Hi All. Great class tonight. I appreciate everyone hanging in there. It looked like people were pretty tired, suffering from allergies and really wanting to get out and enjoy some beautiful (finally) weather. The presentations were excellent. I always learn so much from all of your work and am impressed with how much you all know and learn in order to prepare and complete your projects. I also appreciate how much everyone participates and contributes to discussions. I think we learn so much from each other and it also makes the class go quickly and be very interesting.
Remember for this week's blog, we are commenting on the fantastic book about the dog incident. (I really don't mind the book that much. I am curious to see what happens when/if Christopher gets to London, and where the author is going with all of this now that we know who killed Wellington.)
Finally, remember that we are switching topics for the last two weeks. Next week is TAG. Those of you slated for long presentations don't need to worry. If you can finish, great, but if not, you can go the last week. I will try to have some eligibility guidelines to discuss and share. Our talk about the book may be a bit longer than the past.
Thanks and have a great week.
Gary
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Gary & Skip, I apprecaite the comfortable, positive, and fun classroom environment that you have been able to create in such a short time. It's nice to be able to laugh together as we learn a tremendous amount of information.
ReplyDeleteHere is one link to the story about Hannah Poling who developed autism after receiving 5 shots vaccinating her against 9 diseases at one time.
http://www.time.com/time/health/article/0,8599,1721109,00.html
The website I used in class was www.ldanatl.org I followed the link to the overviews of dyslexia, dyscalculia, dysgraphia, ADD, and ADHD that covered typical signs and symptoms as well as strategies that can be used in the classroom.
Caitlin – I appreciated the explanation of transitional bilingual, two-way immersion, SIOP, and maintenance bilingual. These are all new ideas for me as I work in an environment that does not currently have any ELL students. I was interested in the link that you explained directly correlating the amount of language spoken at home to the ability to acquire a new language.
Melissa – It was helpful for me to hear about the ideas you shared to enrich the learning environment for a student with ASD. I can incorporate the ideas to improve environment, familiarization, relaxation, choice, communication, and exercise in my classroom now. I really liked the idea of a lava lamp and giving 2 or 3 acceptable choices to offer additional direction when it’s free choice time.
Diane – Dismissing myths of ADHD was a good reminder to me that anytime we can look at the core issues of a learning difference, and not make flash judgments, we are better off. The Nasa video on brain games was excellent. I like the progressive research that is going on to find non-traditional tools with which to help students.
Donna – Jeopardy! That was fun. . .even though I didn’t win! I can’t wait to use that program in my classroom. The kids will love it! I liked the Winston Churchill quote you shared. Would you mind sharing it again? I didn’t write it down fast enough.
Jessica – I liked your video. I always think about the self-talk and thinking that goes on inside the students’ minds – especially those with learning differences. Kids are very intuitive and understand and feel a lot more than we sometimes give them credit for. I also found it interesting that new assessments are being created in order to embrace the individual learning styles of those students being tested for learning differences.
As for the "Curious Incident". . . I was struck by the lack of general understanding that the policeman/law officials had regarding Christopher's disability. I feel this caused more problems for both parties. It made me think about those people with ASD integrating themselves into a population/community that really just doesn't get it.
Have a great week everyone!
Darla
Because I couldn't be at the class this week, I researched two articles and commented on those. Hope they are helpful. I too used the website that Darla found. It's a good one. I'll make my comment about the book after the these two articles:
ReplyDeleteI just found an article that resonates with me on two levels: First, one of the contributing authors is an outstanding educator that has helped me more fully understand the umbrella term- differentiation and how to realistically design a differentiated classroom. I took an on-line class from Dr. Carol Ann Thomlinson. She writes: “If what we teach or how we teach diminishes who we teach, we have stopped teaching.” I love her philosophy and have found her suggestions relevant and doable in the classroom. It is worth your time to purchase one of her books. Secondly, I like the approach this article takes toward educating students. Essentially, the authors of this article are telling us that teachers need to change their practices and engage these students in ways that address their readiness, learning profiles and interest. From the article:
As identified in the literature, differentiated instruction is student centered and focuses on the learner to determine student readiness, interest, and learning profile (Tomlinson, et al., 2003). Student abilities and learning styles drive content, process, and product forcing many teachers to change their teaching styles and the way they manage their classrooms. By adjusting the material that is taught (content), encouraging critical thinking (process), and providing a variety of opportunities for students to demonstrate what they have learned (product), more students including students with learning disabilities will have the chance to achieve academic success in the classroom (Smutny, 2003; Lewis & Batts, 2005).
“As a result of the No Child Left Behind Act and Individuals with Disabilities Education Improvement Act - 2004, general educators are now being asked to, design materials and activities that can meet the needs of all students initially, rather than make modifications after the fact.” While this may seem overwhelming, actually this gives the teacher the justification to spend the time they need to really get to know their students and how best they learn. Thomlinson writes about the need to not differentiate every lesson. It’s not practical and would not get done. Importantly she recognizes that teachers have their own methods for learning and delivering lessons. She suggests merging a teacher’s teaching style with a learner’s needs. It’ s ok to have different expectations for how students demonstrate their understanding and how they show that understanding through different end products. I think this is incredibly liberating and can allow for a truly dynamic classroom. SIOP strategies fit perfectly in this model.
The most important step a teacher can take is to figure out their students’ learning and thinking styles and do something about it. Learning styles is knowing whether your student is an auditory, visual, or tactile/kinesthetic learner. Learning preferences is knowing whether your student prefers to learn in large groups, small groups, or individually. Once you have this figured out and you know the interests of your students (books, talking, technology) you are free to design lessons that lend themselves to being “captured” by your students. What fun!!
The other most important part to consider is to provide your students with options about how they will access the content material and options on assessments. Not all students learn the same way so why should we assess them the exact same way. It’s efficient, but not very considerate and certainly not very motivating.
Check out the following websites for more great material. This first website has a ton of relevant material form classroom discipline to comprehension strategies… You’ll love it.
Curriculum Associates offers a free, on-line course on Differented Instruction that includes lesson plans, handouts, and video interviews. This course can be accessed at the following website: http://www.curriculumassociates.com/professional-development/
Center for Applied Special Technology (CAST) provides information on universal design at: http://www.cast.org/index.html
The ATOMS Project: Assistive Technology, Universal Design, and Instructional Design can be accessed at: http://www4.uwm.edu/r2d2/atoms/
The website I pulled this article from is: http://www.ldanatl.org/news/DIFFERENTIATED_INSTRUCTION.asp
The home page for this article and many more is:
http://www.ldanatl.org/
The second article I chose came from the same website which is http://www.ldanatl.org/aboutld/teachers/understanding/ld.asp The page on this website gave general information about learning disabilities, the types of disabilities and strategies that teachers can use to help their students.
To start, “A learning disability is a neurological disorder that affects one or more of the basic psychological processes involved in understanding or in using spoken or written language. The disability may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.
I learned that learning disabilities are not the same as learning problems which are the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantages.
Students with learning disabilities are generally of average to above average intelligence. They simply have a “gap” in a particular area between their potential and their actual achievement. Often times they excel in one or more academic areas, but show diminished responses in others.
“A learning disability cannot be cured or fixed; it is a lifelong challenge.” And thus, we must embrace differentiating the instruction in our classrooms if we want our students to succeed and if we want to consider ourselves compassionate educator. The following is a list of the types of disabilities students may have. I’ve included the signs, the symptoms, and the strategies so that you can consider ways to address your students’ needs in your lesson plans:
Dyslexia A language and reading disability
Signs and Symptoms
Reads slowly and painfully
Experiences decoding errors, especially with the order of letters
Shows wide disparity between listening comprehension and reading comprehension of some text
Has trouble with spelling
May have difficulty with handwriting
Exhibits difficulty recalling known words
Has difficulty with written language
May experience difficulty with math computations
Decoding real words is better than nonsense words
Substitutes one small sight word for another: a, I, he, the, there, was
Strategies
Provide a quiet area for activities like reading, answering comprehension questions
Use books on tape
Use books with large print and big spaces between lines
Provide a copy of lecture notes
Don’t count spelling on history, science or other similar tests
Allow alternative forms for book reports
Allow the use of a laptop or other computer for in-class essays
Use multi-sensory teaching methods
Teach students to use logic rather than rote memory
Present material in small units
Dyscalculia Problems with arithmetic and math concepts
Signs and Symptoms
Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing
Has difficulty understanding and doing word problems
Has difficulty sequencing information or events
Exhibits difficulty using steps involved in math operations
Shows difficulty understanding fractions
Is challenged making change and handling money
Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing
Has difficulty putting language to math processes
Has difficulty understanding concepts related to time such as days, weeks, months, seasons, quarters, etc.
Exhibits difficulty organizing problems on the page, keeping numbers lined up, following through on long division problems
Strategies
Allow use of fingers and scratch paper
Use diagrams and draw math concepts
Provide peer assistance
Suggest use of graph paper
Suggest use of colored pencils to differentiate problems
Work with manipulatives
Draw pictures of word problems
Use mneumonic devices to learn steps of a math concept
Use rhythm and music to teach math facts and to set steps to a beat
Schedule computer time for the student for drill and practice
Dysgraphia A writing disorder resulting in illegibility
Signs and Symptoms
May have illegible printing and cursive writing (despite appropriate time and attention given the task)
Shows inconsistencies: mixtures of print and cursive, upper and lower case, or irregular sizes, shapes or slant of letters
Has unfinished words or letters, omitted words
Inconsistent spacing between words and letters
Exhibits strange wrist, body or paper position
Has difficulty pre-visualizing letter formation
Copying or writing is slow or labored
Shows poor spatial planning on paper
Has cramped or unusual grip/may complain of sore hand
Has great difficulty thinking and writing at the same time (taking notes, creative writing.)
Strategies
Suggest use of word processor
Avoid chastising student for sloppy, careless work
Use oral exams
Allow use of tape recorder for lectures
Allow the use of a note taker
Provide notes or outlines to reduce the amount of writing required
Reduce copying aspects of work (pre-printed math problems)
Allow use of wide rule paper and graph paper
Suggest use of pencil grips and /or specially designed writing aids
Provide alternatives to written assignments (video-taped reports, audio-taped reports)
Dyspraxia (Sensory Integration Disorder) Problems with motor coordination
Signs and Symptoms
Exhibits poor balance; may appear clumsy; may frequently stumble
Shows difficulty with motor planning
Demonstrates inability to coordinate both sides of the body
Has poor hand-eye coordination
Exhibits weakness in the ability to organize self and belongings
Shows possible sensitivity to touch
May be distressed by loud noises or constant noises like the ticking of a clock or someone tapping a pencil
May break things or choose toys that do not require skilled manipulation
Has difficulty with fine motor tasks such as coloring between the lines, putting puzzles together; cutting accurately or pasting neatly
Irritated by scratchy, rough, tight or heavy clothing
Strategies
Pre-set students for touch with verbal prompts, “I’m going to touch your right hand.”
Avoid touching from behind or getting too close and make sure peers are aware of this
Provide a quiet place, without auditory or visual distractions, for testing, silent reading or work that requires great concentration
Warn the student when bells will ring or if a fire drill is scheduled
Whisper when working one to one with the child
Allow parents to provide earplugs or sterile waxes for noisy events such as assemblies
Make sure the parent knows about what is observed about the student in the classroom
Refer student for occupational therapy or sensory integration training
Be cognizant of light and light sources that may be irritating to child
Use manipulatives, but make sure they are in students field of vision and don’t force student to touch them
Central Auditory Processing Disorder Difficulty processing and remembering language-related tasks
Signs and Symptoms
Has difficulty processing and remembering language-related tasks but may have no trouble interpreting or recalling non-verbal environmental sounds, music, etc.
May process thoughts and ideas slowly and have difficulty explaining them
Misspells and mispronounces similar-sounding words or omits syllables; confuses similar-sounding words (celery/salary; belt/built; three/free; jab/job; bash/batch)
May be confused by figurative language (metaphor, similes) or misunderstand puns and jokes; interprets words too literally
Often is distracted by background sounds/noises
Finds it difficult to stay focused on or remember a verbal presentation or lecture
May misinterpret or have difficulty remembering oral directions; difficulty following directions in a series
Has difficulty comprehending complex sentence structure or rapid speech
“Ignores” people, especially if engrossed
Says “What?” a lot, even when has heard much of what was said
Strategies
Show rather than explain
Supplement with more intact senses (use visual cues, signals, handouts, manipulatives)
Reduce or space directions, give cues such as “ready?”
Reword or help decipher confusing oral and/or written directions
Teach abstract vocabulary, word roots, synonyms/antonyms
Vary pitch and tone of voice, alter pace, stress key words
Ask specific questions as you teach to find out if they do understand
Allow them 5-6 seconds to respond (“think time”)
Have the student constantly verbalize concepts, vocabulary words, rules, etc.
Avoid asking the child to listen and write at the same time
Non-Verbal Learning Disorders Trouble with nonverbal cues, e.g., body language; poor coordination, clumsy
igns and Symptoms
Has trouble recognizing nonverbal cues such as facial expression or body language
Shows poor psycho-motor coordination; clumsy; seems to be constantly “getting in the way,” bumping into people and objects
Using fine motor skills a challenge: tying shoes, writing, using scissors
Needs to verbally label everything that happens to comprehend circumstances, spatial orientation, directional concepts and coordination; often lost or tardy
Has difficulty coping with changes in routing and transitions
Has difficulty generalizing previously learned information
Has difficulty following multi-step instructions
Make very literal translations
Asks too many questions, may be repetitive and inappropriately interrupt the flow of a lesson
Imparts the “illusion of competence” because of the student’s strong verbal skills
Strategies
Rehearse getting from place to place
Minimize transitions and give several verbal cues before transition
Avoid assuming the student will automatically generalize instructions or concepts
Verbally point out similarities, differences and connections; number and present instructions in sequence; simplify and break down abstract concepts, explain metaphors, nuances and multiple meanings in reading material
Answer the student’s questions when possible, but let them know a specific number (three vs. a few) and that you can answer three more at recess, or after school
Allow the child to abstain from participating in activities at signs of overload
Thoroughly prepare the child in advance for field trips, or other changes, regardless of how minimal
Implement a modified schedule or creative programming
Never assume child understands something because he or she can “parrot back” what you’ve just said
Offer added verbal explanations when the child seems lost or registers confusion
Visual Perceptual/Visual Motor Deficit Reverses letters; cannot copy accurately; eyes hurt and itch; loses place; struggles with cutting
Signs and Symptoms
May have reversals: b for d, p for q or inversions: u for n, w for m
Has difficulty negotiating around campus
Complains eyes hurt and itch, rubs eyes, complains print blurs while reading
Turns head when reading across page or holds paper at odd angles
Closes one eye while working, may yawn while reading
Cannot copy accurately
Loses place frequently
Does not recognize an object/word if only part of it is shown
Holds pencil too tightly; often breaks pencil point/crayons
Struggles to cut or paste
Misaligns letters; may have messy papers, which can include letters colliding, irregular spacing, letters not on line
Strategies
Avoid grading handwriting
Allow students to dictate creative stories
Provide alternative for written assignments
Suggest use of pencil grips and specially designed pencils and pens
Allow use of computer or word processor
Restrict copying tasks
Provide tracking tools: ruler, text windows
Use large print books
Plan to order or check out books on tape
Experiment with different paper types: pastels, graph, embossed raised line paper
Language Disorders (Aphasia/Dysphasia) Trouble understanding spoken language; poor reading comprehension
Signs and Symptoms
Has difficulty gaining meaning from spoken language
Demonstrates poor written output
Exhibits poor reading comprehension
Shows difficulty expressing thoughts in verbal form
Has difficulty labeling objects or recognizing labels
Is often frustrated by having a lot to say and no way to say it
Feels that words are “right on the tip of my tongue”
Can describe an object and draw it, but can’t think of the word for it
May be depressed or having feelings of sadness
Has difficulty getting jokes
Strategies
Speak slowly and clearly and use simple sentences to convey information
Refer to a speech pathologist
Allow tape recorder for note taking
Write main concepts on board
Provide support person or peer tutor
Use visualization techniques to enhance listening and comprehension
Use of graphic organizers for note taking from lectures or books
Use story starters for creative writing assignments
Practice story mapping
Draw out details with questions and visualization strategies
As to the book, I do like it but I now know what drives me crazy about it as well. It's all the and, but, so transitions. The author does a good job of driving the non-autistic person a little bonkers with the constant, unending barrage of minutia. I too thought that the policeman would have reacted differently after "noticing" Christopher's odd behavior. I don't think he would have left him in the train station without first contacting his mother or father. So, I'm slightly on the anticipation edge. What will his mother do? And the father? I'll finish it this weekend and then I'll know. My wife, who works with disabled children is just now starting the story. I'm looking forward to her perceptions.
Take Care,
Ray
Hi everyone,
ReplyDeleteTues. was another great class. Darla did a great job summing up the presentations in her response. Thanks Ray for the wealth of knowledge that you just gave us about learning disabilities. It is hard to digest it all. Thank you for the website about the online class about differentiated instruction. I plan on taking that this summer.
As for the dog book or upside down dog book as I call it: I actually liked the book and feel like I have a better understanding of how someone with autism sees the world. I feel frustrated and sad that Christopher doesn't like to be touched. I am amazed that he has a photographic memory. I can't believe he drafted a map of the zoo just from memory. My husband calls me "wrong way", so to me this seems like an impossible feat. It is interesting how stress causes him to lose him memory. Too bad the policeman and his dad didn't hear Melissa's presentation.
Have a great week. Gary, I found out that the eligibility guidelines for TAG are on the Bend/Lapine website if you didn't already know this. Thanks, Diane
Hello,
ReplyDeleteI want thank everyone for your support on Tuesday night. I have to say I was not well and was a bit shaken by the night. I am sorry I missed a couple of the presentations, but appreciated some greater insight into this very large topic.
I know that I have joked about The Curious Incident of the Dog in the Night-Time, but I have enjoyed reading the story with the understanding and insight to ASD. Reflecting on this section of the book, I found the breaking down of trust Christopher had established with his father to be interesting. I couldn’t understand how he could just stop trusting the person whom had been taking care of him up to this point in his life. It was so cut and dry. Because the level of fear was so great, he didn’t think about the potential danger he was placing himself. I too, felt like the police officer should have helped Christopher and was shocked that he didn’t. Maybe some people in our society just don’t understand even be a little fearful themselves.
Amy
Wow! I think that Ray just set the world record for blog entries!
ReplyDeleteIt was a great class. I really enjoy the perspective that we bring to our topic each week. Once again I walked away with a full brain. That is what I love. Everything we are doing is pertinent to the classroom and I can tweak something on Wednesday to make my teaching better.
I enjoyed the presentations. Everyone always puts such thought and care into them. It's a great way to share information with each other. I am surprised that even though we all have the same broad topic all the presentations are quite different. Good job, ladies!
Okay, I liked reading the dog book. I enjoyed reading the way Christopher thinks and as far as I can tell it is written in an authentic way. I read it a few years ago in my book club. That time I was more focused on the drama part and this time I read it with a different mindset. It certainly reminds me to think of all the 'baggage' kids come to school with that we, as teachers, don't even know about!
Alright, it's time to get back to my PEP! Good luck everyone with finishing your competency plans! Enjoy the sun if you can find time to get outside! Take care, Jill
Whoops! I forgot to attach the link for my article. It was observations made on children who are 'pulled' from a classroom and how they try to fit back in with the classmates socially. Also, the impact that can have on making friends and what role the teacher can have to help positively.
ReplyDeleteHere is the link: http://findarticles.com/p/articles/mi_hb3130/is_n3_v60/ai_n28631382/ Thanks, Jill
Nice job on the presentations! They were so informative. Thank you.
ReplyDeleteI'm glad to have finished the book. I think the adventure at the end and the conclusion were my favorite parts. By the end of the book I figured out that most of the things I didn't care for are probably a reflection on the differences in cultures between Americans and British. I didn't care for the vulgar language and the lack of societal care about a murdered dog.
I appreciate that the author brought to life a literal thinking ADS character and narrated the story through that characters eyes. I also like some of the major themes that are brought forward in this book such as: atheism for someone who is a literal thinker, lying to someone because of their mental capacities, holding back education because of mental capcity, and the stress on a family that has a member who is has a different mental capcity.
See you Tuesday,
Thora
Hi Everyone,
ReplyDeleteThanks again for a great class. As for the dog book, I have also been enjoying it. I don't have any experience working with autistic children so this book has been helpful. It even inspired me to look up an article on autism for our last class. One of the facts that really stood out from the article was that “[w]orldwide more children will be diagnosed with autism this year than with diabetes, cancer, and AIDS combined.” With such a staggering diagnosis rate, it is important that as educators we learn how to best help these students in our classrooms. I feel as though I will be able to better understand and help an autistic child in my class after reading this book.
To follow up on my presentation here are some books on bilingual education and ELL that you may find interesting. The first book is full of strategies for teaching ELL.
Fifty Strategies for Teaching English Language Learners by Adrienne Herrell and Michael Jordan
Lifting Every Voice: Pedagogy and Politics of Biligualism by Zeynep F. Beykont
Bilingual and ESL Classrooms by Carlos Ovando, Mary Carol Combs and Virginia P. Collier
I hope you find these helpful! Caitlin.
Wow! I can’t believe how quickly this class has flown by. We only have two more classes left!
ReplyDeleteI must say that I have really enjoyed reading the dog book. I think it has given me a lot of insight into what life could potentially be like for a person with ASD and their family. I found myself really enjoying getting to know Christopher in the story. His character was very likable and I was intrigued by his thought process and they way he worked through different situations in his head. I was saddened to find out who killed Wellington. It was terrible how horrified Christopher became when he found out his dad was the culprit. Also, I was so worried that Christopher was going to have a serious meltdown when he was at the subway station. I couldn’t imagine the anxiety that might create for a person with ASD.
In conclusion, I am glad that we read this book. It gave me a little bit of perspective into the vast world of ASD. I know I have a lot to learn still; however, this was a start!
I learned a ton from the class on Tuesday. Thank you for all of the great presentations.
ReplyDeleteMelissa you explored a topic of Autism that was new territory to me. I will hold with me some of the great tips you shared on helping those kids in the classroom. My favorite that I may try on my kids this year was the relaxation corner…I would love to have one of those for my self.
Donna what a fun interactive way to present thanks for the creativity and knowledge that you shared with us.
Diane I was fascinated by the Nasa video that you shared with us. Wouldn’t it be great to have such technology available to more students? I plan on sharing and checking into the brain games with some of my colleagues.
Caitlin I was glad you were able to share with us a topic so dear to both of our hearts.
As for the book….hmmm! I enjoyed the first part of it and found myself very curious (for lack of better words) and wanted to continue to read. I am now pulling teeth to finish the book and got burned out on the jumping around and constant switch of gears. I also like Gary found myself unmotivated to continue to read after the mystery of the dead dog was solved. It is a good thing we are required to finish it or it would be shelved. The best question is have I learned from it? Yes little bits here and there about the actual thought process of an Autistic child and there reasoning why things play out the way they do in there lives. It has helped me to better understand the questions of why sometimes Autistic children do not like to be touched, why they on days sit in a corner and say nothing or bang their heads on the wall.
The best of luck to everyone to finish up (All 10 !!)
Melanie Kent
Thanks for all the good feedback about the class presentations. I have walked away each week with so much to think about. I was amazed Amy had enough energy to make it through the evening! I am still working on the dog book. I'll let you know what I think when I finish up.
ReplyDeleteI don't think I'll be in class this next Tuesday. Buckingham first graders are performing their class musical "Where the Wild Things Are". I will be sorry to miss the TAG presentations, but I am sure Ray will keep me informed with a lengthy blog entry following the class!
I may be calling some of you if I get stuck with the competency stuff. Ugh!
Keep in touch,
Jessica
The week is flying by! Cant believe there is only 2 more sessions of our "community of learners" class!
ReplyDeleteInteresting disscussion on learning disabilities! I agree with the recommendations of Gary and Amy to not rush to label students of LD and try every possible intervention before special services. I had a brief experience with being labeled as a student who need extra services for reading in 6th grade. My family and I were quite shocked when I got pulled out of class for intensive reading instruction. Apparently the standardized test that I had taken was scored wrong. I was only pulled out of class a couple of times, however it was a very awkward situation for a very awkward 6th grade girl!
As for the Dog book, I was also surprised how much I loved and hated the book. I truly felt that everytime I picked up the book I stepped into Christopher's mind and it consequently opened my mind to the world of ASD. As I have read up to this point I have been struck by how different Chris is from most children, however this latest reading I noticed how he is the same as most children in the way he reacted to the sensitive subject of death. Christopher's father was not sensitive when lying about the death of his mother then confessing the death of Wellington and the result was complete shut down. Children see their parents as absolute security and when a parent dies their world is rocked especially when a parent lies about that death, I couldn't imagine how terrible that would feel for any child. On a lighter note I always had to smile when Christopher continually refered to the word poo! Maybe thats a little of the awkward 6th grade girl thats still a part of me!
See you all tomarrow!
Donna