Back and Forth in (teaching) Time

A few days ago, the teacher at Robert’s summer program made me aware that Robert had difficulties telling time.  I was surprised, but not exactly.  I was surprised, because Robert was taught how to tell time more than ten years ago.  Step by step, he was told how to tell time to:

the full hour,

half an hour,

quarter to and quarter past an hour,

up to five minutes

up to a minute

I was not “EXACTLY” surprised, because I remembered that Robert had always had some difficulties when the time on an analog clock was a few minutes before a  full hour.  Since for such time an hour hand was close to the NEXT hour, Robert kept making one hour mistakes.  When the clock showed 10:49, Robert read, “11:49”.

I kept addressing that problem from time to time,  but never have I insisted on 100% correctness.  I hoped that in the future, as Robert would be required to tell time in order to organize and/or follow his daily routines, the errors would dissipate.

They did not.  Maybe, because the time telling has  never became important to  Robert and/or Robert’s teachers.  And that might include me.

Faced with such conundrum,  I considered two approaches.

One was to use the Teaching Hands Clock. Teaching Hands Clock  is a clock that has  a small oval attached to the hour hand. As one end of the oval approaches but not reaches full hour, let’s say 11, the other end still keeps the correct hour (10) inside the oval. I have seen  Teaching Hands Clocks many times  in the catalogue of the store  Different Roads to Learning  http://www.difflearn.com/category/timers_counters_clocks, but somehow, I have never ordered it.

The other method is to connect the teaching of telling  times with teaching another, related  skill.  I want  Robert to learn to tell how many minutes TO  an hour or PAST an hour.  I  hope, that if Robert understands  that, for instance,  five minutes TO 11 is the same as 10:55, then he will almost naturally master time telling.

I have to emphasize that if Robert were younger, I would use Teaching Hands Clock, because  at that time I couldn’t rely on any of the skills,  that support Robert’s learning now.

But at present it would be much more enriching to connect two different skills in such a way that they could reinforce each other.

I am convinced that in some instances teaching a concept what seems to be more complex, facilitates the understanding of  the simpler one.  Sometimes, placing a simple concept in a wider picture allows to better understand its function and its mechanism.

If that won’t be the case in teaching time telling, I can always use Teaching Hands Clock.

Surviving Mayhem

The three months long mayhem came to an end.  All the basement walls were replaced with  mold resistant sheetrock and most of them was already painted.  The carpet was removed to let vinyl tiles cover the basement’s floor. Not without problems, a new shower was installed in the bathroom.   A few minor touches are still needed to complete the work, but they do not affect the overall presentation of the basement’s family room.

It was a hard time for Robert.

In my  post Antipodes I described Robert’s first encounter with a contractor. Knowing that  it would not be possible for contractors to remove the walls with Robert in the house, we took Robert skiing.  Of course when Robert came home, he noticed missing walls and was not happy about that.  “Wall, wall, wall”, he kept repeating and we kept answering with vague promises that walls will be installed next day.  Suffice to say, that Robert asked many, many, many times for the walls. To counter his perseveration, which after first hundred times, was getting on our nerves , I used the old trick, which helped me in the past.

“Wall, wall, wall.”

” What about wall?”

A second of hesitation. “Tomorrow.”

“You right.  The contractors will put the wall tomorrow.”

I had found out in the past, that when I responded to Robert’s obsessive repetitions with a question and thus changed them  into a dialogue, their frequency decreased.

Almost every day, I used the same strategy, to help Robert deal with new changes, and help myself deal with Robert’s reactions.

It was a winter vacation week.  A few times I took Robert to Sunapee Mountain for adaptive ski lesson at NEHSA.  Upon our return, Robert immediately inspected the house and noticing unwelcome changes demanded explanations. It could be another wall, which missing, it could be a missing thermostat, or temporarily covered by new wall, old electric outlet.  For the first ten times, we kept giving straight, short answers. “Thermostat is broken.  We have to buy a new one. The outlet is under the wall.  Tomorrow we will fix it.”

After ten times, when Robert already knew the answers but kept his fixation alive, we went back to dialogue.

“Here, here, here.” Robert did not know the word “thermostat”  and to let us know what he meant, he was knocking on the wall, where thermostat used to be.

“Oh, you mean thermostat?”

Unclear imitation followed, “Stat, stat”

“What about thermostat?”

“Is broken.”

“You right, thermostat is broken.  We will buy a new one tomorrow.”

“Store.”

“Yes, we will buy new one in the store.”

I have to say, that the unwelcome changes in the basement forced Robert to initiate many more conversations and at some point I started enjoying our relatively intense communication. However, at some point,  Robert got used to the mayhem and stopped obsessing about it. That meant that he also stopped asking.  His anxiety decreased, because  every day after coming from school, he was met with clear improvement that did not require any additional explanation. Because there was no need to ask, he didn’t.

One of the hardest thing for Robert to tolerate was the moving of the furniture. Soon however, we found a middle ground.  As long as the TV, VCR, and DVD player reminded connected and watchable from the sofa, everything else was less important.

Robert, who as a self-proclaimed guardian of his environments attempts with all his might to keep his surrounding unchanged, not only survived three months of pandemonium, but accepted all the alternations in the end.

Growing Forward, Holding Back, Adjusting to the World

Years ago, when Robert was four years old, our family went to Newport, RI. It was a short trip.  We parked the car, bought ticket, and waited in a room stuffed with expensive objects for our guide. Jan tried to hold Robert’s hand.  I tried to hold Robert’s hand.  Jan tried to hold Robert in his arms.  I tried to hold Robert in my arms.  Amanda waited between us.  She was quiet and resigned.  Robert kept wiggling.  He kept  sliding between our arms as if he were covered with lubricant. He used all his limbs and head to pull himself out and throw us of balance.  We hoped that when the guide would start talking and moving us through the overloaded chambers, Robert would calm down.  Not exactly.

As soon as the guide opened his mouth, Robert followed with his commentary on the whole experience.

It was piercing.

We left.

I cried realizing how much of the world was closed to Robert and how big part of the world would remain closed to him forever.

I cried realizing that there would be experiences we would not be able to share. I cried for many other reasons, all important and valid  and none easy to articulate.

The only way of pulling myself out of that desperate realization was to become angry at someone or something.

So I became angry at those rich owners of that stuffy house. I became angry at all the owners of all the mansions.   I became angry at the Newport Preservation Society.  I became angry at the whole town of Newport.

For 16 years I could not understand people who not only paid money to visit  mansions but also found the experience  enriching, entertaining, or …educational.

Nonetheless, we, the parents,  learned our  lesson.  Jan, avoiding all buildings, continued to take Robert to parks for hiking, swimming, or bike lessons.  I planned our outings a little better.  In Medieval Salt Mine, near Krakow, I hired a private guide just for our family and two friends. This way we synchronized our visit to Robert’s internal clock. I don’t think we missed anything.  Mainly however, we only went to the places that allowed self guided tours.

When Robert threw a tantrum in Science Museum in Boston (Unknown cause), I did not stop taking him there, but to the contrary, I bought family membership and began visiting it more often for shorter periods of time.   We wandered through Museum of Science without any plan. I let Robert decide if he wanted to go left or right, up or down, to the Blue or Green Wing.

We also kept  membership to the Museum of Art.  Our visits there, however, although short were always  planned.  One day we went to see Egyptian section, another day  Chinese furniture, and so on.  On two visits Robert was supposed to find one (big) picture.  Much harder than it seems.

I have to say, that before going to any new place, I am a little tense.  The old places are much better, as Robert loves to visit them again and enjoys recognizing them as old friends.

Finally, this Saturday, we went back to Newport.  After sixteen or seventeen years. We stopped to see Green Animals Topiary in Portsmouth.  It was a good introduction.  The house was relatively small, the garden large.  It was a great place to breathe after the trip.

Although, I wanted to explore possibility of Robert following the tour guide, I was very relieved that in Breakers’ Mansion, they had self guided tours.  So we practiced setting the earphones to the numbers in front of artifacts and pretending to listen to the lecture.  Because, I did not listen.  I watched Robert, who might have or might have not listened, but was learning to keep the earphones on.  It went so well, that we followed with another self-guided tour of Rosecliff.  Only once in those three mansions (the first one), Robert tried to open the door that shouldn’t be open.  Told not to do that, he refrained from opening any other door, and there were many of them.

I don’t know what his experience taught him.   What sense did he make out of that trip? sadly, he won’t tell me.

I find it encouraging, however,  that he did not ask me for french fries while we were visiting those mansions, although he asked many times when we were outside.

Unfortunately, French Restaurant in Newport doesn’t serve fries or burgers, or chicken fingers or eggplant or poblano chilli.  So it still could not accommodate Robert, and thus was out of the question.

But, maybe next year?