Sunday, March 26, 2006

Scooby Day

Today I was determined to stay home so G could rest, and except for one quick trip to Henry's, that's exactly what we did. It worked, too -- she only coughed a few times all day, and went to bed without needing any medicine.

Pretty much the entire day was devoted to Scooby-Doo in one form or another. G has quite a few Scooby DVDs -- everything from Scooby-Doo, Where Are You? to The Scooby-Doo and Dynomutt Hour to What's New, Scooby-Doo?, and we let her watch endless hours of them so she'd stay quiet and avoid aggravating her cough. When she wasn't watching Scooby, she was reading Scooby books or playing pretend Scooby games with me. (I didn't think of bringing out our Scooby checker set, but it would have been a nice touch.) I even consented to talk in a Scooby voice while buying groceries at Henry's. G really enjoyed that, although I hate to think what the other shoppers must have thought.

In other news, P and I had a serious talk with G about her ballet class. It's been about three months since she moved up to the older kids' group, and she's been having trouble adapting her behavior to fit the new environment. In her previous class, most of the girls were pretty young, they weren't expected to learn anything too rigorous, and there was a lot of talking and playing around. In this class, the teacher is teaching "real" ballet, and the girls are supposed to stay focused and dance without a lot of fuss. Unfortunately, G loves the sound of her own voice and is a bit of a drama queen, so she's constantly talking, complaining about the exercises being too hard, announcing minor injuries and singing along to the music. She doesn't seem to realize that she's the only one doing this (in her defense, since it's the same teacher, she probably thinks the same rules, or lack thereof, apply), and she gets irritated when I frown at her from the waiting area. The teacher hasn't done much about it yet, but I can feel her patience wearing thin, and I want to get G on a better track myself before someone says something.

So anyway, P set the conversation up brilliantly this morning. First he mentioned the names of a few kids in her class at school who are extremely disruptive, and asked her how she feels about the way they act. She said she doesn't like it because they make too much noise and bother her when she's trying to learn. Then he said, well, if you don't like their behavior, why do you do the same thing at ballet? She immediately started to cry and said she wouldn't talk in class anymore. I told her that it's fine to talk if the teacher asks her a question, or if she doesn't understand how to do a step, or during a break -- but it's not appropriate for her to deliver a running commentary throughout the entire hour, because it's disruptive and prevents the other girls from concentrating on their dancing.

We agreed that from now on I'll give her a signal (a finger over the lips) when she's talking too much, and she'll take the hint and settle down instead of getting angry at me. P told her that if her behavior doesn't improve, she'll be withdrawn from the class and won't be able to perform in the spring recital, and since I know the recital is very important to her, I think she'll hold up her end of the bargain. She's been working hard on getting her steps right because of the recital; we practiced jumps last week, and she was able to do them correctly for the first time at yesterday's class. Anyway, we'll see how it goes.

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