HIPPOPOTAMUS

He had been saying hi-po-(p)o-ta-(m)us over and over, and Ibu couldn't help herself not to correct his weak "puh" and "muh" sound.
Ibu: "It's hip-po-po-ta-mus, mas. You say it."
Boy: "It's hip-po-po-ta-mus" (in nice tune with a proper "muh" sound).
Ibu: "Welldone! What is hippopotamus?"
Boy: "A-(n)e-(m)al"weak "nuh" and "muh" sound)
Ibu: "Good. It's an an-ne-mal. Your turn."
Boy: "It's an animal (better "nuh" and "muh" sound).
Ibu: "What does hippopotamus eat?"
The boy paused to think, and then he answered whispering, "Chicken nuggets."
Ibu paused in confusion whether to burst out in laugh or to keep the serious face. She decided to keep her serious face and questioned him again in a different tune, "What does the hippopotamus eat?"
He answered a bit more loudly, "Chicken nuggets."
Slightly annoyed, she took her Iphone and started browsing. Typing "hippopotamus eat" on the search engine of the gadget, she found pictures of hippo.
"Come here, look at this" while tapping on one picture. "What does the hippopotamus eat?" In the picture, the animal eaten by the hippo was half body of a jaguar. It was not very clear. She answered it herself, "it's a jaguar!"
The boy whispered, "a jaguar", while his sister joined in to watch the picture.
"Now what about this one? What does the hippopotamus eat?" , Ibu continued tapping on the next picture.
The little one answered girly, and showing her big round eyes, "a crocodile!".
"And this one?",  asked Ibu showing the third picture.
"Zebra!", shouted the little girl, while her brother stayed focus looking on the picture.
"And what about this one?", Ibu moved on to the next picture. Again the little girl answered, "melon".
"Yes, it's a watermelon", confirmed Ibu, while the boy copying her and said it quietly, "watermeyon".
"And in this picture?" Ibu continued. "Fruits, lots of fruits", said the little girl.
"Yes! So, hippopotamus eat jaguar, crocodile, zebra. What are they? ", asked Ibu while counting using her first three finger.
"Animal", answered the boy.
"Yes, hippo eats animal or meat", confirmed Ibu and "They also eats ...?", she asked and continue counting her fourth and fifth finger.
"Watermelon and fruits" replied the boy.
"Yes! It means they eat meats, and fruits. It makes them omnivores, because they eat meat, fruits, and ....?", she concluded.
"Veg-able" continued the boy.
So happy with length of the conversation, Ibu no longer cared about his missing "tuh" sound. She rejoiced in content, "Good! What about you, mas? What do you eat?"
He seemed to be puzzled, so Ibu reached his hand and tapped it on his chest. Then he slowly said, "I .. eat ... meat,... fruits, ... and veg-able"
"Excellent! Brilliant stuff! Good talking, mas! Welldone!!", as she gave him his biggest smile and two thumbs up.

London, 4 February 2016

Note:
1. Apparently hippo is herbivores, not omnivores. I have to correct it. I am sorry my boy! 😁😂
https://en.m.wikipedia.org/wiki/Hippopotamus

2. But it's actually getting interesting. Hippos are cannibal, eating their own species, so they say. 😄
http://www.bbc.co.uk/earth/story/20150116-the-diet-secrets-of-hippos-herbivore-or-cannibal

3. The above picture is courtesy of https://www.google.co.uk/search?q=hippopotamus+eat&espv=2&biw=1280&bih=701&source=lnms&tbm=isch&sa=X&ved=0ahUKEwir5qTKreDKAhXHmBoKHRUFA3sQ_AUIBygC

The "Luh" Sound Production

Two days ago I decided that it's time for my son to minimise his slurred speech in "luh" area. I pointed out that he needed to practice his "luh" sound, and he was definitely unhappy about it. I modelled for him and he copied. He couldn't do it properly and easily. Knowing that he was frustrated, I asked him to take a break and to try again the next day. I assured him that I would show him in front of the mirror. He cried, devastated, and I felt worse. 

Second day of practice, we practised in front of the mirror and I explained and modelled him how to produce the "luh" sound. I showed him how to do it by keeping the mouth open and stroking the tongue up down gently.  He could't stop his jaw from moving and he kept pulling his tongue in and out instead. It was not easy for him and he was not happy. He cried, frustated, and I asked him to try again next time. 

Today is 3rd day of him practising the "luh" sound. Reciting the AlFatihah slowly during bedtime ,which has lots of "l" sound, made him realised how often it needed to be sounded. So I asked him to practice producing a good "luh" sound.  He agreed and anticipated the practice better than the first and second day. It was a good 2 minutes practise. He let me help him keeping his mouth open while he tried moving his tongue up and down. His tongue needed to touch the upper lips and then dropped down gently just at the back of his lower teeth. He understood and tried his best a few times. It was not 100%  a clear "luh" but it actually sounded better. I told him that he got it! So I asked him to do it slowly, ten times. After the seventh attempt, he forgot how to do it. His muscle was definitely tired, and his brain stopped giving instruction. He was annoyed, and started moaning. I told him he did well and to try again tomorrow. It's time for bed.

Walking out of his bedroom, I felt an  excitement running in veins and my mind started summarizing how to produce the "luh" sound. We have been stucked, not getting the right help for his speech. It is like looking for a needle in the haystacks. I am no expert but  I am fortunate and grateful that somehow Allah guides me to find the answer, bit by bit. After working on the "muh", "buh", "puh", "duh", "tuh", wuh" and now "luh", I will soon work on "nuh", and then "ruh", and so on. The list continues... 

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My conclusion for the slurred "luh" sound in the Speech Practice is:

L sound production: 

- tongue out, mouth opened comfortably

- the tip of the tounge touching the lower part of the upper lips as you breathe in

- gently stroke down the tongue, touching the lower teeth as you breathe out 

- this was to be done without moving the jaw (mouth kept open)

Note: I still need to cross check this practise.

London, 1 February 2016

Note:

06.02.2016:  I found a good article and also a video about producing the 'L" sound. The title How to Teach the L Sound. And also a video about it on T, D, N, L, speech sound 

Sudah atau Belum? (Already or Not Yet?)

I came home rather late after meeting a friend who visited London for a short period of time. I rarely (…very rare) go out and arrive late not welcoming home my boy from school. Luckily, today I had a family willing to be home and babysitting my boy. So I could pick up my daughter from school and took her to see my friend.

At home, I asked my boy if he practiced playing the piano earlier, and he said yes. I tried to convince myself, I asked him again with the additional question words in Bahasa, “sudah atau belum? (already or not yet?)” He nodded and replied “su-dah”. I was happy that he could easily and steadily maintain the contact whilst replying, but I was still not convinced. So I asked his father, and he confirmed the little one’s answer and added that it was actually by his own will. I felt surprised and relieved that I continued asking him what he practiced? In his broken words, he said, “(Czerny) 42, 44, 47, Bourree, Lullaby (Canción para dormir una muñeca), and Ballade.” His father told me to ask him practice again and to sit with him, but I disagree. I am proud that my boy has the understanding to practice by himself, without being asked. I don’t need to ruin his responsibility, mature feeling by asking him to practice again. I think he did well, really well.

Welldone, son. I am proud of you.

#specialneeds #piano #classicalmusic #Czerny #ABRSM #grade4

The Reason I Blog

Right, so I made up my mind.

I decided to document everything I notice from my children. I chose to blog because I thought this is the most efficient way to store my children's works along with my observations and other facts.
At the very least, blogging will help me release the pressure I feel as an imperfect Ibu who's not fully brave to fight for the children. The system I live in now is so tough and rigid, that worsened by the different conditions and culture backgrounds from what I used to be in. It's like I am trapped in the box, and kept hitting the wall everytime I turn around trying to look for way out.

Right, so this is how I calm myself down.
I already started writing on the night of my boy's birthday.  This is what I wrote, and I will continue writing whatever I feel I need to say because this will ease me a bit.

On his 10th birthday, I can see he is growing, I can really see how he is transforming. For 10 years, I have been watching the happy soul inside (now) 140ish cm body height moving, playing, singing, acting, dancing, crying, laughing, and eventually talking. For 10 years, I have been part of his out of ordinary happenings: slow progress, sudden changes, surprising discovery of his ability, confusing conditions. And just before year 10 begins, I can tell that he has rather layback personality when he master something, and that he is warm and caring which are well hidden under his "I don't care" looks.

For 10 years I have been learning so much from him. And on his 10th birthday, I found that I am still not a perfect Ibu. I am still in my own battle of finding the best way to help him and I am still in the puddle of fear to totally fight for him. Often, the little voice in my heart whispers, " Don't you worry. He is all right, he'll find his way. There will be the time." Whilst the big logic in my head echoes, " What are you? Are you not gonna do anything? What if that little voice is wrong?!? Come on, don't waste time, the clock is ticking!!". And I freeze there, puzzled.

On his birthday night, I pray that Allah will listen to my little voice. And no matter how hard it is to bring down the wall, I am sure Allah will show me something different to do for him, something new to hope for. May Allah always bless him with so much more, and to open the door of time for him.

Happy birthday, my son. I love you.
London, 15 Dec 2015