Loving your child's mind: Mentoring Alana

So first, how is Socratic going?

It's going amazing. I think I'm really enjoying it, partly because we had, or we have, a new opportunity to create our own personal project, I guess you could call it. You can do anything you want. You could write an essay. You could draw something. It's awesome and I'm really enjoying it so far. We're in the beginning stages of it right now.

Do you know what you're going to do for your project?

I have an idea and I sort of started with it. So yes, I would consider that.

So are you going to— I'm waiting with suspense. Are you going to let us know or is this top secret?

Sure, I can tell you. Why not? So I have a neighbor. Her name is Stella. She is 90 years old, and she was in England during the beginning of World War II. And I love just to hang out with her, especially because she's 90. And so I went down maybe Friday of last week, and I asked her to think about I asked her if she could think and write down like a life event. Just, it doesn't have to be anything major, but just something that happened to her, even if it's small, that I could turn into a short story because one of our assignments was to write a short story and I never did that. So I decided to put it into my project and I'm going to make it, or I'm going to try to sketch. Some things and make illustrations.

Fantastic, that sounds wonderful. And then what have you been reading and discussing in Socratic? Do you remember what you've been reading?

Yes, I think so. Wait, um, so we— wait, first, uh, we were, uh, we were looking at a painting just before I talked about reading. Uh, we were looking at a painting which I think was called the Saleb Vendor. I forgot. I don't know how to pronounce it. And then the poem we were reading, I forgot its whole name. I think it was called The Red Wheelbarrow. I might have forgotten, but it's very short. It's only like, it's really short. So much depends upon a red wheelbarrow. Glazed with rainwater next to the white chickens or something. I think I forgot a stanza, but—

Famous poem. I know it well.

Yes.

So what did you make of that poem?

I thought it was interesting at first. I think all of our reactions, my classmates, were, is there more of this? This is really short. How is this supposed to mean anything? But I think that once we read it more, most of us agreed that the first stanza, "So much depends upon a red wheelbarrow," is very interesting because I thought that that could also refer to other things that sustain day-to-day life, not just wheelbarrows, because I guess wheelbarrows, you need them on a farm. Yeah.

All right. And then how about Python? How's Python going?

It's going good. I think I'm learning a lot more and I'm enjoying it too.

Which lesson are you on?

Number 5. I think I'm finishing up number 5.

Oh, wow. So you're making real progress. That's pretty good. Is it hard?

It's getting harder, I think, because I knew some things, especially in the first few lessons, because I've been going into Python just in terms of making games for maybe— I don't know how long it's been, maybe a little less than a year, a few months.

Yeah.

So I thought the beginning was a really good review, but now it's getting harder.

Got it. So I actually was just looking at Lesson 4 on functions. Do you remember that one?

Yes. Is Lesson 4 functions?

I think it is.

Or is it if statements or something like that, conditionals? I don't know.

Have you done functions yet or not yet?

I think I'm on the functions, so Lesson 5. I may be wrong, but—

And there could be different numbering, actually. Yeah. So what do you make of functions?

I think it's a smart way to not repeat yourself and have to write the same code over and over again, even if you don't use loops. Yeah, I find it fun.

Had you ever heard of functions, or have you known that concept before?

I've known that for a little while now, because when I do the Python, the games, I need to use functions. It's part of everyday code. Coding there. Yeah.

Do you define your own functions, or did somebody else define the functions you're using over there?

Well, some of the names for the function, the computer or Python already recognizes. So some I have to put in there, but others, if I'm just making functions to do a certain thing, then I can just name it accordingly.

What are the— what are— what do some of the most complicated functions you've made do? I mean, is it like 2 or 3 lines of code or 15 or 20 lines of code? How complex are the functions?

Well, usually my longest function, I can't— I don't know how many lines, I can't estimate. But it's this function where— it's one of the functions where Python recognizes the name, so it just— it repeats. Everything and it checks everything. If, if do this, do that. That's probably mostly my longest.

Got it. And then, um, do you have programs with 2 or 3 functions you created or 4 or 5 functions created? I'm wondering how, how many, how, to what extent are you using functions when you're writing bigger pieces of code?

Um, usually if it's, uh, just like practicing. If I'm learning something new, I'll only create like 2 or 3 functions. Yeah, the ones that are necessary. But usually if I'm creating a project or a game and it's kind of big, I need a lot of functions because they all do separate things.

And these games— and you can see, by the way, that if you were to do bigger and bigger and bigger projects, code projects, you would need either more functions and/or longer functions so you can, you know, I would say organize your thoughts, as you say, not to repeat. And the Teacher of Python for Everyone emphasizes that. But I would also say I see functions as a way to organize your thoughts. Does that make sense?

Yes, it does.

So with these games, are you designing these games, or is there an assignment that specifies the game?

There is an assignment and my teacher helps me with it, but I can modify it as I wish. I can make different things and add on to it.

Got it. How often are you doing the Game Python?

My classes are once a week.

Mm-hmm.

Um, some— and I have homework, so I have to work on that.

Um, I see.

So yeah, maybe, yeah.

So does— would you say the Python for Everyone complements the Game Python?

Definitely, yes. I'm going to try to use what I learn and implement that into my game making, I guess.

Sounds like a great combination. Is there anything you can send me in the kind of curriculum for your Game Python? Can you send me what you're doing?

I could try take a video because I'm doing it on an editor and I'm not sure how to share stuff.

No problem.

With people on an editor, but I can figure that out.

Yeah.

I could try.

Actually, a screenshot or two would be interesting. I'm just interested in how— I'm impressed. It sounds like you're doing relatively complicated chunks of code already. And that way I can kind of understand better how Python for Everyone fits into the game Python you're doing. So it does sound like a great way to learn. The Python for Everyone, you know, it's a real course. You know, you can see how it gets more and more complicated. And there are projects. I assume you're doing the assignments in Python for Everyone. I am. Are those assignments so far easy for you, hard, or just right?

Some of them were sort of complicated, and I didn't really know what to do, but there are videos. That go over them. So usually I try and do it first instead of just watching the video first.

Yeah.

But if I'm stuck, I just go to the video.

Got it. Got it. Well, it's wonderful that you're learning to do all this. Are you writing any books these days?

I plan to try and make a bunch of those short stories and maybe, maybe publish it. I don't know. But Lepsi.

Yeah.

Um, and I am slowly working on my third book. Um, I— yeah.

And is the third book much different from the first two?

Um, I think so. Yes, I think so.

In what way?

Um, I mean, there's different— there's a different plot, obviously.

Yeah.

Um, there's different problems, and I might introduce new characters.

Do you remember when we talk about Freytag's Pyramid or Freytag's Triangle?

Yeah, I remember that.

So you're going to have maybe a little bit more deliberate dramatic structure?

I'll try.

Okay. And how about character development? Have you thought much about character development?

No, but I'm going to try and do that because there, I think there needs Yeah, I'm going to go over my writing so far and change a few things, and then I'm going to go forward.

And just to make sure we're on the same page, what do you— how do you think of character development? What does it mean to you? What do you think of when you think of character development?

Um, what I mean, I think of helping the characters grow and not just— I mean, learn and grow and develop, I guess you could say, from their experiences.

Yeah, no, that's, that's a pretty good description. And personally, I think it makes a story more interesting. You know, not always, you know, there's, you can have a story where the plot drives it rather than the character development. But I personally, I also think it's, I like to see people develop. And so I guess as a reader, you know, I like to see characters grow and change. Does that make sense?

Yes, it does.

You think that you as a reader also like to see characters grow and develop?

Yes, absolutely, I do.

Is there a book you can think of where you really loved how the characters developed?

Well, I mean, I'm just— the first thing that pops— that pops into my mind, Harry Potter. There's, what, 7 books? Very large, right? I mean, there's a lot of development in there. As the characters get older and stuff.

How would you describe Harry's development over the course of the books?

Well, he learns more things and the school, the environment around him changes. Things become more deadly and dangerous. And just the way that he's influenced helps his character develop a lot.

Would you say that he becomes either more mature or wiser?

Um, I think a little bit of both, just as the story goes on. Because he starts as this 11 or 10-year-old kid, and he finds out that he's trying to get killed or whatever. Um, and then he has to grow up to that, uh, and, you know, just keep going with that and kill Voldemort, whatever he does.

You know, it occurs to me that when you started reading Harry Potter, I think you were maybe 6. Does that sound right?

I think I was 7 because it was in 2020. But I started reading in 2nd grade.

Harry is— so Harry is 10 when the books start?

10 or 11, I think.

I'm just thinking of the fact that now that you're 10, you're finally at the age where Harry was when you started reading about him. Mm-hmm.

Yes.

And how old is he at the last of the books?

Uh, in his teens, obviously. But, uh, if I had to say, just because there's 7 books, he might be 17 or 18. I don't know if one book includes multiple years.

Were you kind of aware of him going through his teen years as you were reading the books?

Honestly, not really. I was just focused on the whole plot.

No problem.

I didn't realize. Oh my gosh, Harry is 17 already.

Yeah, yeah. No, and I do— I haven't read those books for a long time, but I do think they're mostly plot-driven, some character development. But I'm going to guess— you know the books way better than I do, so you can tell me if I'm wrong— but I would guess maybe 70 to 80% plot-driven and maybe 10 to 20% or 20 to 30% character development. Does that sound right, or would you make it a different ratio?

Oh, I think that sounds about right. There's a lot of— or there's— you're right, there's a lot more plot than character development. But I think just because there is so such a big of a plot, uh, the character development kind of just is barely right behind. Well, not in the percentage that you described, but I think it's just right.

Okay, got it, got it. Well, marvelous. Well, it feels like it was just good to catch up on lots of different things today. So, you know, on another day we'll go deeply into one thing again, but it was sort of nice to get an overview of Alana's world, or at least part of it. We didn't even get to martial arts or math or all kinds of things. But all right, well, in which case, have a wonderful day and we will probably see you next week. Okay.

Thank you, Michael. Bye.

Thank you. Bye-bye.