? 花花總是中氣十足 大聲喊出 FANTAASTICOOOOOOO！ ﹝Hiroko阿姨多激賞這句啊 說以後再有人問她今天好不好 她無論如何也要打起精神大聲回答 FANTAASTICOOO！﹞ 天天如此 除了今天！ "Well, not so fantastico today..." 花花有一點點落漆地如是回答 而且堅持要等到上車再細說原因 上車馬麻再追問 花花說 "Mrs. Chase asked me to put a big X in my blue workbook today." "But why?" "Because I made a mistake and forgot to color the flag blue." "Is this what she usually does when you make a mistake in your workbook?" "No. She usually marks it with a small 'c', which means 'correction', next to it." 聽到這裡 馬麻猛然開始小人心君子腹起來 想說難道看來如此溫柔和藹的Mrs. Chase 竟也是可怕的歹性地變臉一族？ ﹝即便如此 可怕的歹性地變臉一族馬麻 也從不曾對孩子作出如此可怕惡行啊 在孩子作業上畫大叉？！﹞ 真的是還好 小人心馬麻這些年來多少有學會 真的是﹝閉眼沉痛搖頭狀﹞ 不要斷下結論 要壓住即時的情緒反應 進一步探問 事情常常根本不如最先的想像﹝閉眼沉痛點頭狀﹞ 果然 在馬麻努力發揮母性光輝 忍性故作輕鬆狀東一句西一句探問拼湊事實後 真相大白： 花花在workbook上犯的錯誤 是旗子少畫一色 可是蠟筆擦不掉又已經沒有空間加色 所以Mrs. Chase便要花花在錯圖上畫叉 然後一旁另起爐灶整個重畫再上色 天知道 馬麻在學校附近的加油站 一邊加油 一邊終於理出事情梗概時 心裡有多高興 鬆了多麼大一口氣！ 馬麻反過來跟花花娓娓再一次解釋why the big X 其實已經轉移注意一如往常cheerful的花花 再說到大叉叉卻依然淡薄仔難以釋懷 馬麻問 "What upsets you the most? The big X, the mistake, Mrs. Chase, or you yourself?" "I am upset about myself. I should be more careful." 這孩子的個性啊 positive到有剩下 開朗樂觀的人歸咎了自己 就是把事情操控權放在自己手裡 我可以改可以變 可以讓事情更好 至少樂觀的馬麻是這麼看的 小小一件事 馬麻和花花都learned a lesson or two 真是好事！

Library Studies & etc

2010年09月01日
公開
66

新科小一生花花的new stuff： 由Mrs. Arild負責、 每週一次到學校圖書館上的Library Studies課。 在台灣從小學唸到大學的馬麻， 星期一拿到花花拎回家Library Studies folder裡的課程大綱， 嘩地睜大眼睛，覺得好讚！ book care、how books are made、 parts of a book﹝目錄呀序呀跋啊﹞、 history of books and libraries、authors and illustrators、 fiction and non-fiction books、 低年級學習什麼叫做folklore, tall tales, fairy tales and fables， ﹝中高年級則進一步學瞭其他文類與小說類型、 學習使用reference books、atlases and maps、甚至杜威分類系統等等等等﹞ 超酷！ 一輩子都用得到、對於獨立研究學習如此重要的技能， 怎麼我們以前都沒給認真強調過？ 也是這「獨立」二字， 馬麻以為是新科小一生的學習主軸。 回想preschool，馬麻每天接送還得先sign in sign out， kinder簡化些，就是讓把拔下車陪走一段送進有圍欄的small playground即可， 而新展開的小一生涯， 不但把拔可以不下車、在學校driveway開車門讓小人提著書包自行衝下車就好， 提早到校的小人還可以直衝浩瀚無邊的大操場、自行玩到鈴響排隊進教室為止！ ﹝這，連把拔都還一時無法適應， 堅持停車下車，陪走到教室放書包， 再陪走到浩瀚無邊的大操場、確定負責看管的兩三位老師們堅守著崗位後， 才邊回頭邊離開﹞ 下課時間也是。 kinder時代下課時間當然是由老師領著往playground集體進出， 如今小一， 花花昨天告訴馬麻說， 她lunch後的recess就和Abigail一起去了圖書館還書再借書， 剛好躲過操場上追著女生跑的那群凶惡小男生們── 嘩！想像那畫面！ 下課時間！小女生手牽手！圖書館！ 嗚，花花真的已經是小學生了啊啊啊啊啊.... 馬麻一直記得兩年前其實很無奇的一刻。 preschool放學， 馬麻一邊收拾花花置物櫃裡的書包啊便當袋啊folder啊artwork啊等等， 一邊望著兩袖清風瀟灑來去凡事不掛心的四歲花花， 心想著， 真難以想像啊， 有一天這小小人也要學會自己收拾自己的書包細軟！ 上星期開學前， 馬麻同花花解釋接下來這一年， mommy has got a big word for you: responsible. 花花要開始學會自己為自己負責， 學會記得該做的事，學會計畫時間去做好該做的事。 解釋啊解釋，馬麻心頭卻突然一陣惆悵， 邊走下樓邊對著花花的後腦杓說道， " it's such a sad sad life啊，花花。 馬麻這樣養妳教妳，目的卻是為了將來有一天， 妳終於可以離開把拔馬麻，自己照顧自己，自己好好過生活..." drama queen馬麻自己說到又哭了， 花花卻猛回頭， " oh mommy, it's not always sad. there are a lot of happy things too..." indeed，花花，indeed！！ 推妳出巢， 陪妳抖翅展翅， 在妳飛遠之前， 我們會好好好好一起再飛一段、幾段、好幾段好幾段！

見賢思齊

2010年08月30日
公開
48

剛剛在討論區讀了有關snack的討論， 馬麻一整個慚愧到不行！ 花花對新食材/食物排拒得厲害， 馬麻還笑稱花花是有neophobia， 殊不知是馬麻懶散， 一直以來就是圖方便，幾套老招換來換去， 不思長進啊！ 專職媽媽要有專職媽媽的樣子， 事關榮譽與驕傲！ 見賢思齊第一步， 去訂一個好便當盒： http://www.laptoplunches.com/ 不多說，買菜去！ -------------------------------------------------------------- 靜下來仔細反省， 心得記下來，分享也是提醒！ 馬麻自己及長自己負責自己三餐以來， 一直都是吃得又快又多又急的暴食族， 一來以前仗著吃不胖，愛走路體力消耗多， 二來在補習班教書，作息不定，吃飯常得趁空檔， 如此以往，年過三五後便開始嚐到壞習慣的苦頭。 現在年過四十，口味也漸漸開始有些轉變， 喜歡原味， 種類多份量少的餐點帶來的滿足尤其大！ 只是做菜習慣似乎沒跟上來， 專長的依然是蔥爆牛肉豆乾肉絲之類的超級下飯菜， 導致花花對米飯的偏執熱愛愈演愈烈── 馬麻心裡嚮往的是種類多份量少， 下手卻一直走種類少份量多的好走路線！ 種類多份量少的好處多到說不完， 營養均衡，滿足感大， 拔麻亡羊補牢， 花花可是一生的好習慣啊！ 切記切記！

huahua is the coolest girl, ever!

2010年08月23日
公開
40

今天去Carden買兩個指定folder順便看編班 結果 馬麻一整個腦充血 之前探聽結果 得知一年級兩位老師風格各有不同 都是好老師 ﹝雖然 其中一位算是學校資深明星老師﹞ 馬麻想想便決定不put in a request選老師了 結果今天看到的編班名單 卻是極度明顯經過大喬特喬的結果 去年幾個最吵最鬧甚至有bully傾向的小男生全給編到一班──花花這班！ 而最積極最合作的幾位家長﹝對 除了我﹞的孩子 則全數一個不漏給編到了明星老師那班 仔細研究名單 馬麻的憤怒愈來愈深 什麼東西！！ 花大錢上私校 還要被當作棋子喬來喬去 乖乖遵守規定不選老師 結果變成這份斧鑿痕跡如此明顯的分班名單上的資源弱勢 我相信兩位老師都是好老師 只是說不選又給選 搞得明眼人如資深家長馬麻我 一看就爆怒 對 I have totally lost my cool 甚至在花花面前也不掩飾了 只告訴似懂非懂的五歲小女孩 mommy is feeling extremely upset mostly because i feel being left out. most of the mommy friends i made from last year's class is now in the other class. 老實說 馬麻到現在腦子還是一片亂 很氣 氣學校氣自己 幹麻愛吃又假客氣 既然不常態分班 那我就也想靠大邊站 可恨 竟然錯過班車 不是說在這一班就不好 實在是不爽 不爽至極 馬麻lost cool 亂罵亂氣亂貼標籤 可花花呢 吃過一頓食不知味的晚餐後 爆青筋的馬麻稍稍回神 赫然發現 在這團混亂中 花花始終keep her cool 馬麻一言不發埋頭給副校長發email ﹝重新公平編班不可能 好 那我就也要爭取換去『大家』那班！﹞ 花花便靜靜自己找水喝剝橘子吃然後坐下來畫心愛的fairy 只在面對馬麻詢問時 平靜應說她其實在Mrs. Chase或Mrs. Maguire班上都好 只是 "i feel bad that you are feeling left out, mommy." 然後便紅了眼眶 此時此刻馬麻依舊熱血沸騰 依然無法擺脫各種幼稚任性的想法 如此幼稚任性的母親 有幸生到這樣一個成熟冷靜的女兒 花花啊 you are the coolest little girl, EVER!!

Five Tips for Painless Writing

2010年06月01日
公開
34

《Five Tips for Painless Writing》 Searching for ways to turn the page on your child's writing? Look no further. By Carol Lloyd I glanced over my daughter’s paper and caught my breath. The child who had leaped into long, filigreed sentences at 18 months and spoken-word poetry at four (sample pull quote: “Love tastes so sweet when the world dies”) was now, at age 10, working diligently on a book report of The Ice Worm, a chapter book she claimed to have adored. But the markings on the page defied decoding. It wasn’t that the misspellings and tortured handwriting camouflaged a flair for words, ideas, or even logic. No, “a lot of stuff happened” — some “funny,” some “crazy” — but I couldn’t make heads or tails of what this “stuff” entailed. Perhaps most troubling, long gone was my lively little word fairy. In her place, a dull-eyed workhorse trudged across textual dirt clods. Now my child hadn’t been identified as needy or gifted. She worked hard and occasionally struggled, but generally reflected the teacher’s efforts with some accuracy: If the teacher emphasized math, she excelled there. If it was spelling season, she buckled down and got serious about words. So what did this web of inchoate language say about the writing instruction? When queried, my daughter explained that the assignment was primarily defined by length. A one-page summary followed by a one-paragraph description of the main character and a one-paragraph recommendation and bingo: instant book report! Did her teacher talk about choosing the right words? No. What about organizing ideas or outlining? No. Brainstorming? Topic sentences? Mommy, you’re not helping! Only at the point when tears were soaking her pillow did I realize just how right she was. I wasn’t helping. What was worse, I didn’t know how to help. Like so many public schools nowadays, my daughter’s focuses on test scores. Despite larger class sizes, dwindling budgets, and a majority of English-language learners, the teachers had managed to boost reading and math scores each year. But standardized tests for elementary school grades do not cover writing, so it’s easy for that subject to slip under the data-driven radar. What’s a parent to do? After scouring the available literature (most of which is geared to teachers and — dare I say it? — poorly written), I found a bar-none killer solution to my predicament: Reason to Write and its companion, Reason to Write: Student Handbook, by Douglas B. Reeves. Though aimed at elementary students and their parents, the books have enough substance to inspire even academically advanced middle schoolers. Don’t be scared off by the lackluster title. Reeves writes with a wicked sense of his audience, so it’s like having a one-on-one with a master writing teacher. Even my aforementioned daughter happily took a break from Avi’s gripping Crispin to listen Reeves’s Student Handbook as a bedtime story! Here are some tips, adapted from Reeves’s ideas (and tested on my kid), to nurture your child’s love of self-expression and develop writing skills. ─ Love bomb them (with precision) “What accompanies the first tentative baby step? Encouragement, enticement and enthusiasm …” Reeves’s observations about the difference between typical parental responses to a baby’s first steps and that of a child’s first writing assignments cut to the core of the matter. As Reeves notes, when babies start walking, we cheer them on with shameless pleasure, celebrating each new attempt and coaching them every step of the way. But when older kids show us their error-strewn attempts at summarizing Harry Potter, do we bring down the house with our carefully considered praise? Quite the opposite, says Reeves. More commonly parents pick the writing apart and pour on the constructive criticism. Or, if they’re feeling especially caring, they may offer a blanket compliment like “Great job” for writing that may be many things but is not uniformly “great.” In a word, we forget what we knew as young parents: that explosive exuberance and high expectations are not mutually exclusive. Reeves recommends approaching student writing with the same level of enthusiasm and exactitude that we approached our child’s first steps. Focus on what’s good and praise with as much detail as you can muster. Then when offering suggestions for improvement, use all of your mental powers to avoid general statements and give specific observations: “Can you find a stronger word than interesting here?” “That paragraph confuses me. Maybe if you just tell me what you’re trying to say, we can figure out what’s confusing.” “This sentence has some wonderfully strong words, but I wonder if it should come after you tell us what happens in the story.” None of this is easy. It requires engagement of the parental mind in a way that most homework help doesn’t. But since schools may not teach writing skills systematically, writing support is one of the most important kinds of homework help you can provide. ─ Five-minute habit Though it’s standard for teachers to require their students to read X number of minutes per night, few teachers require nightly writing. Thus many kids master the mechanics of reading but fail to develop reading-comprehension skills. Based on the idea that summarizing is an essential skill for more advanced learning — whether it’s writing notes for a chemistry exam or summarizing a novel for a high school English class — Reeves recommends devoting a tiny portion of reading time to summarizing. (This could be applied to second-graders and up.) In other words, if your child reads 30 minutes a day, have them read 25 minutes and spend the remaining five minutes quickly summarizing what they just read. This daily practice of responding to texts works to develop both reading comprehension and simple expository writing skills. ─ Dearest diary Introduce your child to the secret art of keeping a journal or an idea book. Though much school writing (even in elementary school) is focused on teaching composition skills, Reeves notes that if a child can tap into their powers of imagination and observation, then learning formal writing skills will make more sense. It need not even be a book: Reeves tells a story about whitewashing a wall in his basement and encouraging his son to use it as his "idea wall." "The wall became a visible idea factory, covered with stories, pictures, lists, and ideas," Reeves recalls. From the home laboratory: After reading my diary entries about being bullied in seventh grade, my daughter and I talked about how journals can help during tough emotional times. Then, using a simple notebook, some fabric, and glue, we "made" her a journal. No one would read her book, I reminded her, or God forbid, correct her spelling. Her ebullient “Thank you, Mommy”’s conveyed her appreciation, but I held out little hope she’d ever use it. Then the other day, I wandered into her room to see her quickly closing her book on a page of microscopic text. Inchoate and misspelled? Maybe, but at least a journal offers kids one place to write for pleasure not report cards. ─ The perfect (brain)storm Teaching the art of brainstorming is one of the easiest things for a parent to do and yet it’s also easy to skip when up against a homework deadline. But if you explore brainstorming techniques with your child when there’s no deadline or early in the writing process, you can help your child become a much more confident thinker. Reeves offers the acronym LEAP to arm parents with brainstorming tools no matter when your child screams, “I don’t know what to write about!” Here they are in an abbreviated form: * Lists: Ask your child to come up with a list of things based on a basic category: scary animals, favorite foods, things adults say too often. Have them make a list to get their ideas on the page. * Exaggeration: Encourage your kid to think outside the box with questions that defy logic or reality. A couple of Reeves’s examples: How would people treat you if you had eight arms? What if you could read people’s minds? * Action: What could happen next? What would happen if we slowed everything down like a slow-motion film? What if we sped everything up? When your child is writing a creative story, having them play with these questions can elicit a list of new ideas to get them past momentary writer’s block. * Pictures: Use pictures, photos, even abstract images to spark ideas for your child’s future writing projects. Offer one picture as a prompt and have them list possible ideas and interpretations on a page. ─ Write your senator (or favorite cereal maker) Since so many of assignments are written for teachers (whose only response may be a grade), kids may never understand how their writing can move those who read it to change or act. Reeves recommends that parents give kids the chance to experience the power of the pen by having them write a letter to someone in the outside world. A letter written to a grownup — be it complaining to a politician about the quality of school lunches or requesting that a favorite author write a sequel to a much-loved book — can make a powerful impression about the larger reasons for writing. If the child gets a response, the lesson is that much more powerful.

真的是這樣

2010年05月14日
公開
25

把拔馬麻都有發現 花花怪怪的好幾天了 花花怪 怪得很subtle很subtle 以花花自己的標準來說 就是言行之間帶著一股很淡很淡的乖戾之氣 帶著淡淡乖戾之氣的花花依然很守規矩 該做的事依然乖乖做了 只是 看到不喜歡的青菜眉頭皺得或許深了點 請求吃糖果的頻率與態度或許高了點堅持了點 眼神或許飄忽了點 做事態度或許輕率了點 還有就是 晚上難入睡了點 早上難起床了點 總之 有怪 但就是一點點 馬麻對應之道 是找花花問過 心裡是不是有事情 是不是有一點點mad at someone or something 都排除後 便是對花花格外溫柔以待希望化解情緒 然後在花花皺眉抗議或輕忽待事時 出聲警告提醒 這樣過了三四天 花花怪怪依然 馬麻趕稿進入最後衝刺 老實說 也是想等看花花情緒會不會自動過去 再不然也是得等書譯完 就這幾週 之前就同花花解釋過 馬麻priority暫時如此 昨晚 花花一如過去幾週 九點整同書房的馬麻道過晚安 上樓後洗澡刷牙讀睡前書一概由把拔張羅 不久洗完澡刷完牙的花花卻又下樓 問馬麻可不可以送她上床 馬麻想想答應了 而且奉送很久很久不曾由馬麻主持的story time一段 讀完書 馬麻tuck花花in 十分鐘後馬麻再進房查看 很意外地發現幾天來很難入睡的花花竟已沉沉睡去 然後是今天一早 花花應聲欣然睜開眼睛 然後就咧嘴送給馬麻一個好大的微笑！ 天啊 真的是這樣 一切都是因為花花想念馬麻！ 花花從來不是個high demanding的孩子 馬麻忙 花花也了解體諒並努力配合 也許就是這樣 努力配合的花花壓抑深深 所以馬麻怎麼問也問不出來 怎麼找空檔多抱抱花花 也抱不掉花花心底的情緒 because i was there and not there！ 因為不是demanding的孩子 所以馬麻只是花了十五分鐘專心讀了一本書 花花心底安全感的小小縫隙便又給填滿了 所以馬麻要擱下一切記下這件事 這麼小的願望 這麼容易填回來的空隙 卻能夠帶給孩子這麼大這麼大的滿足 馬麻怎麼能夠不戒慎之！

a deep little person

2010年04月21日
公開
28

這幾星期發生的幾件事， 讓馬麻看著花花，重新有了一種以前其實也出現過的感覺。 朦朦朧朧，無以名之， 今天馬麻才猛然頓悟：那個字，叫做「deep」。 如果一個五歲孩子也可以用deep這個字形容的話。 春假前最後一個週五學校提早放學， 馬麻於是約了Eileen阿姨，一起接了兩個小女孩， 往睽違的Valleyfair去，luncheon & shop，重溫舊日美好時光。 然後很久沒和Eileen阿姨好好聊的馬麻才赫然發現許多事： 一，原來酷酷的Meoldy是個極佳的observer， 放學回家後都會鉅細靡遺報告學校發生的大小事件； 二，原來小小女生們已經開始有小團體雛型； 三，原來花花學業表現很不錯，數學和英文都在top group， 更叫馬麻驚訝的是，花花竟是班上所謂數學五強之一； ﹝真是怪了，馬麻去和Ms Sutton會談時怎麼完全忘記要問成績的事， 而Ms Sutton也沒主動提，顯得馬麻這位家長很不關心孩子成績似的， 更別說花花伊本身對此也隻字未提，真是 @_@﹞ Eileen阿姨跟馬麻提供的情報裡，最叫馬麻掛心的， 是Meoldy仔細描述某日午餐發生的事： 原來花花班上有個叫做Iha的印度裔小女生， 可能因為學期開始時晚了幾週開始上學，人又比較安靜內向， 班上小女生們玩遊戲時就常常沒有讓她一起加入； 某日午餐，班上少少七個小女生其中六個人坐了一桌， 當Iha捧著午餐要求加入時， Melody說她和花花爽快答應，可幾個比較強勢的小女生拒絕了， ﹝其間據說還曾出現過 "Iha's food smells" 這般可怕的話語﹞ 總之最後竟然就是六個小女生捧著午餐嘻嘻哈哈閃躲Iha！ ﹝這部分Melody就沒有說得很清楚，怎麼Ms Sutton沒有介入處理， 或者有，anyway，已經不可考﹞ 開心逛了一下午街後的回程車上， 馬麻定下心來，開始同花花說這件無論如何縈繞馬麻心頭的事。 馬麻要花花把自己當成Iha來想這件事， how does that make you feel？ 如果妳掀開便當蓋子，發現裡面是妳最愛的馬麻煮的滷肉飯， 可其他對台灣食物不熟的小朋友卻遮著鼻子一直說， 說馬麻為妳做的滷肉飯午餐smells， how does that make you feel？ 馬麻一邊開車，一邊一路說去， 一會才發現花花怎麼半天不作聲， 趁紅燈回頭一看，原來花花歪著頭靜靜躺在carseat裡，已經淚流滿面。 花花後來心情稍微平復， 定聲告訴馬麻說她知道要怎麼做了。 她說以後午餐時間要照馬麻說的，可以聯合Melody一起堅持， 然後她還要去和Iha說sorry。 ﹝這部分馬麻倒是要花花不必去道歉。 馬麻同花花分析，you could have done better and been nicer， and all you need to do now is try to do better and be nicer。 馬麻沒說的是，道這種歉反而是在patronize人，這以後再說，才懂﹞ 馬麻把想跟花花說的話說完， 之後便面臨春假蠟燭N頭燒的慘境，十天過去都不曾再想起。 春假後重新開始上學第一天下午， 馬麻接來放學的花花，花花滿面笑容，心情顯然很美妙， 車行到半途， 花花突然朗聲同馬麻說道， 馬麻我今天有去找Iha一起玩！ 可是lunch下雨所以在教室裡的大桌子大家一起吃，我就沒和她坐在一起了！ 這天外飛來一筆！馬麻早就忘了呀！ 原來花花卻一直一直記在心裡面！ 又過了一星期，也是放學， 被馬麻要求要以Melody為榜樣、 要多跟馬麻說點學校發生的事的花花很難得， 主動跟馬麻說起了今天在學校Ms Sutton讓大家玩了"Sutton Store"── 馬麻聽花花哩哩落落的描述， 判定這應該是一個教小朋友認識錢幣的教學遊戲， 總之花花說她後來用six cents在Sutton Store買了一個小戒指， 馬麻頭也沒回就問花花戒指呢？等下紅燈再拿給馬麻看， 花花這才說，戒指送給Iha了！Iha很高興喔！ ﹝花花今晚後來的diary entry包括文法錯誤如下： "When I gave Iha a ring, I feel happy."﹞ 馬麻不想小題大作，也不想顯得矯情， 所以母女午餐會那天之後便沒再同花花問Iha的事， 但顯然天天嘻嘻哈哈傻氣又瘋癲的花花就這麼把事情掛在了心上， 一直記著，一直努力。 除了這件事情， 馬麻最近和花花聊天有好幾次， 偶然瞥見小女孩的心思， 很意外地發現在馬麻眼裡忘性和記性一樣好的花花， 特別會去記得自己幾次犯錯學到的教訓， 而且還在心裡沉澱整理過， 甚至在日記裡寫下心得： "When you tell the truth, it feels better." ﹝西地，花花最近寫句子很迷以when作開頭﹞ 寫完以後拿給馬麻讀時，還雙眼亮晶晶地直點頭同馬麻強調道， mommy, really, i feel sooooo much better after i tell the truth!! 小小一個人， 真的是獨立完整、會反省有厚度的一個人了啊...

spelling

2010年03月03日
公開
9

昨晚went through學校發回來的上週seatwork時 馬麻猛然才發現 原來花花的spelling似乎遭遇了問題 之前馬麻不以為意 想說花花辨音認字和閱讀能力都好 那麼反過來spelling應該也不會是問題 此外 馬麻反正也沒去深究 kindergartener的拼字能力到底可以或應該到哪裡 其實這一兩個月Ms Sutton開始偶爾讓小人練習聽字試拼以來 花花帶回來的練習紙 常常是錯了三分之二以上 馬麻本來還想說剛開始嘛 結果昨天花花folder裡讓Ms Brewer誤放了Abby的seatwork 馬麻赫然才發現 筆都拿不穩、字也還寫不好的Abby拼字可是全對 now No No No 馬麻不是在犯愛比較的教養大忌 而是看了別人 才不得不承認原來五歲小孩應該是可以的 馬麻對花花各方能力的了解應該算深 倒也從來不多做要求 但求開心學習就好 可眼前這對花花說來是全新挑戰的spelling一關 馬麻原先沒多想 以為差不多的東西 花花應該可以比照之前自行學會閱讀一般自行解碼攻破 馬麻反正放牛吃草就好 到昨晚馬麻才發現 原來花花遭遇問題 能力沒有發揮 需要幫助 口黏花花 想來陷入五里霧裡一陣了 別急 馬麻來幫妳了 ﹝以上兩句純粹馬麻想像 我們這位五歲小人其實相當有給它隨遇而安的樣子 馬麻沒說我們來找路之前 花花可能還不知道原來起霧了 好個不求甚解的樂天派啊﹞