I’ve been trying to get Ike to work on his research paper for his history class (yes, in 7th grade he’s learning to write a real research paper with citations and everything–wish I’d learned to do that so young). He’s supposed to turn in a 1500 word paper on Friday and he’d written some of it but hadn’t been using his note cards from his research nor putting in footnotes for his sources, so I was trying to get him to work on that. I wanted to know if he had any other homework to finish first. He said that in his CTE class they’d done an assessment of learning styles and his dominant style was logical/mathematical, and he was supposed to learn something using that style. I said, “Okay, so work on your research paper using your note cards, and you’ll be using logic to determine which sources will be used for which parts of your paper and to assign the citations to what you write.” He said, “Writing is not the same as learning something.” “Yes it is. You learn when you write.” “But I’m supposed to use the specific practical suggestions they gave.” “Okay, bring the suggestions here and let’s see what they are.” He did, and, so help me, the first four of the five suggestions were: “Use lists to study from, arrange notes in patterns, assign numbers to information, take notes in outline form.”
And he still wouldn’t believe me that working on his research paper would count for the assignment.
Now, after spending the whole evening writing, he’s persuaded. He saw me typing and said, “Are you writing about my stubbornosity?”
He’s written about a thousand words but is only halfway through his outline. Tomorrow’s going to be a long night. I’m tempted to keep him home from school tomorrow to give him more time to work on it.