Is it a bad sign when The Man In The Yellow Hat on PBS Kids starts to look sexy? And what would it mean?
I mean, he's a great unschooler. "Say, George, would you like to see how a real airplane works?" Oh, I don't know. He's kind geeky.
Maybe it's the summertime blues...
Saturday, July 24, 2010
Tuesday, July 20, 2010
Ricochet Rabbit -- bing, bing, BING!
I always thought that as a person got older, the sheer bulk of their bodies slowed them down, and that's why adults don't dash around like preschoolers do. But maybe not. The Girl -- at five feet tall, 80 pounds -- still does it, and I'm not sure when she'll settle down, if ever.
I'm pretty sure there are meds for that, but I'm not sure whether their side-effects and/or long-term effects make it worth it. There are those who would ask if it's that important. But those people are probably the same ones who maintain that their autistic child is not "broken" and does not need to be fixed. God made their child that way, and that's the way he should stay. I'm sorry, but I want my child to be able to walk through a parking lot or across a beach with out bolting.
So, anybody want to make a guess as to how long it'll take me to get around to making that appointment?
I'm pretty sure there are meds for that, but I'm not sure whether their side-effects and/or long-term effects make it worth it. There are those who would ask if it's that important. But those people are probably the same ones who maintain that their autistic child is not "broken" and does not need to be fixed. God made their child that way, and that's the way he should stay. I'm sorry, but I want my child to be able to walk through a parking lot or across a beach with out bolting.
So, anybody want to make a guess as to how long it'll take me to get around to making that appointment?
Sunday, July 18, 2010
Oh yeah, and school work for The Girl
Lest you think I forget, I am planning on educating my daughter this year. Again.
The Girl is autistic -- she thinks in pictures, moves on impulse, speaks little. She can spell and diagram sentences, but she can't easily make sentences from her thoughts. She's old enough to be starting 5th grade, but she's actually just about starting third grade.
She can multiply single digits, round numbers, borrow/carry to add/subtract. She knows her shapes, can (mostly) calculate perimeter and area, and has a basic grasp on word problems. Unless you ask, "How much more?" Then you've lost her, partly because she doesn't have a solid grasp on more/less to begin with. Lord knows I've tried. She can count money pretty well, and she can almost tell time. It's a struggle.
She knows all the parts of speech, and can label them in sentences, including predicate nominatives. ;) Her usage is pretty good, except that she doesn't write with past tense verbs. You heard me. If she stumbles and falls, it doesn't matter so much when. The important thing is that she just did. "Yesterday, I trip at the pool." Yeah. Don't even think about irregular verbs. Or relative adjectives: faster of the two, fastest of them all.
Aaaand that brings up to reading. She can decode brilliantly, but has very poor comprehension. She can read, "The cat runs up the tree." Ask her what the cat did, and she has no idea. She can look at the sentence and not know. If we discuss the materials before I ask questions, she can sometimes answer the questions. "'The cat runs up the tree." That cat is really fast like Ricky! Whoosh! Where is he running?" All I can do is keep working at it, mostly with first and second grade reading comprehension workbooks. Eventually, it'll click?
I've been looking at Nanci Bell's "dual coding" concept. She maintains that in order to get information from speech or written language, you need two things: the words themselves and a mental image for the words. If you've ever been tired enough to read a paragraph over and over without getting anything out of it, you have an idea of what it means. Until you can translate the words on the page into mental images, you will never have any comprehension of what you read. Conversely, until you can make words from that picture in your head, you cannot communicate your thoughts.
She calls her method Visualizing and Verbalizing, and it requires a therapist to work through various stages and steps toward making solid visual images to go with the words. Unfortunately, in order to build new neural pathways in the child's brain, she requires the child to work two to four hours a day, five days a week. The nearest person trained in this is an hour's drive away, and they would work with The Girl two hours a day, two days a week. The hitch is that it's going to cost the earth, and only a quarter of it can be billed to my health insurance, if that. There is a training session nearby in August that I could take, but I'm not sure I can do it.
And her behavior. Oy vey. Impulsive, loud, stubborn, compulsive. Fortunately, one of her compulsions is to do schoolwork, preferably workbooks. Think of little old women doing crossword puzzles, and you have a pretty good idea of The Girl doing schoolwork.
So maybe I should be thinking less of multiplication and more of behavior modification? The same school that would provide the language therapy can also do a lot of testing, as can LearningRx, where I still have a free evaluation card. I just can't bring myself to fill in one more freaking "What are your concerns for your child?" form.
What now? I think now we get her evaluated for apropriateness for using Visualizing and Verbalizing, as well as potentially getting the school on board for behavior. I suspect that they're going to tell me what everyone else has said. "You know your child best. You know best what she needs. Do what she needs." Oy vey.
The Girl is autistic -- she thinks in pictures, moves on impulse, speaks little. She can spell and diagram sentences, but she can't easily make sentences from her thoughts. She's old enough to be starting 5th grade, but she's actually just about starting third grade.
She can multiply single digits, round numbers, borrow/carry to add/subtract. She knows her shapes, can (mostly) calculate perimeter and area, and has a basic grasp on word problems. Unless you ask, "How much more?" Then you've lost her, partly because she doesn't have a solid grasp on more/less to begin with. Lord knows I've tried. She can count money pretty well, and she can almost tell time. It's a struggle.
She knows all the parts of speech, and can label them in sentences, including predicate nominatives. ;) Her usage is pretty good, except that she doesn't write with past tense verbs. You heard me. If she stumbles and falls, it doesn't matter so much when. The important thing is that she just did. "Yesterday, I trip at the pool." Yeah. Don't even think about irregular verbs. Or relative adjectives: faster of the two, fastest of them all.
Aaaand that brings up to reading. She can decode brilliantly, but has very poor comprehension. She can read, "The cat runs up the tree." Ask her what the cat did, and she has no idea. She can look at the sentence and not know. If we discuss the materials before I ask questions, she can sometimes answer the questions. "'The cat runs up the tree." That cat is really fast like Ricky! Whoosh! Where is he running?" All I can do is keep working at it, mostly with first and second grade reading comprehension workbooks. Eventually, it'll click?
I've been looking at Nanci Bell's "dual coding" concept. She maintains that in order to get information from speech or written language, you need two things: the words themselves and a mental image for the words. If you've ever been tired enough to read a paragraph over and over without getting anything out of it, you have an idea of what it means. Until you can translate the words on the page into mental images, you will never have any comprehension of what you read. Conversely, until you can make words from that picture in your head, you cannot communicate your thoughts.
She calls her method Visualizing and Verbalizing, and it requires a therapist to work through various stages and steps toward making solid visual images to go with the words. Unfortunately, in order to build new neural pathways in the child's brain, she requires the child to work two to four hours a day, five days a week. The nearest person trained in this is an hour's drive away, and they would work with The Girl two hours a day, two days a week. The hitch is that it's going to cost the earth, and only a quarter of it can be billed to my health insurance, if that. There is a training session nearby in August that I could take, but I'm not sure I can do it.
And her behavior. Oy vey. Impulsive, loud, stubborn, compulsive. Fortunately, one of her compulsions is to do schoolwork, preferably workbooks. Think of little old women doing crossword puzzles, and you have a pretty good idea of The Girl doing schoolwork.
So maybe I should be thinking less of multiplication and more of behavior modification? The same school that would provide the language therapy can also do a lot of testing, as can LearningRx, where I still have a free evaluation card. I just can't bring myself to fill in one more freaking "What are your concerns for your child?" form.
What now? I think now we get her evaluated for apropriateness for using Visualizing and Verbalizing, as well as potentially getting the school on board for behavior. I suspect that they're going to tell me what everyone else has said. "You know your child best. You know best what she needs. Do what she needs." Oy vey.
Friday, July 16, 2010
Tiring out the kids and "The Orange Tornado"
Well, the attempt to keep the kids out of the house is going well. (Keeping them out is a bit more of a challenge. Ba- dum-dump!) This morning, I took them to the pool until it rained, brought them home, fed them lunch, and then took them on errands: post office, Lowes, Target, Walgreens. Tired now.
My sister's husband is visiting my mom's house near the beach while my mom's away. Why I didn't think of that is beyond me, except that it's only 10 miles away from us.
BIL is somewhat of a workaholic, but with a handyman twist. He's unreasonably handy. A few years ago, his man noticed that his washer was draining too slowly, so he measured the pipes in the basement, went out and bought some PVC, and replaced it. Me? As soon as I cut those wastewater pipes, all the raw sewage from the entire neighborhood would have poured into my basement like the oil spill in the Gulf. Him, not so much. He replaced all the clogged pipes, and it all worked perfectly. I swear, he lives at Home Depot -- hence the Orange Tornado. Me, I prefer Lowe's, but that's a different story.
Anyway, he's been at my mom's, pruning trees, finding termites living in her roof, and generally getting more bored by the second. I'm trying to think of ways to get him up here, working on my roof, but it's really too hot to put the full court press on him. How do I convince him that I have full confidence in his ability to knock out a cinderblock and vent my garage, install two roof exhaust fans, replace my bathroom vanity, and then retile my kitchen? Ya think chocolate cake would do it?
My sister's husband is visiting my mom's house near the beach while my mom's away. Why I didn't think of that is beyond me, except that it's only 10 miles away from us.
BIL is somewhat of a workaholic, but with a handyman twist. He's unreasonably handy. A few years ago, his man noticed that his washer was draining too slowly, so he measured the pipes in the basement, went out and bought some PVC, and replaced it. Me? As soon as I cut those wastewater pipes, all the raw sewage from the entire neighborhood would have poured into my basement like the oil spill in the Gulf. Him, not so much. He replaced all the clogged pipes, and it all worked perfectly. I swear, he lives at Home Depot -- hence the Orange Tornado. Me, I prefer Lowe's, but that's a different story.
Anyway, he's been at my mom's, pruning trees, finding termites living in her roof, and generally getting more bored by the second. I'm trying to think of ways to get him up here, working on my roof, but it's really too hot to put the full court press on him. How do I convince him that I have full confidence in his ability to knock out a cinderblock and vent my garage, install two roof exhaust fans, replace my bathroom vanity, and then retile my kitchen? Ya think chocolate cake would do it?
Sunday, July 11, 2010
Me and my shadow
New policy: Every time I leave the house, I have to take The Girl with me. That child needs to be out in public practicing her "normal" behavior as much as possible. Maybe if she gets good enough at it, The Man will start taking her out. In the mean time, every time I go out, unless I'm going for a pap smear, The Girl comes with me. *sigh*
In the mean time, I'm bored. I'm bored like a teenager at a family reunion, like a man at a craft fair, like my son at church. Booooored. I can hear my mother's voice saying, "Find something to do." Yeah. After that terribly fruitful trip to the fabric store, I had to move the boxes in our redecorated office (yeah, there are still bugs to be worked out) to get to the fabric closet. Booooored.
I designed and made a wrap-around skirt. It's actually pretty cute. The fabric is a dark blue calico with a tiny vine pattern in medium-blue. I took the pattern for a long fitted skirt with a side slit and turned it into a wrap skirt with buttons. I like it. We'll see how often it gets ironed. ;)
But, now it's Sunday, and I'm boooooored. Next job? Paint the baseboards in the foyer. Bah.
In the mean time, I'm bored. I'm bored like a teenager at a family reunion, like a man at a craft fair, like my son at church. Booooored. I can hear my mother's voice saying, "Find something to do." Yeah. After that terribly fruitful trip to the fabric store, I had to move the boxes in our redecorated office (yeah, there are still bugs to be worked out) to get to the fabric closet. Booooored.
I designed and made a wrap-around skirt. It's actually pretty cute. The fabric is a dark blue calico with a tiny vine pattern in medium-blue. I took the pattern for a long fitted skirt with a side slit and turned it into a wrap skirt with buttons. I like it. We'll see how often it gets ironed. ;)
But, now it's Sunday, and I'm boooooored. Next job? Paint the baseboards in the foyer. Bah.
Friday, July 9, 2010
Theater of the Absurd
I'm sure something exciting happened today. Let's see...
Load of laundry, load of dishes, an hour of homeschool, clean cat bowl, re-assemble all of the mechanical pencils, re-stock the TP in the bathrooms, feed lunch, take both kids to computer camp. Oh wait. Take The Girl to The Boy's computer camp. Yeah. Actually, that went pretty well. The Man was going to pick her up pretty quickly from the classroom, but she wanted to see "stars on the ceiling", so I took her to the planetarium.
I promised The Girl a trip to the fabric store, swung through two drive-in's to get lemonade. (How does McDonalds run out of lemonade on an autistic child?) She's gotten really jumpy lately. By jumpy, I do not mean nervous, I mean jump-y -- she jumps and runs around a lot, usually hooting loudly. I had to cut her off and drag her back to the cotton gauze aisle a few times, but it was okay.
Not so much the book store tonight. The Boy (who has been stressed all week) misplaced his dad in the book store and panicked. He went into full "Who are you? Can you help me find my mom?" mode on us. He has a way of looking directly into our eyes with God's Honest Truth in his eyes and telling us that we're not his parents. He gets so afraid of being taken off by strangers that he decides that we're strangers too. So he hid from us.
The husband bailed and made me go find him. I sneaked up on him and pinned him in a chair in the corner to calm him down. He just sat in the chair and wept. We were lost to him forever and replaced with these strangers who had taken over his parents identities. (Trust me, I showed him some I.D., but he wasn't convinced. Not only had I stolen his mother's identity, I had been spying on him.) Needless to say, this wacko-attack wore off enough after 15 minutes that he could pick out a Garfield book and make it to the car, still sniffling just a bit.
But the entire time, all I could see was being arrested for child abduction as my five-foot-tall, ten-year-old boy swore with honest eyes that I was not his mother, nor was The Man his father. THAT would have been interesting.
I've always said that life is a really a cabaret around here. Tonight it was a little more... theater of the absurd?
Load of laundry, load of dishes, an hour of homeschool, clean cat bowl, re-assemble all of the mechanical pencils, re-stock the TP in the bathrooms, feed lunch, take both kids to computer camp. Oh wait. Take The Girl to The Boy's computer camp. Yeah. Actually, that went pretty well. The Man was going to pick her up pretty quickly from the classroom, but she wanted to see "stars on the ceiling", so I took her to the planetarium.
I promised The Girl a trip to the fabric store, swung through two drive-in's to get lemonade. (How does McDonalds run out of lemonade on an autistic child?) She's gotten really jumpy lately. By jumpy, I do not mean nervous, I mean jump-y -- she jumps and runs around a lot, usually hooting loudly. I had to cut her off and drag her back to the cotton gauze aisle a few times, but it was okay.
Not so much the book store tonight. The Boy (who has been stressed all week) misplaced his dad in the book store and panicked. He went into full "Who are you? Can you help me find my mom?" mode on us. He has a way of looking directly into our eyes with God's Honest Truth in his eyes and telling us that we're not his parents. He gets so afraid of being taken off by strangers that he decides that we're strangers too. So he hid from us.
The husband bailed and made me go find him. I sneaked up on him and pinned him in a chair in the corner to calm him down. He just sat in the chair and wept. We were lost to him forever and replaced with these strangers who had taken over his parents identities. (Trust me, I showed him some I.D., but he wasn't convinced. Not only had I stolen his mother's identity, I had been spying on him.) Needless to say, this wacko-attack wore off enough after 15 minutes that he could pick out a Garfield book and make it to the car, still sniffling just a bit.
But the entire time, all I could see was being arrested for child abduction as my five-foot-tall, ten-year-old boy swore with honest eyes that I was not his mother, nor was The Man his father. THAT would have been interesting.
I've always said that life is a really a cabaret around here. Tonight it was a little more... theater of the absurd?
Thursday, July 8, 2010
My baby boy is starting FIFTH GRADE?!
I know that just all of cyberspace is dying, just dying to know what The Boy is going to do next year in homeschool. Bwaa-haa-haa! Too bad! I'm going to tell you anyway!!
This year, The Boy worked his way through the 4th grade curriculum from the Calvert School in Baltimore. I liked using the Calvert School materials and lesson plans, because it gave me much-needed structure and scope, and because I could be reasonably sure that he’d learn “what a fourth grader should know”. While I was happy with the Calvert School homeschool curriculum, my overall impression of this year was “unremarkable”. Even my husband keeps saying that the year before was more fun.
The biggest problem with a soup-to-nuts curriculum is that (as you'd expect) everything is at the same grade level. I didn't like the Calvert math, but I could swap it out for Saxon. The spelling and grammar were way to easy, so I'd have to swap that out, too. He’s outgrowing the “survey of science” textbooks, and needs more in-depth studies. His writing skills are still a bit fractured, but coming along pretty well, using the Writing with Ease approach -- learn to understand what you read, learn to summarize what you read, learn to outline what you read, learn to write from an outline, learn to write your own outlines. I don’t think the “practice, practice, practice” approach to learning writing will work for another year.
This said, I’m not going back to Calvert next year. I appreciated how easy it was to use, but it’s not serving our purpose right now. Next year, I’m planning on mixing-and-matching.
His language arts will come from Michael Clay Thompson Language Arts: Caesar’s English, Music of the Hemispheres (poetry), Grammar Town, Practice Town (workbook). This is a “gifted” series for language arts, designed for children to love to roll in language.
We’ll continue with to Susan Wise Bauer’s Writing with Ease series, since it’s been so helpful in teaching him some organization and comprehension. I’m also learning how to teach a product named “Excellence in Writing”, which is similar, but more active.
I've bought a few literature guides for formal reading. One is for a Short Stories collected by Avi. Another is The Trojan Wars, by Olivia Coolidge. I don’t have a reading list for next year yet, but it will probably include How to Train your Dragon, Hank the Cowdog, and the Warrior series. I’ll be looking toward Harry Potter and The Hobbit as well. There are certainly plenty of reading lists out there.
Since the critical thinking work from Calvert was so helpful this year, I’ve bought one of the Critical Thinking Company’s books for him: Building Thinking Skills, Level 2 (grades 4-6). This series focuses on both visual and verbal critical thinking skills, such as analogies, Venn diagrams, opposites, relationships, exceptions to the rule, etc.
He’ll be using Life of Fred – Fractions by Stanley F. Schmidt for his math. Now that he has mastered arithmetic, it’s time to play with mathematics. This densely-packed story of a five-year-old college professor teaches fractions without all the repetitiveness that bugs The Boy so much. Review is built into each lesson. This series continues on through Calculus, but I’ve only bought this one, to see if he likes it.
He’ll be starting a weather and climate unit study from a company named Moving Beyond the Page. The instruction is from their own book Weather and Climate - A Student Directed Science Unit by Katie Durgin-Bruce. The source material is in Weather by Brian Cosgrove, and I’ve bought their Weather and Climate Kit to use in the labs. The series continues with geography, and geology, but I’ve only bought the Weather and Climate, to see if he likes it.
We finished our study of regions of the United States this year with Calvert, and I think we’ll head back to ancient history for a while. Year before last, we covered prehistory through the fall of the Minoans. We had started ancient Greece, but lost traction. We’ll head back into The Story of the World, Ancient Times by Susan Wise Bauer, picking up where we left off. I think we may fold in D’Aulaires’ Book of Greek Myths, just for fun. If we lose traction again, I may switch to the American history series History of US by Joy Hakim, which has study guides as well.
I’ll probably continue with his handwriting work. I’ll also try to find him some art and music activities, since he really does seem to enjoy it.
See? You're still reading. Now, was that so bad? ;)
This year, The Boy worked his way through the 4th grade curriculum from the Calvert School in Baltimore. I liked using the Calvert School materials and lesson plans, because it gave me much-needed structure and scope, and because I could be reasonably sure that he’d learn “what a fourth grader should know”. While I was happy with the Calvert School homeschool curriculum, my overall impression of this year was “unremarkable”. Even my husband keeps saying that the year before was more fun.
The biggest problem with a soup-to-nuts curriculum is that (as you'd expect) everything is at the same grade level. I didn't like the Calvert math, but I could swap it out for Saxon. The spelling and grammar were way to easy, so I'd have to swap that out, too. He’s outgrowing the “survey of science” textbooks, and needs more in-depth studies. His writing skills are still a bit fractured, but coming along pretty well, using the Writing with Ease approach -- learn to understand what you read, learn to summarize what you read, learn to outline what you read, learn to write from an outline, learn to write your own outlines. I don’t think the “practice, practice, practice” approach to learning writing will work for another year.
This said, I’m not going back to Calvert next year. I appreciated how easy it was to use, but it’s not serving our purpose right now. Next year, I’m planning on mixing-and-matching.
His language arts will come from Michael Clay Thompson Language Arts: Caesar’s English, Music of the Hemispheres (poetry), Grammar Town, Practice Town (workbook). This is a “gifted” series for language arts, designed for children to love to roll in language.
We’ll continue with to Susan Wise Bauer’s Writing with Ease series, since it’s been so helpful in teaching him some organization and comprehension. I’m also learning how to teach a product named “Excellence in Writing”, which is similar, but more active.
I've bought a few literature guides for formal reading. One is for a Short Stories collected by Avi. Another is The Trojan Wars, by Olivia Coolidge. I don’t have a reading list for next year yet, but it will probably include How to Train your Dragon, Hank the Cowdog, and the Warrior series. I’ll be looking toward Harry Potter and The Hobbit as well. There are certainly plenty of reading lists out there.
Since the critical thinking work from Calvert was so helpful this year, I’ve bought one of the Critical Thinking Company’s books for him: Building Thinking Skills, Level 2 (grades 4-6). This series focuses on both visual and verbal critical thinking skills, such as analogies, Venn diagrams, opposites, relationships, exceptions to the rule, etc.
He’ll be using Life of Fred – Fractions by Stanley F. Schmidt for his math. Now that he has mastered arithmetic, it’s time to play with mathematics. This densely-packed story of a five-year-old college professor teaches fractions without all the repetitiveness that bugs The Boy so much. Review is built into each lesson. This series continues on through Calculus, but I’ve only bought this one, to see if he likes it.
He’ll be starting a weather and climate unit study from a company named Moving Beyond the Page. The instruction is from their own book Weather and Climate - A Student Directed Science Unit by Katie Durgin-Bruce. The source material is in Weather by Brian Cosgrove, and I’ve bought their Weather and Climate Kit to use in the labs. The series continues with geography, and geology, but I’ve only bought the Weather and Climate, to see if he likes it.
We finished our study of regions of the United States this year with Calvert, and I think we’ll head back to ancient history for a while. Year before last, we covered prehistory through the fall of the Minoans. We had started ancient Greece, but lost traction. We’ll head back into The Story of the World, Ancient Times by Susan Wise Bauer, picking up where we left off. I think we may fold in D’Aulaires’ Book of Greek Myths, just for fun. If we lose traction again, I may switch to the American history series History of US by Joy Hakim, which has study guides as well.
I’ll probably continue with his handwriting work. I’ll also try to find him some art and music activities, since he really does seem to enjoy it.
See? You're still reading. Now, was that so bad? ;)
Nothin' doin'...
Has it been since June 27? But it's barely July -- OMG! It's July 8th!
I keep meaning to post, but I never think that there's anything to post about. Except when I'm in the shower. Then I'm freakin' brilliant! Pulitzer prize material, I tell you, but by the time I'm dry. Nada.
The Boy has been in compute graphics camp all week, and am I exhausted. Oh sure, he's exhausted, too. Mostly it's the noise, the pressure, the unexpectedness of it all. Then there's the things that bother The Boy. ba-bum-bump! (Did I mention that I'm tired..?)
We're having "something made of ground beef" tonight. The Boy's calendar o' food says "meatloaf", but he's not getting it. I might cook the beef. Yeah, I think it's going to be cooked beef. And, umm, leftover brown rice and leftover pasta, and a bag of steam-in-the-microwave veggies. Maybe I'll melt cheese on The Girl's beef.
All I know is that The Man is going back into work this evening after the grave insult of being asked to come home a little early this afternoon so my dad wouldn't go nuts watching PBSKids' cartoons with The Girl all afternoon. Yeah. The Man's office hours ended at 2:30, so he came home, worked out, and took a nap. How do I get in on that deal? ;)
I keep meaning to post, but I never think that there's anything to post about. Except when I'm in the shower. Then I'm freakin' brilliant! Pulitzer prize material, I tell you, but by the time I'm dry. Nada.
The Boy has been in compute graphics camp all week, and am I exhausted. Oh sure, he's exhausted, too. Mostly it's the noise, the pressure, the unexpectedness of it all. Then there's the things that bother The Boy. ba-bum-bump! (Did I mention that I'm tired..?)
We're having "something made of ground beef" tonight. The Boy's calendar o' food says "meatloaf", but he's not getting it. I might cook the beef. Yeah, I think it's going to be cooked beef. And, umm, leftover brown rice and leftover pasta, and a bag of steam-in-the-microwave veggies. Maybe I'll melt cheese on The Girl's beef.
All I know is that The Man is going back into work this evening after the grave insult of being asked to come home a little early this afternoon so my dad wouldn't go nuts watching PBSKids' cartoons with The Girl all afternoon. Yeah. The Man's office hours ended at 2:30, so he came home, worked out, and took a nap. How do I get in on that deal? ;)
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