This is my son Patrick, a budding scientist at 12 years old. He is totally unscripted, and didn't plan any of what he was saying on camera.
Patrick was working on a simple science experiment where he wanted to see what would happen when baking soda and vinegar (two ingredients he became fascinated with years ago when we made a volcano in the sink); where held under pressure. He quickly learned that they will make a 'cool cannon' sound when they are put in a plastic bottle, recapped and shook. (the after effect of the "smoke" completed it!)
This video was shot after about ten minutes of Patrick working on his experiment; he called me outside to shoot it live. I did everything I could not to bust out laughing at how much he reminded me of someone reading from a script or even teaching a class. It makes me laugh every time I watch it.
[NOTE: I had to convert the file for another program, and the trial version was all I had access too, the words on the screen disappear 30 seconds into the video... sorry, it's the best I had to work with at the time!]
Thursday, November 4, 2010
Monday, June 29, 2009
From Public School to Home School
Inspiration from Within?
When I first thought about homeschooling I was still pregnant with my son, looking at single motherhood through circumstances beyond my control and wondering how my child's education was something I consider so early on. I wrote in his pre-birth journal that I planned to home school him and that was really the last I thought of it. Years went on and my young son grew, learning at home at the toddler stage is commonly accepted in the culture we live in; and I taught him his first language, alphabet and numbers, what is socially acceptable behaviour for sitting at a table and eating; all of the things parents teach their young children.
Following the Mainstream
The summer Patrick was 3 years old, he was very anxious to start school and with other children sending him a message that school would be a fun place to be; I told him he would have to wait one more year to start Junior Kindergarten. Thoughts of homeschooling my son were a distant passage in a notebook and not in the forefront of my planning for his education as his eager eyes were set on a nearby school. Patrick started JK when he was 4 years old, the teacher said he was very well prepared for school and advanced in his realization of cause and effect for behaviour and choices. I was quite proud of my young student, I'd prepared him well for academics in an institution. He did very well in his first year of school, basically it was reviewing everything he already knew and he was confident of his accomplishments.
The Light Begins to Dim
The following year was not so brightly lit for Patrick as he entered Senior Kindergarten. Several factors throughout his fifth year led to a less then favourable school experience. Three deaths and funerals, his personal hearing loss had returned and undetected for many months (it was a slow decline and very unexpected) by the time the hearing loss had been detected, he was considered a trouble maker in the class room and not paying attention. Reminiscent of his experience in day care when he was shunned and put on 'time out' continually because he wasn't listening. Who knew he couldn't hear and wasn't trying to be disobedient?
Senior kindergarten was really the beginning of the end for Patrick's education in a public school. With the death of three people close to the family, including his 'big-brother' figure, his great-grandmother and a baby with cancer less than a year of age; Patrick really retreated into a bubble and schooling was not the most important to him. At the tender age of five, he was learning about death, mourning, grieving and we sought counselling for him.
Patrick was also seen as a very easy target for bullies to pick on and hurt him emotionally, verbally and physically. Serving on the Parent Counsel for the school didn't even bring relief to the over-stretched teachers and staff trying to monitor busy playgrounds. The principal was asked several times to consider having parents from the counsel, monitor the playgrounds. His arrogant reply each time was, "No." You can only imagine the sinking feeling as a parent of a child-target on the parent counsel that this made me feel. For a child to come home with a 2" cut down his face because he was hit intentionally with a stick, that is just not acceptable. The area for the playground was divided by grades and an unsupervised child from the Grade Three yard managed to get to the Kindergarten area.
Looking for a Label
As his Senior Kindergarten year progressed, his teacher felt that she couldn't "figure out was wrong" with Patrick. Okay, besides being bullied, seeing death cross every age range within a 4 month time period, seeing two children in his class cause havoc on the classroom and reduce the teacher to tears because they had actually failed her class the year before (yes, you can fail Senior Kindergarten!) the constant disruptions the two children caused on a daily basis were enough to put even the most eager students off of their concentration in the classroom. At this point the teacher was unable to comfortably 'label' my son and called in Occupational Therapy and other support staff. He missed more classroom time as her list of professionals unable to "figure him out" were taking him out to work with him. I told the teacher and the principal that this was not acceptable because they were making a bigger problem, now he was being 'labeled' by his classmates. So, the teacher finally had her label for my son. Easy target. Seen as the kid that disrupted the class because he was getting called out for each support staff; my heart just continued to sink for him.
The Occupational Therapist (OT) was really pulling for straws to come up with a reason for him to be with her and not in class. Under pressure from a teacher who was convinced he must have 'something wrong with him' and unwilling to accept that Patrick's hearing was declining as a real reason for him not being as receptive as she would like (her complaint was that he played with his shoe laces while she was teaching at the front of the classroom, he was at the back of the room; she was really in denial about his hearing loss). The OT decided to work on catching a ball and that became the focus of my son's time away from classroom activities. The OT felt that he shouldn't be afraid of the ball, able to catch it without closing his eyes or backing away and that because he reacted to a ball this way that THIS must be what is "wrong" with him.
During the time that OT and other support staff were working with Patrick, I gave my opinion and stance as his mother to the vice-principal (also the over seer for special education in that particular school at the time). I was very disappointed and discouraged that he was being taken out for such a trivial activity and that labelling a child was unappreciated and only causing more problems. My concerns continued to go ignored.
Busy Teachers or Busybodies
The Grade One teachers (there were two classrooms for Grade One) and Senior Kindergarten teacher got together and spoke about the children entering Grade One. I realize full well that teachers are going to talk amongst each other, especially when they have children progressing to the next classroom. What I don't think is appropriate is adding personal feelings about that child, any child- not just my own. When a teacher likes or dislikes a child, that is their choice; but passing more than just academic/medical information to the next teacher without allowing them to make their own decisions about the child, is just wrong.
Passing information that is pertinent about how the child learns best and most effectively, medical information which is vital (allergies, etc) and contact information. Basic information, not opinions and attitudes- good or bad. Let the new teacher start new and fresh with the child, why should the child have the old teacher's views hanging over them as they enter the new classroom? It's not as if the children are given a report of their new teacher with views and opinions about them. Start the new school year fresh and like a clean slate with nothing on it but open to learning new things.
Not Making the Grade
Patrick entered the first grade, despite my continuous efforts to have him moved to the front of the classroom where he could hear the lessons and focus more clearly on the teacher without distractions, he was put at the back of the room; again. I don't agree with what Patrick chose to fill his time with, but I understand his perspective; he was bored and had little or no idea what the teacher was teaching the class. He would knock books from their shelves behind him in baskets (the small readers), roll a pencil on his desk or break it in half, doodle on or hide his sheet work under the closet storage shelving, hide his pencil, sharpen his pencil until it was so tiny that there was nothing left but a stub, put his head on his desk, look at books, fidget and just not get his Grade One education.
Eventually I took matters into my own hands to see what exactly was going on in this classroom. I sat on a child sized chair at the back of the room and I witnessed boys and girls treated very differently by the teacher; where a boy (any boy) doing the same behaviour as one very disruptive girl would have been sent immediately to the office she was just asked to take her seat. Repeatedly the girl would increase her behaviour where she would refuse working on her assignment, she climbed onto a large unit near the windows for heating and cooling, declared loudly that she would 'kill myself if I have to do this work' and 'you can't make me do it.' Time just continued to be wasted as the teacher didn't ask for office assistance or remove the child from the room. Patrick was found disruptive when he moved his arm across the top of a low shelf behind his desk and knocked off a few bins with readers; he was sent to the office or special education room for disciplinary action.
Okay, in all seriousness which child needs counseling? The one with the book bins being knocked over- basically interrupting the class for a brief time while the books and bins fall, or the one that sees school work as an all or nothing event and holds the entire classroom emotionally hostage while she rants undisciplined about killing herself?
Mounting Frustration
Attempts to modify where Patrick sat in the classroom were futile, I even offered to build him a special isolation desk, so he could only focus on the teacher and not be distracted by the students and have it at the front of the classroom. This was not well received and never had an opportunity to test it out. As the school year progressed, Patrick was treated more like a child with commonly diagnosed conditions: ADD, ADHD, Autism, ODD, etc. He doesn't have these, none of them and the special education department kept treating him like he did. This was really painful to watch unfold as they asked me to restrain my child on the floor because he was upset. He was upset because he was frustrated beyond imagination at the adults who were failing him, people he once trusted and relied on were turning on him like he was 'just one of those other kids' and treating him like an absolute rebel.
The system was failing my son, and it was failing me as his mother. After an outburst in the classroom which involved clearing a table of all of it's contents, including scissors, he was sent home. The children were not in the classroom when this happened, he was alone with a woman from the special education department of the school. I don't condone his behaviour, but given what this particular department in the school was doing to Patrick and the way that he was treated like an outcast socially, I have often wondered how much was added to the recounting of actual event to get their own spin on the truth.
The Child Outcast
At this point, I removed him voluntarily from school; he was not staying at the school long enough to make it worthwhile. His classroom was right beside the office and I would stand in the office listening to what was going on. By 10 am on several mornings, I would have him removed and we'd be on our way home. The teacher provided him with excessive amounts of work, 'so he wouldn't be bored' leaving us exhausted trying to keep up at home with her unreasonable workload. I approached the vice-principal and she confirmed that the teacher was sending extra and that this was not reasonable and would cease.
The vice-principal eventually got Patrick enrolled in a special education class, where he was bussed across town to a classroom program overseen by a male teacher, two support staff and a doctor at the local hospital (the doctor and his staff worked at the hospital and came by for spot-checks of the program).
Patrick spent the remainder of the school year with the out casted boys of the city's schools. Among these children, a boy Patrick knew from his Senior Kindergarten year, one of the boys that had failed kindergarten and a chronic disruptor in every classroom he had been in. Patrick really didn't need to rekindle any association at all with this particular child.
Just What Was He Learning?
A description of the classroom and area which this special department occupied, would not be complete without mentioning "the room," about 4' square, no window, one door, no furniture, no carpet- just a tiled floor with wood walls and a door which the adult could hold shut if the child was banished to the little room. The kids would be sent there for yelling, swearing, disrupting, physically being out of control, etc. They would remain in there for as long as it took for them to calm down and safely rejoin the class.
I told the teachers that this whole class, with the male teacher and all boy classroom seemed great in many aspects; but that I was very concerned about behaviours that Patrick was seeing and trying. They assured me that it was "normal" for children to experiment with boundaries when they witness new and alternative ways to behave. I was really saddened to hear that Patrick had even earned his way to "the room" on only one occasion. It wasn't the right place for my son; despite the good aspects of the program (which any functioning classroom could have), the negative outweighed the positive in a really large imbalance.
Diagnosis: Not the Place for Patrick
The doctor overseeing the program reviewed Patrick's progress (he was only there for a few months) and recommended that he not continue because it wasn't the appropriate place for Patrick. (Patrick didn't need this program at all). The school board and the doctor set up a Psychometric evaluation for Patrick (then only 6 years old). The results broke my heart. His level of anxiety was through the roof and the test proved everything that I had been saying for the previous two years to his teachers (Senior Kindergarten and Grade One). I don't doubt myself when I looked at the test that cost nearly $2,000 (I don't know who paid for the test, but I was suspecting that it was the school board); and I was telling the special education department that they couldn't "label" my son. He was a typical kid dealing with more than he could handle. During his short time in the special education classroom, Patrick underwent his second surgery for hearing loss. To date, he is still hearing within normal ranges, thanks to a better surgeon and more invasive surgery.
Second-Class Citizen
Far from perfect, Patrick had felt like such an outcast that he just couldn't get the kids in his school to understand that he was "okay to be in their classroom" (which leads to me to wonder, what garbage was fed to the kids in his Grade One class about him when he left the school for his special education adventure).
When he returned for Grade Two, a new teacher and new year, he was treated like an outcast by staff (except the teacher who really liked him and was quite professional about the way she treated all children), the new principal was terrible and our personalities didn't blend well from the start. I was even told to watch my back with her and a few new staff members joining the school that year because they weren't very professional and could be quite nasty. The principal disregarded the evaluation which Patrick had undergone at the hospital which the school board had requested and chose to base her bias on hearsay, previous events and rumors from a couple of teachers (SK and Grade One). She chose to have Patrick start his new school year with a modified work week and only come to classes at certain times of the day/week. This was very unacceptable because it just raised flags in his new classroom that something 'still' wasn't 'right' with Patrick.
Patrick's Grade Two school career lasted less than a month. After a meeting with all the former professionals who had been pulling him from his classes in SK and Grade One (talk about messing with the kid's head), a representative from the school board and the principal. Patrick stood up, the only child in a tiny room packed with adults, looked at me and said, "please just take out and home school me." With that, public education ceased to exist for my son; his simple request stirring a collection of words written many years before in his baby book, to life.
In Retrospect
Hindsight being much more clear, I would not repeat any of his school experience and would have home schooled Patrick from the beginning. I'm glad to have met some people from his school, teachers who really enjoy children and teaching. Homeschooling has been a real journey for us, with ups and downs; good days and better days. It's been a very educational experience for both my son and I.
When I first thought about homeschooling I was still pregnant with my son, looking at single motherhood through circumstances beyond my control and wondering how my child's education was something I consider so early on. I wrote in his pre-birth journal that I planned to home school him and that was really the last I thought of it. Years went on and my young son grew, learning at home at the toddler stage is commonly accepted in the culture we live in; and I taught him his first language, alphabet and numbers, what is socially acceptable behaviour for sitting at a table and eating; all of the things parents teach their young children.
Following the Mainstream
The summer Patrick was 3 years old, he was very anxious to start school and with other children sending him a message that school would be a fun place to be; I told him he would have to wait one more year to start Junior Kindergarten. Thoughts of homeschooling my son were a distant passage in a notebook and not in the forefront of my planning for his education as his eager eyes were set on a nearby school. Patrick started JK when he was 4 years old, the teacher said he was very well prepared for school and advanced in his realization of cause and effect for behaviour and choices. I was quite proud of my young student, I'd prepared him well for academics in an institution. He did very well in his first year of school, basically it was reviewing everything he already knew and he was confident of his accomplishments.
The Light Begins to Dim
The following year was not so brightly lit for Patrick as he entered Senior Kindergarten. Several factors throughout his fifth year led to a less then favourable school experience. Three deaths and funerals, his personal hearing loss had returned and undetected for many months (it was a slow decline and very unexpected) by the time the hearing loss had been detected, he was considered a trouble maker in the class room and not paying attention. Reminiscent of his experience in day care when he was shunned and put on 'time out' continually because he wasn't listening. Who knew he couldn't hear and wasn't trying to be disobedient?
Senior kindergarten was really the beginning of the end for Patrick's education in a public school. With the death of three people close to the family, including his 'big-brother' figure, his great-grandmother and a baby with cancer less than a year of age; Patrick really retreated into a bubble and schooling was not the most important to him. At the tender age of five, he was learning about death, mourning, grieving and we sought counselling for him.
Patrick was also seen as a very easy target for bullies to pick on and hurt him emotionally, verbally and physically. Serving on the Parent Counsel for the school didn't even bring relief to the over-stretched teachers and staff trying to monitor busy playgrounds. The principal was asked several times to consider having parents from the counsel, monitor the playgrounds. His arrogant reply each time was, "No." You can only imagine the sinking feeling as a parent of a child-target on the parent counsel that this made me feel. For a child to come home with a 2" cut down his face because he was hit intentionally with a stick, that is just not acceptable. The area for the playground was divided by grades and an unsupervised child from the Grade Three yard managed to get to the Kindergarten area.
Looking for a Label
As his Senior Kindergarten year progressed, his teacher felt that she couldn't "figure out was wrong" with Patrick. Okay, besides being bullied, seeing death cross every age range within a 4 month time period, seeing two children in his class cause havoc on the classroom and reduce the teacher to tears because they had actually failed her class the year before (yes, you can fail Senior Kindergarten!) the constant disruptions the two children caused on a daily basis were enough to put even the most eager students off of their concentration in the classroom. At this point the teacher was unable to comfortably 'label' my son and called in Occupational Therapy and other support staff. He missed more classroom time as her list of professionals unable to "figure him out" were taking him out to work with him. I told the teacher and the principal that this was not acceptable because they were making a bigger problem, now he was being 'labeled' by his classmates. So, the teacher finally had her label for my son. Easy target. Seen as the kid that disrupted the class because he was getting called out for each support staff; my heart just continued to sink for him.
The Occupational Therapist (OT) was really pulling for straws to come up with a reason for him to be with her and not in class. Under pressure from a teacher who was convinced he must have 'something wrong with him' and unwilling to accept that Patrick's hearing was declining as a real reason for him not being as receptive as she would like (her complaint was that he played with his shoe laces while she was teaching at the front of the classroom, he was at the back of the room; she was really in denial about his hearing loss). The OT decided to work on catching a ball and that became the focus of my son's time away from classroom activities. The OT felt that he shouldn't be afraid of the ball, able to catch it without closing his eyes or backing away and that because he reacted to a ball this way that THIS must be what is "wrong" with him.
During the time that OT and other support staff were working with Patrick, I gave my opinion and stance as his mother to the vice-principal (also the over seer for special education in that particular school at the time). I was very disappointed and discouraged that he was being taken out for such a trivial activity and that labelling a child was unappreciated and only causing more problems. My concerns continued to go ignored.
Busy Teachers or Busybodies
The Grade One teachers (there were two classrooms for Grade One) and Senior Kindergarten teacher got together and spoke about the children entering Grade One. I realize full well that teachers are going to talk amongst each other, especially when they have children progressing to the next classroom. What I don't think is appropriate is adding personal feelings about that child, any child- not just my own. When a teacher likes or dislikes a child, that is their choice; but passing more than just academic/medical information to the next teacher without allowing them to make their own decisions about the child, is just wrong.
Passing information that is pertinent about how the child learns best and most effectively, medical information which is vital (allergies, etc) and contact information. Basic information, not opinions and attitudes- good or bad. Let the new teacher start new and fresh with the child, why should the child have the old teacher's views hanging over them as they enter the new classroom? It's not as if the children are given a report of their new teacher with views and opinions about them. Start the new school year fresh and like a clean slate with nothing on it but open to learning new things.
Not Making the Grade
Patrick entered the first grade, despite my continuous efforts to have him moved to the front of the classroom where he could hear the lessons and focus more clearly on the teacher without distractions, he was put at the back of the room; again. I don't agree with what Patrick chose to fill his time with, but I understand his perspective; he was bored and had little or no idea what the teacher was teaching the class. He would knock books from their shelves behind him in baskets (the small readers), roll a pencil on his desk or break it in half, doodle on or hide his sheet work under the closet storage shelving, hide his pencil, sharpen his pencil until it was so tiny that there was nothing left but a stub, put his head on his desk, look at books, fidget and just not get his Grade One education.
Eventually I took matters into my own hands to see what exactly was going on in this classroom. I sat on a child sized chair at the back of the room and I witnessed boys and girls treated very differently by the teacher; where a boy (any boy) doing the same behaviour as one very disruptive girl would have been sent immediately to the office she was just asked to take her seat. Repeatedly the girl would increase her behaviour where she would refuse working on her assignment, she climbed onto a large unit near the windows for heating and cooling, declared loudly that she would 'kill myself if I have to do this work' and 'you can't make me do it.' Time just continued to be wasted as the teacher didn't ask for office assistance or remove the child from the room. Patrick was found disruptive when he moved his arm across the top of a low shelf behind his desk and knocked off a few bins with readers; he was sent to the office or special education room for disciplinary action.
Okay, in all seriousness which child needs counseling? The one with the book bins being knocked over- basically interrupting the class for a brief time while the books and bins fall, or the one that sees school work as an all or nothing event and holds the entire classroom emotionally hostage while she rants undisciplined about killing herself?
Mounting Frustration
Attempts to modify where Patrick sat in the classroom were futile, I even offered to build him a special isolation desk, so he could only focus on the teacher and not be distracted by the students and have it at the front of the classroom. This was not well received and never had an opportunity to test it out. As the school year progressed, Patrick was treated more like a child with commonly diagnosed conditions: ADD, ADHD, Autism, ODD, etc. He doesn't have these, none of them and the special education department kept treating him like he did. This was really painful to watch unfold as they asked me to restrain my child on the floor because he was upset. He was upset because he was frustrated beyond imagination at the adults who were failing him, people he once trusted and relied on were turning on him like he was 'just one of those other kids' and treating him like an absolute rebel.
The system was failing my son, and it was failing me as his mother. After an outburst in the classroom which involved clearing a table of all of it's contents, including scissors, he was sent home. The children were not in the classroom when this happened, he was alone with a woman from the special education department of the school. I don't condone his behaviour, but given what this particular department in the school was doing to Patrick and the way that he was treated like an outcast socially, I have often wondered how much was added to the recounting of actual event to get their own spin on the truth.
The Child Outcast
At this point, I removed him voluntarily from school; he was not staying at the school long enough to make it worthwhile. His classroom was right beside the office and I would stand in the office listening to what was going on. By 10 am on several mornings, I would have him removed and we'd be on our way home. The teacher provided him with excessive amounts of work, 'so he wouldn't be bored' leaving us exhausted trying to keep up at home with her unreasonable workload. I approached the vice-principal and she confirmed that the teacher was sending extra and that this was not reasonable and would cease.
The vice-principal eventually got Patrick enrolled in a special education class, where he was bussed across town to a classroom program overseen by a male teacher, two support staff and a doctor at the local hospital (the doctor and his staff worked at the hospital and came by for spot-checks of the program).
Patrick spent the remainder of the school year with the out casted boys of the city's schools. Among these children, a boy Patrick knew from his Senior Kindergarten year, one of the boys that had failed kindergarten and a chronic disruptor in every classroom he had been in. Patrick really didn't need to rekindle any association at all with this particular child.
Just What Was He Learning?
A description of the classroom and area which this special department occupied, would not be complete without mentioning "the room," about 4' square, no window, one door, no furniture, no carpet- just a tiled floor with wood walls and a door which the adult could hold shut if the child was banished to the little room. The kids would be sent there for yelling, swearing, disrupting, physically being out of control, etc. They would remain in there for as long as it took for them to calm down and safely rejoin the class.
I told the teachers that this whole class, with the male teacher and all boy classroom seemed great in many aspects; but that I was very concerned about behaviours that Patrick was seeing and trying. They assured me that it was "normal" for children to experiment with boundaries when they witness new and alternative ways to behave. I was really saddened to hear that Patrick had even earned his way to "the room" on only one occasion. It wasn't the right place for my son; despite the good aspects of the program (which any functioning classroom could have), the negative outweighed the positive in a really large imbalance.
Diagnosis: Not the Place for Patrick
The doctor overseeing the program reviewed Patrick's progress (he was only there for a few months) and recommended that he not continue because it wasn't the appropriate place for Patrick. (Patrick didn't need this program at all). The school board and the doctor set up a Psychometric evaluation for Patrick (then only 6 years old). The results broke my heart. His level of anxiety was through the roof and the test proved everything that I had been saying for the previous two years to his teachers (Senior Kindergarten and Grade One). I don't doubt myself when I looked at the test that cost nearly $2,000 (I don't know who paid for the test, but I was suspecting that it was the school board); and I was telling the special education department that they couldn't "label" my son. He was a typical kid dealing with more than he could handle. During his short time in the special education classroom, Patrick underwent his second surgery for hearing loss. To date, he is still hearing within normal ranges, thanks to a better surgeon and more invasive surgery.
Second-Class Citizen
Far from perfect, Patrick had felt like such an outcast that he just couldn't get the kids in his school to understand that he was "okay to be in their classroom" (which leads to me to wonder, what garbage was fed to the kids in his Grade One class about him when he left the school for his special education adventure).
When he returned for Grade Two, a new teacher and new year, he was treated like an outcast by staff (except the teacher who really liked him and was quite professional about the way she treated all children), the new principal was terrible and our personalities didn't blend well from the start. I was even told to watch my back with her and a few new staff members joining the school that year because they weren't very professional and could be quite nasty. The principal disregarded the evaluation which Patrick had undergone at the hospital which the school board had requested and chose to base her bias on hearsay, previous events and rumors from a couple of teachers (SK and Grade One). She chose to have Patrick start his new school year with a modified work week and only come to classes at certain times of the day/week. This was very unacceptable because it just raised flags in his new classroom that something 'still' wasn't 'right' with Patrick.
Patrick's Grade Two school career lasted less than a month. After a meeting with all the former professionals who had been pulling him from his classes in SK and Grade One (talk about messing with the kid's head), a representative from the school board and the principal. Patrick stood up, the only child in a tiny room packed with adults, looked at me and said, "please just take out and home school me." With that, public education ceased to exist for my son; his simple request stirring a collection of words written many years before in his baby book, to life.
In Retrospect
Hindsight being much more clear, I would not repeat any of his school experience and would have home schooled Patrick from the beginning. I'm glad to have met some people from his school, teachers who really enjoy children and teaching. Homeschooling has been a real journey for us, with ups and downs; good days and better days. It's been a very educational experience for both my son and I.
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