Category: Kids
Monday, Oct 10, 2011 | Kids, Local Food, Soccer |
**Monday’s menu: Pad thai (pictured above). Broiled shrimp and tofu. Daikon salad. Stir-fried rainbow chard.
**Original plan: Pad thai with hot and sour soup. But both things require tons of pre-prep organizing and stirring up multiple bowls of things, so I decided to simplify.
**In the kitchen: Whipped up after school. The pad thai is a version without ketchup; it’s made with fish sauce and lemon juice and piles of cilantro (not vegetarian, no).
**The reviews: Eaten too hurriedly for reviews, but everyone seemed happy.
**The verdict: Excellent.
**Bonus recipe: Radish salad was made by slicing the daikon super-thin, then mixing up a dressing of fresh lime juice and maple syrup, plus salt. Sprinkle on some hot pepper flakes. Divine. (My invention).
**Tuesday’s menu: Honey-baked lentils. Steamed rice.
**Original plan: Yup. This one was by request. It needs a vegetable, I know. I’m not awake enough to think of one.
**In the kitchen: Easy work, completed after waking from a killer morning nap, following my night of doula’ing in Toronto. Turn oven off, leave until suppertime. Eaten post-swim lessons.
**The reviews: I didn’t get to hear the full reviews, due to racing off to a soccer coaching clinic with AppleApple. She ate a sandwich instead. But when we left, CJ was in the throes of an impressive tantrum because he couldn’t SEE the honey in the lentils. A reliable source tells me he became so incensed that he bit the table, at which point everyone started laughing, even him. But he didn’t eat the lentils. Everyone else did, however, and within 24 hours, it was gone.
**The verdict: Good meal to make in advance. And yum.
**Wednesday’s menu: Leek and potato soup (crockpot). Bread, hard-boiled eggs, cheese, sliced tomatoes.
**In the kitchen: Early morning chopping and sauteeing, but it paid off. I pureed it in the pot, and called it “Mashed Potato Soup.” (Ever-popular.)
**The reviews: “It looks different, but it tastes the same. Like, no offense, Mom, but when I saw you with that big bowl of vegetables this morning …” -Albus (I did use lots of leeks; and the soup had a greenish yellow tinge that was slightly unappetizing, or, in Albus’s words, “kind of looks like barf.”) Unfortunately for us, right about then, CJ gagged on his egg yolk and threw up an entire egg right onto his plate. I would characterize the moment as matter-of-fact rather than dramatic. Thus endeth supper. You’re all racing to make leek and potato soup right now, I can tell. I was solo parenting because Kevin was in Toronto.
**The verdict: Actually a really good meal, both food and chat.
**Thursday’s menu: Curried lentil soup (crockpot). Saag paneer. Baked brown rice. Plus leftover white rice.
**Original plan: For some reason, when I made the menus on Sunday evening, I was hankering for risotto and had written that down in place of regular rice. Who has time to stir the risotto? Not I, at least, not yesterday. So I threw a lentil soup in the crockpot and made brown rice instead.
**In the kitchen: Was chopping onions for soup when the electrician knocked on the door to go over the outlets and light fixtures and other things requiring thought and decision-making; but that wasn’t all. The kids were finishing breakfast and getting packed for school. Kevin was in Toronto (yes, again). Another parent was telephoning to tell me about a last-minute change to school-walking plans. Albus was refusing to walk his little sister. “Where is the electrical box, can you show me?” “You’re so mean! I never get a chance to talk to my friends! And now you’re going to make me walk her!” Chop, chop, chop onions. The thought crossed my mind: I can’t hold this together. But then I did. On with the day.
**The reviews: Most chose the brown rice and we talked about how nutritious it is. Does it taste different from white rice? We debated. Fooey gobbled the spinach and paneer and requested leftovers for her lunch box. Lentil soup was eaten. It was just me and the kids, and we enjoyed each other’s company. And they all ate lentils and brown rice and, at the very least, sampled spinach and paneer! An I-love-these-kids moment.
**The verdict: Good food.
**Friday’s menu: Bailey’s pickup supper. Plus picnic for soccer girl. Plus dinner out with girlfriends for me.
**In the kitchen: Managed pickup and food storing in under an hour. Additionally, packed picnic, soccer bag, running gear, and ran out the door to pick up a car from the Grand River Carshare, which we just joined earlier in the week, in order to meet Kevin and kids at skating.
**The reviews: I wasn’t home to hear those reviews, but AppleApple and I enjoyed the picnic (apples, red peppers, cheese, bread sticks and pretzels, and a pumpkin muffin) after she’d changed into her goalie gear, and I’d changed into my running gear. Then she went to her goalie clinic, and I went for a run. An hour and a half later, we zipped down to another indoor field for AppleApple’s second soccer session of the evening. I’d arranged carpooling for her, so I dropped off the Co-op car and walked to meet my friends for dinner and a drink. (Kevin was at his own soccer game; Albus was at a sleepover; and the others were home with a sitter.)
**The verdict: All I can say is PHEW. We made it all happen. This scheduling stuff gets easier with time and experience.
:::
Weekend kitchen accomplishments: Four loaves of bread. Double-batch of waffles (three bags frozen for later). Pan of roasted tomatoes turned into sauce. Two jars of applesauce made from apples picked at Kevin’s family’s farm. Banana bran muffins.
Note: All of this accomplished on Thanksgiving Monday. We spent the weekend with Kevin’s family. Good grief but it’s a hot day to have the oven on. I can’t believe I’m saying that about October 10th.
Thursday, Oct 6, 2011 | Kids, School |
Albus is the only lunch room helper in what sounds like a grade two classroom (the info I get from him isn’t always 100% accurate). At the beginning of the year, he was one of three lunch room helpers in the classroom, all of whom had volunteered for the job, but apparently “lunchroom helper” is a job with some attrition, because he’s now the only one. Lunchroom helpers supervise during two “nutrition breaks” as lunch is now called, and as I understand it there are no teachers in the classroom during that time. Just Albus. And a bunch of kids. Eating. And probably talking and laughing and potentially fooling around.
He says there have been no problems. He just has to stand up to eat his lunch (he didn’t qualify that as a problem).
So I said, um, what would you do if someone started choking?
And he shrugged and said with an optimistic uplift in his voice, “Hope for the best?”
Very proactive of you, Albus. Very proactive. (For the record, I suggested that in addition to hoping for the best, he head for the hallway and shout for a teacher.) But, really, I’m super-proud of him for volunteering to help out, and for sticking with it; and also for volunteering to torture parents walking their children home from school by being a school crossing guard, too. (Parents waiting for the 10-year-old kid in a safety pinny to tell them it’s safe to cross know exactly what I’m talking about…)
**Photo from our summer holiday, but of course. Doesn’t he look beautiful, and quite possibly, responsible?
Thursday, Sep 22, 2011 | Kids, Parenting, Swimming |
Today is Thursday. I set my alarm for stupid-early and dragged myself scarcely-awake to the pool to meet my friend. She couldn’t make it tomorrow, and I knew I wouldn’t make it without her. And we swam. It was lovely. I thought about next to nothing. That was lovely, too. When I got home, AppleApple had her packed schoolbag waiting by the door, and was at the counter, dressed and eating breakfast. Apparently, she is taking “be more organized” to heart. On Thursdays this year, she is attending a different school, and a bus picks her up relatively early.
My goals for AppleApple are that she learn how to organize herself and her belongings, and that she finish the projects she starts. I was required to articulate these goals for her enrichment program, and I shared them with her. I suggested she come up with some goals of her own, but she seemed content with mine. This was at supper last night. Albus recalled that he’d been asked to set goals at the beginning of the school year (ie. less than three weeks ago), but he couldn’t remember what they were. So I set a few for him, too. This is what we call “family meetings,” now. Basically, it’s supper-table talk. Sometimes I announce: “We have to talk about something important,” and everyone pays extra attention.
My goals for Albus were to pay attention to details, and not give up.
He didn’t appear to be paying attention when I told him.
But he did go upstairs after supper to finish his math homework (in our newly tidy workspace: photo evidence above); and he did pass his piano songs; and he did write out his dictee three times (which is his study method).
He wasn’t keen to try my alternate study method this morning: a quiz. But he managed about fifteen minutes of work at the chalkboard before he lost steam and became frustrated. Kevin and I played good cop/bad cop. We got through 35% of the material (he has to study full sentences for the dictee). It was clear the rest of the material needed the same attention, but he didn’t want to keep going. Kevin hugged him and told him he was proud of the work he’d done. I suggested we spread out the studying over many days, breaking it down into, say, one sentence per day. Like piano practice: he doesn’t try to squeeze a week’s worth of piano practice into one day.
He was skeptical and thought he’d likely forget from one day to the next; but he agreed that if these test results weren’t great, he would try studying differently. Here’s the thing: he doesn’t lose so many points on really dreadful spelling (except for the occasional tough word). He loses points on the details. Not capitalizing names, and words at the beginning of sentences. No punctuation marks. Random accents. Knowing a word is plural but neglecting to add the “s” at the end. “Those are only worth half a point,” he argued. “It’s an easy point to get,” said his dad. “You should get all the easy points you can.”
Hm. Didn’t mean to write about studying, AGAIN. But there it is. That was our Thursday morning. Kevin and CJ left for their walk to nursery school. Fooey and I waved goodbye to Albus, and we walked down the street to meet her friends who walk her to school on Thursdays, when AppleApple is at enrichment. I love that AppleApple gets this special program designed especially for her, and she’s earned the chance to spend a day a week exploring and being challenged and having fun … but I mourn, a bit, that Albus doesn’t. I think he needs it more; she’s the kind of kid who designs her own special programming all the time. Fooey, too. She comes home from school and gets a blank piece of paper and she writes and writes: “Writing workshop!” she calls it.
So we have to work on our own special programming.
One fine discovery we’ve made this fall: Albus loves to swim. So does AppleApple. Kevin has now taken them five times for lane swims at 7 o’clock in the morning. It is slightly eccentric (I’ve never seen another kid at early-morning-lane swim, except for the swim club kids), but it’s working. AppleApple likes to do sprints. But Albus just likes to swim. He swam 26 laps without stopping yesterday morning–and I mean really without stopping. He reported that he had to swim with one eye shut because his goggles had slipped and were leaking and he didn’t want to stop to adjust them.
Kevin and I just look at each other and go: WHY IS THIS WORKING?? Could we have the magic formula, please?
Why is he willing to patiently swim laps, unperturbed when his sister splashes past? What did we do right in this situation? All I can think is that first we had to teach him to swim, which took years of lessons and many complaints along the way. And then we had to take him to the pool. And then … well, then we just let him swim how he wanted to swim. And it turns out he wants to swim back and forth, not very fast, for as long as he possibly can.
Tuesday, Sep 20, 2011 | Kids, Morning, Mothering, Music, Parenting, School |
This morning, after breakfast, Albus practiced piano. He always checks with me before getting a sticker, to make sure he’s earned it. Which is awfully sweet. He’s a good kid. Except this morning I really didn’t think he’d earned it. He kept rushing the half-note, always the same mistake in the same place. So I asked him to play the song again, with that in mind. I suggested playing the difficult spot several times over, with the correct notes and timing. But all he wanted was to hack his way through the song and be done with it, regardless of notes and timing.
Then we looked over his dictee results. In French, his teacher had written: “You need to study.” Things is, he’d studied. A fair bit. He’d sat down several evenings last week and worked on his homework, including studying for this dictee. He’d shown me his worksheet. I knew it was true. But the proof wasn’t there in the final test results.
As we were having this conversation, and I was offering more advice re efficient piano practice, Fooey happened by with a question. Albus was extremely rude to her. I reprimanded him. He pushed her. ie. things went from bad to worse, and quickly. I sent him upstairs on a time-out.
Why does he need to act like this? the thought half formed as I raced around the kitchen and cleared the breakfast dishes and wrote a cheque for AppleApple’s sub order and helped Fooey ready her bag for school and tried to remember all the details that needed to get done in the next eight minutes before everyone would leave and the house would go suddenly quiet, and I would eat breakfast and pour a cup of coffee and greet this computer.
Why is he so angry?
And I found myself looking at this morning from his perspective, not mine. From his perspective, he got up and got dressed and ate breakfast and then he practiced piano. And even though he practiced, it wasn’t good enough, and he couldn’t make it better, and he felt frustrated. And then his mother had to sign his dictee and he knew it wasn’t a great mark, and his teacher thought he hadn’t even studied. But he had studied. And he couldn’t make it better, and he felt frustrated.
I called him downstairs, and I said the above, an abbreviated version. He was quiet. Is that kind of how you feel? I asked, and he nodded.
I’m not sure how to make life better for him. Or easier. (Why do parents so often want to make life easier for their kids? But I do. Or not easier, exactly, just gentler.) What is the lesson, if hard work does not pay off in success? You know, it doesn’t always. Some people have to work much harder than others to achieve the very same level of success. I don’t want him to get frustrated, to give up, to not care.
I do want him to take responsibility for the choices he makes. I don’t particularly want to lower the bar.
But what if he’s trying, and it’s not working? Is the answer always: work harder? I’d feel frustrated, too.
Thursday, Sep 15, 2011 | Kids, Music, Parenting |
Do reward systems work, as a parenting method? I’ve been pretty firmly against them, on principle. On principle, I believe that kids should do their jobs to help the family out, as participants in a collective effort.
But it turns out that our eldest is highly motivated by reward; and highly not-motivated by his mother’s principles. This summer, to earn money, and completely of his own initiative, he worked for his grandma on several very hot afternoons. The work was gardening, which he blithely ignores at home, but at Grandma’s he threw his whole heart into the job. They went to the library and researched plants. They went to the greenhouse, and he picked out flowers and plants based on his research. Then he dug the garden beds and planted the flowers and plants, and watered them. For which he earned some money. And he took great delight in the connection between working hard and earning a reward.
Which got me rethinking my original no-reward system of family governance (or, more precisely, the-reward-is-in-the-happy-feeling-you-get-from-helping-out-your-family system). I’m not abandoning that system, or the concept of responsibility. The kids do have responsibilities, and important ones, like walking to school, and making sure younger siblings get safely to and from school. And going to bed when told. And doing their homework.
Which brings me around to the grey area of piano lessons. They kind of have to take piano lessons; perhaps they would want to even if the choice were wholly theirs, but the truth of the matter is, their mother wants them to take piano lessons, and three out of four children are doing just that this fall. It’s Fooey’s first year, and A and A’s third. Now, before this round of lessons ever started, Albus heard from a friend that the friend’s piano teacher gives out stickers for “good” practices, which, if enough were earned would eventually add up to actual prizes (Albus heard giant Lego ships; I’m thinking portions of this story might be apocryphal).
But in any case. Intriguing. What counts as a prize? For AppleApple, it’s a book. For Albus, it’s Lego. And what counts as a “good” piano practice? Basically just focus and attention. Also, as a rule, play each song at least three times. Albus was over the moon: imagine getting stickers just for practicing the piano. And I thought, imagine children practicing the piano just for getting stickers.
So I made up sticker sheets for each child (CJ could not be left out, and he actually sits at the piano and hammers away to earn his sticker). The rule is only one sticker can be earned per day. I hope it won’t discourage kids from taking an extra turn on the piano if they are so inspired, but I sensed that sticker madness followed by sticker burnout might quickly occur if limitations weren’t instituted.
Before getting all hurray-for-stickers, I will allow that it’s early days, just the second week of lessons, but hurray for stickers! Piano practice, and lessons, have thus far been completely pain-free, even pleasurable. The only issue is children fighting for time on the piano. Practice has been happening first thing in the morning, before school. Best of all (and this is my reward), the extra practicing is paying off: music is being made daily in our living-room.
Wednesday, Sep 14, 2011 | Kids |
“Where’s my yogurt drink?”
“Look in the fridge. Generally perishables are refrigerated.”
“Mom, why do you use such big words sometimes?”
Hm, yes, I suppose that phrasing is a bit obscure. Not quite Conrad Blackian, but also not, “that’s where we stick stuff that needs to stay cold.” All I can say, in my defense, is that I like words, and those happened to be the first ones that popped to mind.
“Sometimes when I say big words, people look at me funny.”
(For the record, she didn’t look like she minded being “looked at funny.” I don’t think she’ll stop trying out big words anytime soon. And neither will I.)
File this exchange under Another Example of Like Mother, Like Daughter.
