Home Educator's Family Times (Holiday Issue) Commentary
Crisis in Homeschooling: Exploring Major Blindspots of Homeschoolers by Reb Bradley
I have heard from multitudes of troubled homeschool parents around the country, many of whom are leaders. These parents have graduated their first batch of kids, only to discover that their children didn’t turn out the way they thought they would. Many of these children were model homeschoolers while growing up, but sometime after their eighteenth birthday, they began to reveal that they didn’t hold their parents’values.
Some of these young people left home in defiance. Others got married against their parents’ wishes, and still others got involved with drugs, alcohol, and immorality. Several exemplary young men no longer even believe in God. My own adult children went through struggles I never guessed they would face.
Most of these parents remain stunned by their children’s choices because they were fully confident their approach to parenting was going to prevent any such rebellion.
After several years of examining what went wrong in our own home and in the homes of so many conscientious parents, our eyes have been opened by God to a number of critical blind spots common to many family-minded people.
1. Having Self-centered Dreams
The reason our dreams for our children are so vulnerable to crashing is because they are our dreams - our dreams imposed on our children. As homeschool parents we make huge sacrifices and invest a great deal in our children, and our love for them can be lost in love for personal success.
When my oldest son was eighteen, I had to ask him to leave my home for a season. My wife and I were devastated and grieved that he was now unprotected from the world’s junk, but more than that, I was heartbroken that my dreams for him would no longer come true. I remember saying, “Son, you’ve ruined my dreams.” My dreams involved adult children who lived at home humbly under parental authority, and who would one day marry after following my carefully orchestrated courtship process. But now, my son had “messed up” my perfect dreams.
What was particularly grievous was that I was more worried about the failure of my dream than the fact that my son and I had a broken relationship. Although he was restored to us four months later, it took me years to realize that I had contributed to the damaged relationship. I had yet to discover that parents who think it’s all about THEIR success are often contributing to their children’s struggles. Proper parenting is about the children, not the parents.
It is only natural for parents to have high hopes and dreams for their children. However, when we see our children as a reflection or validation of us, the children become our source of significance. That affects the way we interact with them and subtly breaks down our relationship.
2. Raising Family as an Idol
When we allow the success of our family to determine our sense of security, we are seeking from it something God intends us to receive from Him. I am describing idolatry.
When the Israelites worshipped idols, they didn’t always forsake worship of the living God - they merely served other gods along with Him. Sometimes they simply made an idol of something good. An idol is anything other than God in which we seek security and fulfillment. It has the power to determine our wellbeing. We, who are devoted to our families and invest a great deal of time, energy, and heart to them, find it easy to elevate them too high.
A great problem with idolatry is that idols require sacrifice, and we end up sacrificing relationship with our children for the idol of the family. We effectively trade our children’s hearts for our family’s reputation.
3. Emphasizing Outward Form
Preoccupation with results often leads to emphasis on outward form. Imagine that you admired your neighbor’s apple tree, noticing that its branches were laden with big, luscious apples. If you wanted similar results with your own tree, would you run to the market to buy apples and tie them onto your tree? No. You would care for and fertilize your tree to produce the fruit. It is the same with our children. Parents are destined for disappointment when they admire fruit in others and seek to emulate merely that expression of fruit in their own children.
Parents can emphasize outward appearance in excellence, modesty, grooming, respectful manners, music style, or an attitude of sober reverence in worship. Some homeschoolers even take their children down a country path of wearing humble fashions, raising food, and making bread. Nothing is wrong with any of these things, but we must be careful - in modeling for our children outward changes, we can easily fall into molding their behavior and/or appearance while missing their hearts.
Jesus came against the Pharisees for their preoccupation with what they felt were legitimate expressions of spirituality. They measured holiness by what was avoided and by what would be seen by others (Matthew 6, 16, 23; John 7:24). The Pharisees were earnest in their religion, but they were preoccupied with outward expressions of holiness rather than with hearts of humility and love (Micah 6:8) that would bear genuine fruit.
4. Tending to Judge
In setting standards for our families, we work through a process of evaluation and analysis to decide what is safe, wise, or permissible. Once we become convinced of our personal standards, it often follows that we believe they should apply to others as well.
The Pharisees belittled others who didn’t hold to their standards. We have gone their way when we judge others. It is easy to miss this area of pride because we may not express our judgments arrogantly; we may instead wrap them in compassionate-sounding words. Arrogance wrapped in concerned tones is deceiving.
Typically, when judgment is in our own hearts, we also imagine it is in others’ hearts. Consequently, we find ourselves frequently being defensive. We assume that others will think lowly of us for some perceived inadequacy, so we offer unsolicited explanations and clarifications for us or our children. For example, let’s say we walked past a TV at Sears and saw something of interest. When we tell others what we saw, we are careful to clarify that we saw it at Sears and weren’t watching TV at home. If we live under fear of judgment, not only will we tend to be on the defensive, but whenever we are in a public setting we will put pressure on our children.
When pride is working in us, we sincerely believe our personal opinions reflect God’s utmost priorities and standards. What we believe to be our “enlightened” perspective then becomes a filter by which we gauge others’ spirituality, therefore limiting our options for fellowship. We develop a very narrow definition of what we call “likeminded” people. Now we are on a path to exclusivity and will no longer associate with those who will be with us in eternity. We have lost sight of fellowship based on love and devotion to Jesus, substituting personal standards. We need to be careful of measuring everyone else’s enlightenment by what we have decided is modest, spiritual, or holy.
There are several serious consequences of raising children in a home marked by pride and judgment. Children may grow up also judging others. Or, they may hide their real values, acting as though they embrace our values when, in fact, they are simply seeking to avoid discipline and lectures while at home. Or, they may see the shallowness of our legalistic faith that consists primarily of “avoid this, wear that, and attend this,” and not be attracted to it in the least.
5. Depending on Formulas
Homeschooling parents often take a “formulaic” approach to parenting. Committed to achieving results, we look for formulas and principles to ensure our success. Knowing the Bible is full of the wisdom and promises of God, we look to it for its self-working principles and promised methods.
Yet, there is a problem with that: we are commanded to trust in God, not in formulas (John 14:1; Psalm 37:5; 62:8). There is a monumental difference.
Trust in formulas is really dependence upon ourselves to carry out a procedure correctly. But, anyone who really understands the grace of the gospel knows that we cannot take personal credit for any spiritual accomplishments. We are totally God’s workmanship (Ephesians 2:10; Philippians 2:13; 1:6) and can do absolutely nothing by ourselves for which we can take credit (Ephesians 2:8-9; Galatians 6:14; Romans 4:2; 1 Corinthians 1:28-31; 2 Corinthians 11:30). Many of us lean toward a formulaic mentality because our fallen natures are drawn toward self-reliance. We want to feel that by our own efforts (works) we have achieved something that will make us acceptable to God. By nature we are legalistic.
God wants us to trust in HIM! Our responsibility is to obey; God’s job is to produce results (1 Corinthians 3:6). If a formula for success consistently produces results, where is God in the mix? The heart belongs to the individual and must be touched by God.
6. Depending on Authority and Control
Fruitful training of roses and children require a goal, a plan, and diligence in labor. However, the difference is that roses have no mind of their own and only grow as they are allowed, whereas children are self-determining individuals who ultimately choose how they will respond to parental influence.
Obviously, our training increases the likelihood our children will cling to the faith when they reach maturity - or turn back to Christ if they enter a season of rebellion -but our training does not guarantee the desired outcome. In Proverbs 22:6 we receive encouragement to diligently train our children, but we must remember that they are processing their upbringing and will one day have their own time of reckoning with God.
Let me emphasize that I do believe that firm control of our children in their younger years is critical for the maturing process because, as our young children learn to submit to outer controls, they concurrently develop inner controls. And young children who are trained to have inner control (self-control) are better equipped to receive values taught them as they grow. However, as our children head into adolescence, if we find ourselves still focused on influencing them chiefly through tight control, we shouldn?t be surprised if they begin to manifest an independent spirit during their teens.
Solomon set for us a great example of balanced parenting?he admonished his young adult children and gave them commandments, but he knew that for them to honor his commands he needed their hearts. That’s why he said, “My son, give me your heart and let your eyes keep to my ways” (Proverbs 23:26 NIV ‘84). Paul also recognized this truth: “... although in Christ I could be bold and order you to do what you ought to do, yet I appeal to you on the basis of love...” (Philemon 1:8-9 NIV ‘84).
If we are to have significant influence on our teenage children we must have their hearts. Winning their hearts means gaining the opportunity to influence who they are, not just what they do.
7. Over-relying on Sheltering
An over-dependence on control is often accompanied by an over-reliance on sheltering. It is not uncommon for homeschool parents to feel that, by filtering whatever their children see and hear, they will control the results in their lives. However, fruitful parenting is more about what we put into our children than what we protect them from.
I have heard countless reports of highly sheltered homeschool children who grew up and abandoned their parents’ values. Some were never allowed out of their parents’ sight and were not permitted to be in any kind of group setting, yet they still managed to develop an appetite for the world’s pleasures. Conversely, I’ve known some Christian young people who didn’t have any of those restrictions, yet they walk in purity, have respectful, loving relationships with their parents, and now enjoy good marriages. Their parents broke all the “rules of sheltering,” yet these kids grew up close to their families and resilient in their walks with Christ.
A Godly Protection
Protection from temptations and corrupting influences is part of raising children. All parents shelter?they just draw their lines in different places. Protecting our children is not only a natural response of paternal love, but it fulfills the commands of God. The Scriptures are clear that we are to make no provision for our flesh (Romans 13:14) and are to avoid all corrupting influences (2 Corinthians 6:17-7:1). It warns us that bad company corrupts good morals (1 Corinthians 15:33) and that those who spend too much time with bad people may learn their ways (Proverbs 22:24-25) and suffer for it (Proverbs 13:20). Just as our Father in heaven will not allow us to be tempted beyond what we can bear (1 Corinthians 10:13), we rightly keep our children out of situations they lack the moral strength to handle. Young children are weak, and we are to protect the weak (1 Thessalonians 5:12).
God understood the vulnerability of human nature when he gave the Israelites instructions to chase out the pagans in the Promised Land, lest His people associate with them and be drawn into idolatry (Exodus 23:32-33; Numbers 33:51-56; Joshua 23:7-13). Their neglect of His warnings to shelter their families brought pain to their children and to their grandchildren for many generations.
An Unbalanced Protection
However, we are imbalanced when sheltering from harm is the predominant expression of our parenting. If parents have this primary focus, the children will grow up ill-equipped to handle the temptations in the world. A child isolated from disease may appear to be of the greatest health, but health is only proven by how the body withstands an attack. Our spiritual and moral health is developed and proved in the same way. If we isolate our kids until they are adults, they may appear to us to be spiritually minded and strong in character. However, it is how they ultimately engage the world that proves their spiritual resilience. Sheltering is nothing more than keeping something flammable away from a fire. It does not transform the human heart - it merely preserves it temporarily.
When I was in college I moved for a summer to a Christian commune. I remember feeling so full of faith, so committed to holiness, and so in love with God that summer. However, the ‘spirituality’ I felt and the level of holiness I achieved could not endure testing. When I returned to college, I discovered that I had not developed true spiritual muscles. When faced with temptation I fell flat on my face every time. The communal environment isolated from significant temptation had not prepared me for the battle I would face in the world. Valid spiritual growth required that I face temptation and develop the capacity to resist it, which I eventually did. My isolation from temptation had left me like a boxer who had shadow boxed, trained rigorously, and looked good in his trunks, but had never faced a sparring partner, let alone a true opponent.
I believe that a primary reason we over-rely on sheltering is because it is easy. It requires no planning or expenditure of energy. It takes minimal immediate brainpower. We simply assess that something might be harmful and say to our children, “NO.” I don’t know if I would go so far as to call it lazy parenting, but I will say that investing in our children takes a lot more work and much more time.
Some Goals of Protection
I want to be with my children when they encounter the world?but not merely so that they will survive it. Survival has to do with self-preservation and is concerned with self, not others. Like a good captain, I want to be with my children so that I can lead them offensively into battle. We and our children are warriors in God’s kingdom, and we must take them into the world for the purpose of advancing that kingdom.
It is wise to expose our children to the world a little at a time, so that they will not be overwhelmed when they finally face it. In a society like ours, so full of immodest fashions, desensitization eventually will happen, but our children’s greatest need is to have compassion for those who tempt them. The root of lust is self-centeredness, so the more selfless and loving our children are, the less they will be impacted by lust. I therefore encourage parents to concentrate on raising children who selflessly love others. Praying for those who tempt us accomplishes two things?the tempter receives prayer, and the one who prays see tempters through the eyes of God and will tend to have compassion on them as lost souls.
Jesus modeled this when he called his disciples to go with him into the world to seek and save the lost (Luke 19:10). Because his goal was to send his followers on a rescue mission into dangerous territory, he declared to his Father, “My prayer is not that you take them out of the world but that you protect them from the evil one” (John 17:15 NIV ‘84). I believe that those homeschoolers who don’t just survive but thrive in the world do so because they have a “kingdom” view of it. They see it as the place inhabited by potential members of God’s kingdom.
8. Not Passing on a Pure Faith
We’ve all heard that faith is caught and not taught. The Galatian church polluted their faith by seeking to make themselves acceptable to God with what they did or didn’t do (Galatians 3:3). It is critical for our sake, let alone for our children, that we enjoy a life-giving faith in Christ with no religious trappings added to it.
As I look back, I see that with my older children I was too concerned with how they were perceived by others. I saw their behavior as a reflection on me, and I wanted to look good. They, therefore, sensed in me a measure of pretentiousness - not the genuineness of faith that would have drawn them to me or to the Jesus I spoke about. My sincere concern for their character was overshadowed by my concern for my reputation. I have discovered that, like me, multitudes of parents want their children’s hearts but live a faith that fails to completely attract them.
9. Not Cultivating a Loving Relationship with our Children.
Relationships between parents and teens are weakest in control-oriented homes. Bev and I treated our children as if they were “projects.” The more they became projects, the less we had significant relationship. The less we had relationship, the more we lost their hearts. Without their hearts, the less we were able to influence them or their values. We regularly spent hours coaching and admonishing them during their teen tears, not realizing that without their hearts, the best we could do was make more rules and devise new consequences. The consequences affected the outside, but not the inside.
Our Story
When my oldest son was almost sixteen we let him get his first job washing dishes at a restaurant managed by a Christian friend of ours. We didn’t realize that he would be working with drug-using, tattooed partiers, and that our Christian friend was never scheduled to work our son’s shift.
Within a month, it became apparent that our son’s work associates were having an effect on him. He came home one evening and asked, “Dad, can I dye my hair blue?” After my wife was finally able to peel me off the ceiling, I laid into him, reminding him whose son he was and that I would not have people at church telling their children not to be like the pastor’s son.
Two months later he came home from work and asked me if he could pierce his ear. He thought it might be okay since he wanted a cross earring-like I was supposed to be happy because it would be a ‘sanctified’ piercing. If that wasn’t enough, he also wanted to get a ‘Christian’ tattoo!
Several years later as I was looking back on this experience, something my son said shortly after he started his job kept coming back to me. When I picked him up the second night of work, he got in the car with a big smile on his face and said, ‘They like me!’ As I dwelt on that comment, it suddenly became clear to me - my son had finally met someone who liked him for who he was. Few others in his entire life had shown him much acceptance, especially not his mother and me. It is no exaggeration. In our efforts to shape and improve him, all we did was find fault with everything he did. We loved him dearly, but he constantly heard from us that what he did (who he was) wasn’t good enough. He craved our approval, but we couldn’t be pleased. I realized he had given up trying to please us when he was fourteen, and from then on he was just patronizing us.
The reason our son wanted to adorn himself as his work associates did was because they accepted him for who he was. He wanted to fit in with those who made him feel significant. That problem wasn’t one that could have been solved by extended sheltering. He could have been sheltered until he was thirty, and he still would have been vulnerable. The problem was that we had sent our son into the world insecure, with a hole in his heart that God had wanted to fill through his parents.
Whether believer or unbeliever, those young people who are least tempted to follow the crowd are those who are secure in themselves and don’t need the approval of others. The Bible calls insecurity the “fear of man,” which allows others’ opinions of us to affect our values and choices.
The Solution
In the Bible, we see that people obeyed God for two reasons - fear and love. King David sang of his love for God (Psalms 18:1; 116:1; 119:159) and he also sang of the fear of God (Psalms 2:11; 22:25; 33:8). God wants His followers to be drawn to Him out of love (Jeremiah 31:3), and that?s why it is His kindness that leads us to repentance (Romans 2:4). But He also wants us to be kept on the path by fear of His authority (Luke 12:5; 1 Peter 2:17). That’s why He told the Israelites He wanted both their fear and their love: “And now, O Israel, what does the LORD your God ask of you but to fear the LORD your God, to walk in all his ways, to love him, to serve the LORD your God with all your heart and with all your soul” (Deuteronomy 10:12 NIV ‘84).
With our children, it should be the same.
Those who have the most power to influence our hearts are those to whom we are drawn: those who succeed with our values (which is what a hero is), those who can benefit us, those who make us feel valuable, and those who have earned our respect.
If our children grow up motivated only by fear of consequences, they will eventually get away with what they can whenever we are not around (Ephesians 6:6). If we have their hearts, they will seek to honor us whether we are present or not and will remain open to our influence. This can only happen because of who we are, not what we do. We cannot simply implement what we think are loving actions in our homes?we must truly love (1 Corinthians 13:3).
Conclusion
I am convinced that the most contagious parenting is living a heartfelt faith before your children. Fruitful interaction is not about what you do to your young people, but who you are with them. It’s about having a real faith in God, and expressing it in a real relationship with a real person?not about methods and self-working principles. God intends that the side-effect of loving Jesus and enjoying the grace of the gospel will be that all people?including our children?will be touched by the Savior in us. I pray in Jesus name that as you read these words you will experience the grace of God in a fresh and new way.
About the author:
Reb Bradley is a writer and national conference speaker who works to strengthen the modern Christian family. Reb and his wife Beverly have taught all six of their children at home. Visit http://www.familyministries.com to order Reb’s CD set Influencing Children’s Hearts. Read the complete article from which this excerpt was taken, at
http://www.familyministries.com/HS_Crisis.htm
Reprinted with permission from The Virginia Home Educator, fall 2011 (http://www.heav.org/resources/home-educator.html).
Saturday, December 17, 2011
Thursday, October 13, 2011
NEW! Oct/Nov Home Educator's Family Times
Our new full-color digital magazine is now available. There are features and articles by some of homeschooling's favorite authors. Visit Home Educator's Family Times and click on the cover. You can also download a PDF version. The digital format has interactive links throughout which will take you to our advertisers' web sites, authors' blogs, educational sites and much more.
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Friday, September 2, 2011
Wednesday, August 3, 2011
New Digital Format for Home Educator's Family Times
Hello there,
I am posting this to notify people who might have
requested that Home Educator's Family Times be mailed
to them. Due to rising costs, we have ceased printing
and mailing the newspaper. After 25 years, this was
a very difficult decision to make. However, we have
had an increasing number of families asking for only
our 'online' edition or just wanting the online newsletters.
Note: the newsletters are completely different and
separate from the main publication.
These requests helped us to make the decision to join
the 21st century and move into a completely digital/online
format. Besides cost effectiveness, there are many other
advantages. We can change the size of the publication into
a 8.5 X 11 inch magazine format and can easily increase
the size or content. Every page can be 4-color.
Every advertisement, resource and many links within the
articles can be made 'clickable' so readers can go directly
to external web sites for more information. Additionally,
readers can easily share the publication or certain pages
with their social media or blog page, or email it to friends.
Although you won't have extra newspaper to use around
the house for craft projects, we think these benefits far
outweigh any negatives.
For the time being, we will still be offering the publication
free to all who request it. It is also available as a PDF either
from the digital version or from our web site:
http://www.homeeducator.com/familytimes/current.htm
Here is the direct link to the digital version. Please let others
know and pass it on to friends. That is much appreciated and
a great help toward keeping Home Educator's Family Times
in publication.
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Monday, July 18, 2011
Don't Push The Children
Do Not Rush Your Child Into Early Formal Schooling (this includes preschool programs)
The formal education of young children is still a major concern today. Too many parents, bowing to cultural and peer pressure, try to force their 3 - 8- year-old children into formal schooling before they are developmentally ready. For years, research (largely ignored by the educational establishment) has shown how detrimental this is be for developing brains. Read The Hurried Child by David Elkind or Better Late Than Early by Raymond and Dorothy Moore if you are interested in really helping your young child grow wisely and well! The Moores, especially, championed home education as a means of rescuing the young child from the terribly bad idea of too-early formal education in traditional schools. Their goal was to educate and support parents through their seminars, books and countless articles. Read The Moore Formula for more information on giving your young child the best start. The following article by David Elkind will also provide a good foundation.
Much Too Early by David Elkind
"...Why, when we know what is good for young children, do we persist in miseducating them, in putting them at risk for no purpose? The short answer is that the movement toward academic training of the young is not about education. It is about parents anxious to give their children an edge in what they regard as an increasingly competitive and global economy."~ David Elkind (from this article)
Children must master the language of things before they master the language of words. Friedrich Froebel, Pedagogics of the Kindergarten, 1895
In one sentence, Froebel, father of the kindergarten, expressed the essence of early-childhood education. Children are not born knowing the difference between red and green, sweet and sour, rough and smooth, cold and hot, or any number of physical sensations. The natural world is the infant's and young child's first curriculum, and it can only be learned by direct interaction with things. There is no way a young child can learn the difference between sweet and sour, rough and smooth, hot and cold without tasting, touching, or feeling something. Learning about the world of things, and their various properties, is a time-consuming and intense process that cannot be hurried. Read more...
In one sentence, Froebel, father of the kindergarten, expressed the essence of early-childhood education. Children are not born knowing the difference between red and green, sweet and sour, rough and smooth, cold and hot, or any number of physical sensations. The natural world is the infant's and young child's first curriculum, and it can only be learned by direct interaction with things. There is no way a young child can learn the difference between sweet and sour, rough and smooth, hot and cold without tasting, touching, or feeling something. Learning about the world of things, and their various properties, is a time-consuming and intense process that cannot be hurried. Read more...
Wednesday, June 1, 2011
Homeschooling: the successful social experiment
by Jane Boswell
A few decades ago the question was: "Is this legal?" So after some major court battles and legislative wrangles, all fifty U.S. states relented that homeschooling was not only legal but grounded in and supported by the Constitution and the constitutions of most states.
That was in the early to mid 80s. Then the debate turned to the question: "How on earth will children be socialized if they are not in school?" Although research clearly proved early on that socialization was a non-issue, still it plagued homeschooling parents until... well, until, sadly enough, children began shooting each other and their teachers in U.S. schools. With the almost-daily occurrence of news stories about violence or other unfortunate incidents in tradional schools, no one really talks seriously about homeschooled children missing out on some kind of socialization that can only happen while confined within school walls all day. However, I've noticed that the question seems to be popping up on blogs and occasional news stories more often recently. Perhaps this is directly related to state budgets. As many states face drastic cut-backs, the powers-that-be are analyzing trends, and homeschooling has popped up from under the radar.
The Socialization that comes from homeschooling
Socialization is not "done" by confining children within four walls, making them sit still, be quiet, stand in line, ask questions only at appropriate times, obey mindlessly and respond appropriately to the harsh noise of bells and the shriek of playground monitors' whistles (How do I know this? I was once a classroom teacher functioning under the strict regulations determined by administrators and boards). School-type socialization is a dynamic which is clearly designed to bring people under the control of authority and to obedience to group standards, norms and peer pressure. True socialization enables the powers of emotional, spiritual and intellectual development to grow together at a gentle pace just as the individual grows physically and mentally. As pointed out over the decades by human development experts, the act of truly "socializing" a human being includes vital components, none of which is provided well or consistently by the forced school environment:
- Children need the freedom to explore real living - provided by their own backyard, neighborhood and community.
- Children need a close, intimate relationship with an adult and caring role models to learn and to understand the positive attributes of giving, sharing, helping, loving - they need their parents and family.
- Children need a consistent, secure, predictable environment and protection from negative influences their own home is best, especially for young children (under age 8.)
- Children need the freedom to choose, explore, create, play, express themselves and be alone - time to grow
The "problem" of homeschool socialization is an irrelevant issue if you know anything about what experts have said for over one hundred years about schools as places where positive social experiences happen. But still there are so many wonderful aspects of the socialization produced by homeschooling, it’s worth taking a look at and perhaps, in light of recent school tragedies we can read decades-old research with renewed interest. Perhaps we’re actually ready to listen and learn.
Dr. Raymond S. Moore and his wife Dorothy who championed the release of young children from the institutional environment wrote in their landmark, almost prophetic book, Better Late Than Early, first published thirty-five years ago, more relevant than ever today:
"In principle, a young child, given reasonable freedom and personal guidance, develops better outside the classroom than within it. This is particularly true of the first 8 years or so. M.W. Sullivan, one of the earliest educational programmers was asked how a child could develop socially out of school and how he would ever learn to get along with other kids. He, in turn, asked for proof that the school does a better socializing job than the home."
Then he added, "In my own case, I was the only kid in my neighborhood who was sent to kindergarten. It was optional then in Connecticut. So for almost a year my peer group was out playing, learning, creating their own very exciting world while I was being tortured in school. They built a treehouse. They built a hut. And what did I do? I learned how to lie on a mat, how to listen to stories, how to line up, how to sit still. Finally, I figured how to escape. I wet my pants and they sent me home. They sent me home. The first time was an accident, but after that I made sure to do it every day. And I was free to learn again." (Better Late Than Early, Dr. Raymond Moore, Reader’s Digest Press)
Turning to events like the school shootings - the Columbines – listen to the words of one of America’s most famous teachers. Best selling author/educator John Taylor Gatto, crowned New York’s teacher of the year just a few weeks before quitting his 30 year career in hopes of finding a job "where he wouldn’t have to hurt kids to make a living," recounts:
"Bianca, You Animal Shut Up! Our problem in understanding forced schooling stems from an inconvenient fact: that what wrong it does from a human perspective is right from a systems perspective. You can see this in the case of six-year-old Bianca who came to my attention because an assistant principal screamed at her in front of an assembly, "BIANCA, YOU ANIMAL, SHUT UP!" Like the wail of a banshee, this sang the school doom of Bianca. Even though her body continued to shuffle around, the voodoo had poisoned her.
Do I make too much of this simple act of putting a little girl in her place? It must happen thousands of times everyday in schools all over. I’ve seen it many times, if I were painfully honest I’d admit to doing it many times. Schools are supposed to teach kids their place. That’ why we have graded classes. In any case it wasn’t your own little Janey or mine. Most tacitly accept the pragmatic terms of public school which allow every kind of psychic violence to be inflicted on Bianca in order to fulfill the prime directive of the system: putting children in their place. It’s called "social efficiency." But I get this precognition, this flash-forward to a moment far in the future when your little girl, having left her comfortable home, wakes up to a world where Bianca is her enraged meter maid, or the passport clerk Jane counts on for her emergency ticket out of the country, or the strange lady who lives next door. I picture this animal Bianca grown large and mean, the same Bianca who didn’t go to school for a month after her little friends took to whispering, "Bianca is an animal. Bianca is an animal," while Bianca, only seconds earlier a human being like themselves, sat choking back tears, struggling her way through a reading selection by guessing what the words meant. In my dream I see this fiend manufactured by schooling regarding Janey as a vehicle for vengeance. In a transport of passion she:
1) Gives Jane’s car a ticket before the meter runs out.
2) Throws away Jane’s passport application after Jane leaves the office.
3) Plays heavy metal music through the thin partition which separates Bianca’s apartment from Jane’s while Jane pounds frantically on the wall for relief.
4) All of the above.
You aren’t compelled to loan your car to anyone who wants it, but you are compelled to surrender your school-age child to strangers who process children for a livliehood, event though one in every nine schoolchildren is terrified of physical harm happening to them in school. They are terrified with good cause; about 33 are murdered there every year. (From 1992 through 1999, 262 children were murdered in school.) Your great, great grandmother didn’t have to surrender her children. What happened?
... Exactly what John Dewey heralded at the onset of the twentieth century has indeed happened, our once highly individualized nation has evolved into a centrally-managed village, an agora made up of huge special interests which regard individual voices as irrelevant. The masquerade is managed by having collective agencies speak through particular human beings. Dewey said this would mark a great advance in human affairs, but the net effect is to reduce men and women to the status of functions in whatever sub-system they are placed. Public opinion is turned on and off in laboratory fashion. All of this in the name of social efficiency, one of the two main goals of forced schooling."(from the Prologue, The Underground History of American Education, A Schoolteacher's Intimate Investigation Into the Problem of Modern Schooling)
John Gatto, using his 50 years of "school confinement as a student and teacher" followed by 8 years of research, goes on to prove why school is a dangerous place for humans and a disaster in social engineering. If you need all of the statistics and more information, please read his book in it's entirety. (see end of article for ordering information)
Dr. John Wesley Taylor writes:
"Homeschooling helps create and encourage the environment for these to happen and allows children the freedom to reclaim the essential ingredients for healthy living, positive psycho/social development. It liberates, it rebuilds and in time it heals. Children that are never confined to an institution or spend little time there unless by choice thrive socially. Recent studies on homeschooled students have clearly shown that they develop much higher levels of security and self confidence, are far less peer dependent and in general, experience much more security in their ability to relate to human beings of all ages - those younger and much older themselves." (Dr. John Wesley Taylor, "Self-concept in homeschooling children", HomeSchool Researcher; Delahooke, 1986, National Home Education Research Institute, Fact Sheet 1)
Homeschooling offers the child the essential of time - time to investigate, to play, to explore, to build relationships with the important people in their life and time just to be. They have time to discover things for themselves, without pressure following their developmental inner "clocks". There are now choices. Free from the stranglehold of classroom conformity he can choose his own friends and learns to deal with people he might not necessarily like in a safe environment on his own terms.
Homeschooled children tend to make friends naturally, with all kinds of people of different ages and backgrounds. Their social environment is multi-dimensional extending their daily experiences far beyond four walls. Under the guidance of those who love him most and know him best, the child now has significant control over his life, his learning and his social environment. He has the time to move through life at his own rate, at the pace of his own mental, emotional and physical development and in ways the narrow limits of the classroom could never offer.
As an "unschooled" student writes: "At the age of eighteen and as one who has never gone to school, I realize that somewhere during the past five to six years I’ve come to think of myself not as a homeschooler or as an unschooler but simply as who I am, Christine McKee, citizen and community member. My life, except for the few times my parents doubted their own belief in unschooling, has essentially been mine to structure and live as I have chosen...." (from The Teenage Liberation Handbook - How to Quit School and Get a Real Life and Education, Second Edition, Lowry House Publishers, 1998, by Grace Llewellyn
It is significant that the homeschooled child benefits from being allowed to explore their own spiritual nature and the family’s beliefs and values can be naturally experienced regularly without the fear of criticism or censorship. For many homeschooling families, this is one of the most vital factors in their decision to homeschool. They want their children to adopt family values and to learn these values from consistent role models who live out their belief system rather than talk about them. The great majority of homeschooling families with whom I have worked over the last 25 years, have been consistently involved in community volunteer endeavors and work and service to others. It is simply built into their regular life routine.
Now, after several decades, modern homeschooling has become an accepted alternative to institutionalized schooling. Families have reclaimed their children and their children have reclaimed their lives. Both, together worked to strengthen the family unit - the backbone of society. The time and pace offered has provided the opportunity for parents and children to focus on the social essentials of individualism, intellectual ideals, communication, and the nurturing of values which form the foundation of healthy emotional, psychological and spiritual development.
I know first-hand that homeschooling is producing exceptional individuals and responsible thinkers who will ultimately benefit their community, country and the world. Universities, colleges and businesses are actively pursuing home educated students to bring excellence into their organizations. These young people have learned to invest in themselves, to work and live productively with others, and to walk confidently into their future. They have had much invested in them by those who love and know them best and who have a compelling interest in their future – their parents and families. If there is a list somewhere of successful ‘social experiments’ homeschooling deserves a place near the top. Perhaps we’ll find it there one day. Time will tell.
Recommended Reading:
1. The Underground History of American Education, A Schoolteacher’s Intimate Investigation Into the Problem of Modern Schooling, John Taylor Gatto, Oxford Village Press, 725 McDonough Road, Oxford, New York 13830. (to order)
2. Better Late Than Early, A New Approach To Your Child’s Education, Raymond S. Moore, Dorothy Moore http://www.HomeEducator.com/HEFS/catalog/Raymond.htm
3. The Successful Homeschool Family Handbook, Dr. Raymond and Dorothy Moore http://www.HomeEducator.com/HEFS/catalog/Raymond.htm
4. The Teenage Liberation Handbook, How To Get a Real Life and Education, Grace Lewellyn, Lowry House
A few decades ago the question was: "Is this legal?" So after some major court battles and legislative wrangles, all fifty U.S. states relented that homeschooling was not only legal but grounded in and supported by the Constitution and the constitutions of most states.
That was in the early to mid 80s. Then the debate turned to the question: "How on earth will children be socialized if they are not in school?" Although research clearly proved early on that socialization was a non-issue, still it plagued homeschooling parents until... well, until, sadly enough, children began shooting each other and their teachers in U.S. schools. With the almost-daily occurrence of news stories about violence or other unfortunate incidents in tradional schools, no one really talks seriously about homeschooled children missing out on some kind of socialization that can only happen while confined within school walls all day. However, I've noticed that the question seems to be popping up on blogs and occasional news stories more often recently. Perhaps this is directly related to state budgets. As many states face drastic cut-backs, the powers-that-be are analyzing trends, and homeschooling has popped up from under the radar.
The Socialization that comes from homeschooling
Socialization is not "done" by confining children within four walls, making them sit still, be quiet, stand in line, ask questions only at appropriate times, obey mindlessly and respond appropriately to the harsh noise of bells and the shriek of playground monitors' whistles (How do I know this? I was once a classroom teacher functioning under the strict regulations determined by administrators and boards). School-type socialization is a dynamic which is clearly designed to bring people under the control of authority and to obedience to group standards, norms and peer pressure. True socialization enables the powers of emotional, spiritual and intellectual development to grow together at a gentle pace just as the individual grows physically and mentally. As pointed out over the decades by human development experts, the act of truly "socializing" a human being includes vital components, none of which is provided well or consistently by the forced school environment:
- Children need the freedom to explore real living - provided by their own backyard, neighborhood and community.
- Children need a close, intimate relationship with an adult and caring role models to learn and to understand the positive attributes of giving, sharing, helping, loving - they need their parents and family.
- Children need a consistent, secure, predictable environment and protection from negative influences their own home is best, especially for young children (under age 8.)
- Children need the freedom to choose, explore, create, play, express themselves and be alone - time to grow
The "problem" of homeschool socialization is an irrelevant issue if you know anything about what experts have said for over one hundred years about schools as places where positive social experiences happen. But still there are so many wonderful aspects of the socialization produced by homeschooling, it’s worth taking a look at and perhaps, in light of recent school tragedies we can read decades-old research with renewed interest. Perhaps we’re actually ready to listen and learn.
Dr. Raymond S. Moore and his wife Dorothy who championed the release of young children from the institutional environment wrote in their landmark, almost prophetic book, Better Late Than Early, first published thirty-five years ago, more relevant than ever today:
"In principle, a young child, given reasonable freedom and personal guidance, develops better outside the classroom than within it. This is particularly true of the first 8 years or so. M.W. Sullivan, one of the earliest educational programmers was asked how a child could develop socially out of school and how he would ever learn to get along with other kids. He, in turn, asked for proof that the school does a better socializing job than the home."
Then he added, "In my own case, I was the only kid in my neighborhood who was sent to kindergarten. It was optional then in Connecticut. So for almost a year my peer group was out playing, learning, creating their own very exciting world while I was being tortured in school. They built a treehouse. They built a hut. And what did I do? I learned how to lie on a mat, how to listen to stories, how to line up, how to sit still. Finally, I figured how to escape. I wet my pants and they sent me home. They sent me home. The first time was an accident, but after that I made sure to do it every day. And I was free to learn again." (Better Late Than Early, Dr. Raymond Moore, Reader’s Digest Press)
Turning to events like the school shootings - the Columbines – listen to the words of one of America’s most famous teachers. Best selling author/educator John Taylor Gatto, crowned New York’s teacher of the year just a few weeks before quitting his 30 year career in hopes of finding a job "where he wouldn’t have to hurt kids to make a living," recounts:
"Bianca, You Animal Shut Up! Our problem in understanding forced schooling stems from an inconvenient fact: that what wrong it does from a human perspective is right from a systems perspective. You can see this in the case of six-year-old Bianca who came to my attention because an assistant principal screamed at her in front of an assembly, "BIANCA, YOU ANIMAL, SHUT UP!" Like the wail of a banshee, this sang the school doom of Bianca. Even though her body continued to shuffle around, the voodoo had poisoned her.
Do I make too much of this simple act of putting a little girl in her place? It must happen thousands of times everyday in schools all over. I’ve seen it many times, if I were painfully honest I’d admit to doing it many times. Schools are supposed to teach kids their place. That’ why we have graded classes. In any case it wasn’t your own little Janey or mine. Most tacitly accept the pragmatic terms of public school which allow every kind of psychic violence to be inflicted on Bianca in order to fulfill the prime directive of the system: putting children in their place. It’s called "social efficiency." But I get this precognition, this flash-forward to a moment far in the future when your little girl, having left her comfortable home, wakes up to a world where Bianca is her enraged meter maid, or the passport clerk Jane counts on for her emergency ticket out of the country, or the strange lady who lives next door. I picture this animal Bianca grown large and mean, the same Bianca who didn’t go to school for a month after her little friends took to whispering, "Bianca is an animal. Bianca is an animal," while Bianca, only seconds earlier a human being like themselves, sat choking back tears, struggling her way through a reading selection by guessing what the words meant. In my dream I see this fiend manufactured by schooling regarding Janey as a vehicle for vengeance. In a transport of passion she:
1) Gives Jane’s car a ticket before the meter runs out.
2) Throws away Jane’s passport application after Jane leaves the office.
3) Plays heavy metal music through the thin partition which separates Bianca’s apartment from Jane’s while Jane pounds frantically on the wall for relief.
4) All of the above.
You aren’t compelled to loan your car to anyone who wants it, but you are compelled to surrender your school-age child to strangers who process children for a livliehood, event though one in every nine schoolchildren is terrified of physical harm happening to them in school. They are terrified with good cause; about 33 are murdered there every year. (From 1992 through 1999, 262 children were murdered in school.) Your great, great grandmother didn’t have to surrender her children. What happened?
... Exactly what John Dewey heralded at the onset of the twentieth century has indeed happened, our once highly individualized nation has evolved into a centrally-managed village, an agora made up of huge special interests which regard individual voices as irrelevant. The masquerade is managed by having collective agencies speak through particular human beings. Dewey said this would mark a great advance in human affairs, but the net effect is to reduce men and women to the status of functions in whatever sub-system they are placed. Public opinion is turned on and off in laboratory fashion. All of this in the name of social efficiency, one of the two main goals of forced schooling."(from the Prologue, The Underground History of American Education, A Schoolteacher's Intimate Investigation Into the Problem of Modern Schooling)
John Gatto, using his 50 years of "school confinement as a student and teacher" followed by 8 years of research, goes on to prove why school is a dangerous place for humans and a disaster in social engineering. If you need all of the statistics and more information, please read his book in it's entirety. (see end of article for ordering information)
Dr. John Wesley Taylor writes:
"Homeschooling helps create and encourage the environment for these to happen and allows children the freedom to reclaim the essential ingredients for healthy living, positive psycho/social development. It liberates, it rebuilds and in time it heals. Children that are never confined to an institution or spend little time there unless by choice thrive socially. Recent studies on homeschooled students have clearly shown that they develop much higher levels of security and self confidence, are far less peer dependent and in general, experience much more security in their ability to relate to human beings of all ages - those younger and much older themselves." (Dr. John Wesley Taylor, "Self-concept in homeschooling children", HomeSchool Researcher; Delahooke, 1986, National Home Education Research Institute, Fact Sheet 1)
Homeschooling offers the child the essential of time - time to investigate, to play, to explore, to build relationships with the important people in their life and time just to be. They have time to discover things for themselves, without pressure following their developmental inner "clocks". There are now choices. Free from the stranglehold of classroom conformity he can choose his own friends and learns to deal with people he might not necessarily like in a safe environment on his own terms.
Homeschooled children tend to make friends naturally, with all kinds of people of different ages and backgrounds. Their social environment is multi-dimensional extending their daily experiences far beyond four walls. Under the guidance of those who love him most and know him best, the child now has significant control over his life, his learning and his social environment. He has the time to move through life at his own rate, at the pace of his own mental, emotional and physical development and in ways the narrow limits of the classroom could never offer.
As an "unschooled" student writes: "At the age of eighteen and as one who has never gone to school, I realize that somewhere during the past five to six years I’ve come to think of myself not as a homeschooler or as an unschooler but simply as who I am, Christine McKee, citizen and community member. My life, except for the few times my parents doubted their own belief in unschooling, has essentially been mine to structure and live as I have chosen...." (from The Teenage Liberation Handbook - How to Quit School and Get a Real Life and Education, Second Edition, Lowry House Publishers, 1998, by Grace Llewellyn
It is significant that the homeschooled child benefits from being allowed to explore their own spiritual nature and the family’s beliefs and values can be naturally experienced regularly without the fear of criticism or censorship. For many homeschooling families, this is one of the most vital factors in their decision to homeschool. They want their children to adopt family values and to learn these values from consistent role models who live out their belief system rather than talk about them. The great majority of homeschooling families with whom I have worked over the last 25 years, have been consistently involved in community volunteer endeavors and work and service to others. It is simply built into their regular life routine.
Now, after several decades, modern homeschooling has become an accepted alternative to institutionalized schooling. Families have reclaimed their children and their children have reclaimed their lives. Both, together worked to strengthen the family unit - the backbone of society. The time and pace offered has provided the opportunity for parents and children to focus on the social essentials of individualism, intellectual ideals, communication, and the nurturing of values which form the foundation of healthy emotional, psychological and spiritual development.
I know first-hand that homeschooling is producing exceptional individuals and responsible thinkers who will ultimately benefit their community, country and the world. Universities, colleges and businesses are actively pursuing home educated students to bring excellence into their organizations. These young people have learned to invest in themselves, to work and live productively with others, and to walk confidently into their future. They have had much invested in them by those who love and know them best and who have a compelling interest in their future – their parents and families. If there is a list somewhere of successful ‘social experiments’ homeschooling deserves a place near the top. Perhaps we’ll find it there one day. Time will tell.
Recommended Reading:
1. The Underground History of American Education, A Schoolteacher’s Intimate Investigation Into the Problem of Modern Schooling, John Taylor Gatto, Oxford Village Press, 725 McDonough Road, Oxford, New York 13830. (to order)
2. Better Late Than Early, A New Approach To Your Child’s Education, Raymond S. Moore, Dorothy Moore http://www.HomeEducator.com/HEFS/catalog/Raymond.htm
3. The Successful Homeschool Family Handbook, Dr. Raymond and Dorothy Moore http://www.HomeEducator.com/HEFS/catalog/Raymond.htm
4. The Teenage Liberation Handbook, How To Get a Real Life and Education, Grace Lewellyn, Lowry House
Saturday, April 30, 2011
What's So Great About Unit Studies?
by Jane Boswell
Today's homeschooling parents are faced with a jungle of choices when searching for the right resources for their children's studies.
Curriculum confusion abounds and a common mistake that we make is thinking that curriculum means a certain set of textbooks and workbooks. In my opinion, 'curriculum' is any person, place or thing that is used to help facilitate learning. The word 'curriculum' comes from a root which means "a course to be run." Curriculum should be an individualized plan of study determined by the 'course' each, particular student is inclined to 'run'. Even though most new (and veteran) homeschooling parents are fiercely determined to break the mold of the traditional experience, many turn, sometimes in frustration, back to the methods and materials that they were familiar with as kids. Textbooks and worksheets. Keep in mind that even though curriculum planning can begin with textbooks it should develop into learning experiences far beyond the pages of a book. Many times, because of our personal schooling experiences we only identify with textbooks ... but during the last 7 - 10 years creative educators and homeschoolers have produced some remarkable and easy-to-use tools, custom-designed for homeschooling success.
When WE began homeschooling, this was a common scenario:
You've bought all those shiny, colorful, brand new textbooks (with teacher's manuals, of course) and you are feeling really in charge... confident. You're excited about your first homeschool support group meeting which is well known as a group guaranteed to build you up and shape you into a first-rate home educator. You managed to get a baby-sitter (so you KNOW this is God's will) and you only had to drive around the block twice before you found the correct address. But to be on the safe side, you waited until people started arriving, checked them out to make sure they looked like homeschoolers. (This could be a trap set by the local superintendent's office.) Safe inside, you are greeted by warm, responsive people-that-look-like-parents. You instantly sense an air of comradery and feel comfortably accepted -- like the time you joined a secret club when you were a kid.
The small talk begins and as always, the first question that comes up in any starter conversation among homeschool parents is "So, what are you using?"-- referring to curriculum (not birth control.) You happily explain your professional teaching manuals and textbooks and make sure to mention the great deal you got on the workbooks -- you really need to make a good impression, especially since you're a rookie. Looking around for approval, you notice the couple over on the couch whispering and glancing at you with sympathy-filled eyes. The lady next to you shakes her head and pats your hand reassuringly. Suddenly, you feel as though you have just announced that you are dying of a dread disease. Then the lady sitting on the other side of you pulls a huge yellow book out of her standard-issue homeschooler's duffle bag. It is bigger than any coffee table Bible you have ever seen, yet smaller than the New York City yellow pages. And speaking of coffee tables, suddenly you notice the a four inch thick binder on the one in front of you. From its cover a child's happy face smiles serenely up at you. For some reason, you're not getting the approval you anticipated and to make matters worse everyone begins speaking at you simultaneously. They're using words like 'units', 'integrated', 'hand's-on', 'discovery learning', 'child-led' and something foreign sounding like konos and what-was that other one ...weaver? Maybe you've stumbled into the local crafter's club... you begin to turn hot with embarrassment.... I hope you're smiling ... but this really happened to someone I know.
That was then... this is now...
Today, the mushrooming growth of homeschooling has made the movement a target for new marketing strategies, and the new or potential homeschool parent finds their head whirling with information overload when it comes to curriculum. If you attend a local group today, you'll not only hear the phrases mentioned above, but others like "lap-books" ... "science journals"... "adventure folders". Besides "Konos" (which I used and still love) there are much smaller, very affordable, instantly-useable unit studies that have been produced not only by homeschoolers, but homeschoolers with the right kinds of backgrounds so that the unit studies themselves are very educationally sound.
So, what's so great about unit studies?
Many new homeschooling parents are still not familiar with the unit method of teaching even though their children have been learning that way since birth. Although it is gaining popularity with the advent of wonderful unit study materials, such as Amanda Bennett's fantastic 'Download-N-Go' and Unit Study Adventures series , still too many homeschoolers are trying to reproduce a system at home based on regular 'school' which is just as much a failure at home as it is in traditional schools. Too many parents are settling for crumbs when, with the homeschooling advantage, they have been invited to a smorgasbord.
The homeschooling adventure gives parents the daily opportunity to explore new avenues of learning and experiment with ideas and methods that work best for each child. It's about families learning together without the confines of overstructure and constricting molds. The key to family-learning is balance: finding the right mix which will give mom and dad the confidence they need while providing the children with materials and methods tailored to fit their need to learn. Because textbooks abound and because they represent a certain comfort level, most new homeschoolers start out with them. Textbooks provide that much-needed feeling of security. But the danger of frustration and failure is ever present when homeschooling parents try to copy traditional schooling methods at home. Too many parents and children become discouraged and burn-out trying to use methods and materials that are neither necessary or productive in the tutorial environment of the family-school. I write these words from experience -- my own, and from my 20 years of observing and assisting homeschooling families. I've endeavored to help families become comfortable using resources that really work. The bottom line: success and a love of learning for all!
The unit study method, considered the 'Rolls Royce of learning' by master teachers can easily be integrated into any homeschool program and before long, your children will be begging you for more 'school'!
Unit Studies...
"Unit Studies", "Project Studies" or "Integrated Learning" - whatever it's called - is a method which takes advantage of the child's natural curiousity and works with the natural learning processes to produce real education that's also fun! This approach integrates several subjects and skill areas while focusing on a central theme. Combining a variety of books, resources and learning tools, it fosters interest, creativity, thinking and reasoning skills, research skills, in-depth learning and motivation for learning. The whole family can participate. Each child can work around the same theme but work on different activities according to their individual skill level. Even mom and dad can get into the act. Believe me, in the long run, this SAVES time and valuable "homeschool parent-tutor" energy because a unit study can involve the very youngest child to the high school-level young adult.
I am not going to tell you to throw your textbooks away. No, even textbooks can be useful and can become a starting point. Used like an encyclopedia, they can be valuable for simple research. Since they deal with topics that are normally covered in most school systems - this gives you a track to follow with your children. One textbook can be used for several children and for different aged children. You can even mix and match - taking topics out of various textbooks - finding related stories in reading texts - using other textbooks just for map work or research - like you would use encyclopedias. (Good high school texts are particularly useful for this.) Look through various levels of textbooks for similar topics and create an index for reference purposes or better yet, take the texts apart, label them by grade level and file the related sections in manila folders. (Yes, cut them apart.)
A Personal Illustration ...
Our family got involved in a unit on astronomy which I thought might last for a week or two and which actually stretched into about 9 weeks. Jill was around 6th grade level and Jonathan in 2nd grade. We started by using Jill's science text for basic information. She looked up important scientists and inventors related to the study of astronomy in her textbook chapter and made a list of vocabulary words for us to study and learn (Yes, I was part of this, too!). We decided to begin a simple search of the solar system, so we began with the nine planets.
We each chose three. After reading about the planets in a couple of textbooks we had, the children decided that there just wasn't enough information - Jonathan was particularly interested in Pluto. So we set off for the library and ended up bringing home about 40 books - not only on the planets, but about astronomers, inventions, rocket ships, space travel, some videos and even some star chart maps - all different levels and most with lots of pictures and illustrations. I even found some interesting story books with good inforrnation which would be enjoyable as well as educational. Jill decided to read about Galileo and Johannes Kepler, Jonathan wanted to know more about the sun and the moon, and all of us decided we wanted to stretch this learning experience to include the stars and space exploration. And we definitely wanted to build a model of the solar system somehow. So, I knew that any formal instruction in reading, writing and arithmetic would have to wait and was surprised to find these topics naturally flowing into our unit study theme.
Spelling and vocabulary centered around the "astronomy" words. Reading lessons were taken right from the books that had been chosen from the library. Instead of doing a lot of written question and answers, we spent really meaningful time on discussion - on questions that the kids raised as we went along (critical thinking). And instead of me trying to answer the questions, we spent a lot of time looking things up. That, by the way is called 'developing research skills'. Writing skills were developed in similar fashion as Jill decided to write a paper about Johannes Kepler and Jonathan dictated what he had learned for me to write down. Our solar system model was the icing on the cake. Of course, the whole unit was a science project that eventually launched us into history. As we read biographies of scientists and inventors we studied periods of history, located countries and cities on maps and began developing a time-line.
The planets were researched: their moons, their characteristics, sizes, distance from the sun, etc. After deciding to use our kitchen ceiling as "space" Jill calculated the sizes and distances of the solar system to scale - which, incidentally, was math - and no easy job. Only "one-fourth" of the sun would fit in one corner and that took 7-year-old Jonathan almost a whole day to construct and paint. The scale of measurement had to be adjusted several times so that we would have planets that could be seen with the naked eye. Jill finally decided that the Earth should be 1" in diameter and we took it from there. As we became involved with the stars, starting with the sun, of course, that study took us further into space exploration which led us back to the early explorers and the development of navigation. This unit became almost limitless but it propelled us into the new frontiers of outside-of -the-textbook creativity and unit studies.
Now our first experiences were long before we had a computer and the internet. With the resources on the internet we would have been able to tour NASA, visit The Smithsonian, take a virtual space tour to any or all of the planets, and view any night sky from anywhere on the globe at any time of day! The resources are limitless on the internet! As a matter of fact,
I have just completed a multi-media unit study with my grandson using Amanda Bennett's "Space" unit study which includes reliable and safe internet links along with all the other standard resources. However, I find that nothing can replace the slower paced study and enjoyment that only a book with beautiful illustrations provide. The comaraderie that comes from poring over the pages of a book is an invaluable experience.
Planning Stages...
Now, here comes the "roll your sleeves up and get to work" part. Are you imagining yourself drowning in piles of books and supplies while all dreams of contact with the adult social world fade into a "unit study fog"? Take heart. It's never as hard as we imagine! Usually.
In planning units of study for your family, one of the most difficult things to envision is the actual scheduling of your day -"How is this going to look on paper?" or "How am I going to justify this as bona-fide schoolwork in my lesson planner for the end-of-year assessment?" Just thinking about this can send homeschooling moms into a panic! On pure reflex-action they reach for that stack of workbooks and start mechanically writing page numbers in their plan book. After studying this common phobia, I came to the conclusion that the nagging fear for most parents was that their children might not be "getting" the basic skills in a "correct" way.
Although I would really like to convince you that reading, language arts and math skills can be fully developed with the unit study approach (and it is possible), I personally feel that these areas are more likely to be ENRICHED through units. For the sake of parental sanity and discernible progress in the children, I recommend that you set aside a daily "skills" period - perhaps thirty minutes to one-hour per day when the children follow a regular routine in math and language arts. During this time they will practice sequentially the skills that might really need work - again, depending on the needs of your child. A reminder: please avoid the temptation of assigning mounds of superfluous pages and problems just for the sake of filling up your lesson planner.
When looking for materials to build the 3 Rs skills, the choices are many. I have personal favorites, as do you, and I lean in favor of those materials that will creatively motivate learning. Look for integrated language arts programs which combine spelling, vocabulary, grammar, writing, penmanship with wholesome practical reading. Games and hands-on arithmetic materials are always effective and especially important for younger children. In developing any curriculum plan, try to find ways to incorporate three important modalities: hands-on activities (kinesthetic learning), observation activities (visual learning), and listening/verbal (auditory learning). Educational research is proving this to be key in developing the widest range of thinking and learning skills (this is why units are so effective).
So, with this in mind, when the time to 'docurnent' comes along, you will be able to show a separate period for Math, and under Language Arts - reading, spelling, penmanship, writing, grammar. The Unit Studies section of the day or week will form a larger heading and take up more space. Here you will list activities and perhaps code them: (B) Bible (R) reading, (SR) silent reading (OR) oral report, (WR) writing, (SC) science, (SS) social studies, (M) math (GE) geography etc. For instance, under Unit Studies for Tuesday you might write, "...made salt dough relief map of our state (GE, SS); read about our state government and gave a report to dad at dinner" (SS,R,OR).
Don't forget to give credit where credit is due in other areas of learning. Cooking can be (CH)emistry, (M)ath and (PR)actical living. Hobbies, jobs and recreational activities provide some of the most important learning times and can be categorized under Home Economics, Auto Shop, Gym, Mechanics, Computer, Woodworking, Econornics etc. Also, reading in any subject area can fall under the official heading of (R) Reading. Be flexible and creative.
Documentation ...
Now that you're ready to document your unit study plan, your next task is to actually plan a unit. Start with the books you have on hand. The grade level doesn't really matter because you are looking for topics. Find a unit or chapter that looks especially interesting - this will motivate you and your excitement, in turn, will motivate your children. Interest is the first motivator for learning. Find one with different people to study about or a topic that is particularly appealing.
You might go ahead and choose six topics from different textbooks - perhaps three in science and three in social studies... this is only a suggestion for organizational purposes.
Choose topics that will lend themselves well to other resources you have on hand. Think: "What kinds of activities could I include under this topic?; What kinds of field trips could we plan?; Who do I know that might know something about this topic - friends, relatives, neighbors, church members, business owners... the librarian?" Librarians love homeschoolers because we are really interested in finding out about all the free things we can get from the library. They like that. Your community can be your greatest resource.
The next step in planning your study is quite simple. Look through the book, chapter or unit you have chosen and brainstorm. Quickly scan and write down the things that "jump out" at you. Notice pictures, illustrations, boldfaced words, titles, maps, charts, animals, plants, people, places... anything that impacts your mind on an initial quick-scan of the chapter material. Take your list - and there might be twenty things or .more- and begin to group them into manageable topics.
An example:
A typical chapter on Central America may yield a veritable gold mine of topics, but try to limit them depending on the ages of your children. Some likely topics might be: The Original Native Population, Christopher Columbus' Early Explorations, Central American Geography, Central American Plants and Animals, Central America Today. An in-depth learning experience involving 3 or 4 topics is far superior to a shallow perusal of dozens of unrelated facts that are quickly forgotten after the test. This chapter provides enough for social studies, history, geography, geology, natural science and political science. Then go back through the section and pick out a few details to include under each topic, such as:
Original Native Pogulation:
* Tribes
* Customs
* Economy
* Education
* Language
* Religions
* Food
* Recreation
Central American Geograghy:
* Mountainous Regions
* Desert Regions
* Islands
* Rivers
* Coastal Plains
* Jungles
Again, make this as general or as detailed as you like. It is best to sit down with the children and decide which topies really catch their interest. You can assign each child topics of their choice and let them share their learning with the rest of the family, or you can work together on topics and assign easier projects to the younger students, and more complicated ones to the older students.
Skills to Include:
As briefly discussed earlier: vocabulary, reading, spelling, oral reports, written work, research, hands-on experience with the topic, art, music, and literature and practical life application. Start with the vocabulary of the unit or topic - a good text usually includes this somewhere in the chapter or go through the section and pick out key words - words that will be meaningful to the study of the topic. Assign these to older children for vocabulary builting and spelling.
If your topic study will include important people, have the children choose several from the chapter and start researching - taking basics from the textbooks and then locating more information from library books, encyclopedias or by interviewing people, or by visiting a museum and finding information. By all means, mom and dad, try not to have all the answers for your students no matter how brilliant you want your offspring to think you are. Help them formulate the questions that need to be answered and lead them in the direction where they'll find the answers. Good teachers encourage young minds to explore and search, and in that process, life-equipping skills are developed.
Reading is topic related
Find a variety of reading materials for the children to explore - books can include fiction, non-fiction, magazines, dictionaries, encyclopedias, almanacs, newspapers, picture files, maps, charts, etc., etc. Have a period set aside daily where you read something together, either taking turns or mom or dad reads... at our house we used to call it STORY STOP and it was one of our favorite times right after lunch. Then, talk about what you read. Everyone has an opinion and children need to be encouraged to organize and share their thoughts. You can also get more 'reports' and research accomplished if you let the children give oral presentations and fewer written reports. When it comes down to the writing-get creative!
Some More Ideas ...
Here are some ideas for your children: instead of simply copying mundane facts and figures, try imagining how certain people felt when particular things happened to them and how they would describe their situation, or write a journal from someone's perspective, or write a play reenacting some things you have learned. Sometimes children don't want to write because they haven't mastered spelling or penmanship, so perhaps you can spark their interest by using a typewriter, word processor, or computer. Younger children need to get their ideas on paper before those thoughts 'escape' so I encourage you to let them dictate their stories to you or older siblings. The very process of thought organization is an important pre-writing skill. Get your children to think in terms of "Cause and Effects." What really caused this war? ... what really motivated Columbus to do what he did? ... what would have happened if he had turned back...? Children need to learn about decision making and how the consequences can be of historic proportions.
For hands-on experiences glean ideas from your reading and research for projects and field trips. Make models of things, draw pictures, dress the way they would have during a certain time period, create the menus of various countries, learn customs and try practicing them. Draw maps, real and imaginary, play games - there are all kinds of educational ones available - or use your computer to supplement. Plan field trips, or watch videos or films. If you can, try to include Time Period art and literature in the study of a famous person or event. This can also encompass the philosophies and religion of an age or a culture. Another effective yet simple activity is the creation of a timeline. Building onto it as you go along over the years is a creative and interesting learning experience.
I hope you can see that one thing always seems to lead to another. Once you get the "hang" of it you will probably be hooked... and it can all start with textbooks. One mother recently wrote me after attending one of my workshops, "Thank you for your encouragement. I started a unit study on Greece and we love it. It's fun and the children are really learning. Although I am still apprehensive, we are trying to break our old ways of using standard worksheets and textbooks. You helped dismiss many of those concerns for which I am grateful." (A. Vieira, MA)
All I ask is that you try, and keep trying. You can achieve unit study success!
This article is copyrighted by Jane R. Boswell. All Rights Reserved. It may not be printed, reprinted, or borrowed for any purpose including online linking without express permission from the author, Jane R. Boswell. Thank you. Contact: famtimes@comcast.net
Curriculum confusion abounds and a common mistake that we make is thinking that curriculum means a certain set of textbooks and workbooks. In my opinion, 'curriculum' is any person, place or thing that is used to help facilitate learning. The word 'curriculum' comes from a root which means "a course to be run." Curriculum should be an individualized plan of study determined by the 'course' each, particular student is inclined to 'run'. Even though most new (and veteran) homeschooling parents are fiercely determined to break the mold of the traditional experience, many turn, sometimes in frustration, back to the methods and materials that they were familiar with as kids. Textbooks and worksheets. Keep in mind that even though curriculum planning can begin with textbooks it should develop into learning experiences far beyond the pages of a book. Many times, because of our personal schooling experiences we only identify with textbooks ... but during the last 7 - 10 years creative educators and homeschoolers have produced some remarkable and easy-to-use tools, custom-designed for homeschooling success.
When WE began homeschooling, this was a common scenario:
You've bought all those shiny, colorful, brand new textbooks (with teacher's manuals, of course) and you are feeling really in charge... confident. You're excited about your first homeschool support group meeting which is well known as a group guaranteed to build you up and shape you into a first-rate home educator. You managed to get a baby-sitter (so you KNOW this is God's will) and you only had to drive around the block twice before you found the correct address. But to be on the safe side, you waited until people started arriving, checked them out to make sure they looked like homeschoolers. (This could be a trap set by the local superintendent's office.) Safe inside, you are greeted by warm, responsive people-that-look-like-parents. You instantly sense an air of comradery and feel comfortably accepted -- like the time you joined a secret club when you were a kid.
The small talk begins and as always, the first question that comes up in any starter conversation among homeschool parents is "So, what are you using?"-- referring to curriculum (not birth control.) You happily explain your professional teaching manuals and textbooks and make sure to mention the great deal you got on the workbooks -- you really need to make a good impression, especially since you're a rookie. Looking around for approval, you notice the couple over on the couch whispering and glancing at you with sympathy-filled eyes. The lady next to you shakes her head and pats your hand reassuringly. Suddenly, you feel as though you have just announced that you are dying of a dread disease. Then the lady sitting on the other side of you pulls a huge yellow book out of her standard-issue homeschooler's duffle bag. It is bigger than any coffee table Bible you have ever seen, yet smaller than the New York City yellow pages. And speaking of coffee tables, suddenly you notice the a four inch thick binder on the one in front of you. From its cover a child's happy face smiles serenely up at you. For some reason, you're not getting the approval you anticipated and to make matters worse everyone begins speaking at you simultaneously. They're using words like 'units', 'integrated', 'hand's-on', 'discovery learning', 'child-led' and something foreign sounding like konos and what-was that other one ...weaver? Maybe you've stumbled into the local crafter's club... you begin to turn hot with embarrassment.... I hope you're smiling ... but this really happened to someone I know.
That was then... this is now...
Today, the mushrooming growth of homeschooling has made the movement a target for new marketing strategies, and the new or potential homeschool parent finds their head whirling with information overload when it comes to curriculum. If you attend a local group today, you'll not only hear the phrases mentioned above, but others like "lap-books" ... "science journals"... "adventure folders". Besides "Konos" (which I used and still love) there are much smaller, very affordable, instantly-useable unit studies that have been produced not only by homeschoolers, but homeschoolers with the right kinds of backgrounds so that the unit studies themselves are very educationally sound.
So, what's so great about unit studies?
Many new homeschooling parents are still not familiar with the unit method of teaching even though their children have been learning that way since birth. Although it is gaining popularity with the advent of wonderful unit study materials, such as Amanda Bennett's fantastic 'Download-N-Go' and Unit Study Adventures series , still too many homeschoolers are trying to reproduce a system at home based on regular 'school' which is just as much a failure at home as it is in traditional schools. Too many parents are settling for crumbs when, with the homeschooling advantage, they have been invited to a smorgasbord.
The homeschooling adventure gives parents the daily opportunity to explore new avenues of learning and experiment with ideas and methods that work best for each child. It's about families learning together without the confines of overstructure and constricting molds. The key to family-learning is balance: finding the right mix which will give mom and dad the confidence they need while providing the children with materials and methods tailored to fit their need to learn. Because textbooks abound and because they represent a certain comfort level, most new homeschoolers start out with them. Textbooks provide that much-needed feeling of security. But the danger of frustration and failure is ever present when homeschooling parents try to copy traditional schooling methods at home. Too many parents and children become discouraged and burn-out trying to use methods and materials that are neither necessary or productive in the tutorial environment of the family-school. I write these words from experience -- my own, and from my 20 years of observing and assisting homeschooling families. I've endeavored to help families become comfortable using resources that really work. The bottom line: success and a love of learning for all!
The unit study method, considered the 'Rolls Royce of learning' by master teachers can easily be integrated into any homeschool program and before long, your children will be begging you for more 'school'!
Unit Studies...
"Unit Studies", "Project Studies" or "Integrated Learning" - whatever it's called - is a method which takes advantage of the child's natural curiousity and works with the natural learning processes to produce real education that's also fun! This approach integrates several subjects and skill areas while focusing on a central theme. Combining a variety of books, resources and learning tools, it fosters interest, creativity, thinking and reasoning skills, research skills, in-depth learning and motivation for learning. The whole family can participate. Each child can work around the same theme but work on different activities according to their individual skill level. Even mom and dad can get into the act. Believe me, in the long run, this SAVES time and valuable "homeschool parent-tutor" energy because a unit study can involve the very youngest child to the high school-level young adult.
I am not going to tell you to throw your textbooks away. No, even textbooks can be useful and can become a starting point. Used like an encyclopedia, they can be valuable for simple research. Since they deal with topics that are normally covered in most school systems - this gives you a track to follow with your children. One textbook can be used for several children and for different aged children. You can even mix and match - taking topics out of various textbooks - finding related stories in reading texts - using other textbooks just for map work or research - like you would use encyclopedias. (Good high school texts are particularly useful for this.) Look through various levels of textbooks for similar topics and create an index for reference purposes or better yet, take the texts apart, label them by grade level and file the related sections in manila folders. (Yes, cut them apart.)
A Personal Illustration ...
Our family got involved in a unit on astronomy which I thought might last for a week or two and which actually stretched into about 9 weeks. Jill was around 6th grade level and Jonathan in 2nd grade. We started by using Jill's science text for basic information. She looked up important scientists and inventors related to the study of astronomy in her textbook chapter and made a list of vocabulary words for us to study and learn (Yes, I was part of this, too!). We decided to begin a simple search of the solar system, so we began with the nine planets.
We each chose three. After reading about the planets in a couple of textbooks we had, the children decided that there just wasn't enough information - Jonathan was particularly interested in Pluto. So we set off for the library and ended up bringing home about 40 books - not only on the planets, but about astronomers, inventions, rocket ships, space travel, some videos and even some star chart maps - all different levels and most with lots of pictures and illustrations. I even found some interesting story books with good inforrnation which would be enjoyable as well as educational. Jill decided to read about Galileo and Johannes Kepler, Jonathan wanted to know more about the sun and the moon, and all of us decided we wanted to stretch this learning experience to include the stars and space exploration. And we definitely wanted to build a model of the solar system somehow. So, I knew that any formal instruction in reading, writing and arithmetic would have to wait and was surprised to find these topics naturally flowing into our unit study theme.
Spelling and vocabulary centered around the "astronomy" words. Reading lessons were taken right from the books that had been chosen from the library. Instead of doing a lot of written question and answers, we spent really meaningful time on discussion - on questions that the kids raised as we went along (critical thinking). And instead of me trying to answer the questions, we spent a lot of time looking things up. That, by the way is called 'developing research skills'. Writing skills were developed in similar fashion as Jill decided to write a paper about Johannes Kepler and Jonathan dictated what he had learned for me to write down. Our solar system model was the icing on the cake. Of course, the whole unit was a science project that eventually launched us into history. As we read biographies of scientists and inventors we studied periods of history, located countries and cities on maps and began developing a time-line.
The planets were researched: their moons, their characteristics, sizes, distance from the sun, etc. After deciding to use our kitchen ceiling as "space" Jill calculated the sizes and distances of the solar system to scale - which, incidentally, was math - and no easy job. Only "one-fourth" of the sun would fit in one corner and that took 7-year-old Jonathan almost a whole day to construct and paint. The scale of measurement had to be adjusted several times so that we would have planets that could be seen with the naked eye. Jill finally decided that the Earth should be 1" in diameter and we took it from there. As we became involved with the stars, starting with the sun, of course, that study took us further into space exploration which led us back to the early explorers and the development of navigation. This unit became almost limitless but it propelled us into the new frontiers of outside-of -the-textbook creativity and unit studies.
Now our first experiences were long before we had a computer and the internet. With the resources on the internet we would have been able to tour NASA, visit The Smithsonian, take a virtual space tour to any or all of the planets, and view any night sky from anywhere on the globe at any time of day! The resources are limitless on the internet! As a matter of fact,
I have just completed a multi-media unit study with my grandson using Amanda Bennett's "Space" unit study which includes reliable and safe internet links along with all the other standard resources. However, I find that nothing can replace the slower paced study and enjoyment that only a book with beautiful illustrations provide. The comaraderie that comes from poring over the pages of a book is an invaluable experience.
Planning Stages...
Now, here comes the "roll your sleeves up and get to work" part. Are you imagining yourself drowning in piles of books and supplies while all dreams of contact with the adult social world fade into a "unit study fog"? Take heart. It's never as hard as we imagine! Usually.
In planning units of study for your family, one of the most difficult things to envision is the actual scheduling of your day -"How is this going to look on paper?" or "How am I going to justify this as bona-fide schoolwork in my lesson planner for the end-of-year assessment?" Just thinking about this can send homeschooling moms into a panic! On pure reflex-action they reach for that stack of workbooks and start mechanically writing page numbers in their plan book. After studying this common phobia, I came to the conclusion that the nagging fear for most parents was that their children might not be "getting" the basic skills in a "correct" way.
Although I would really like to convince you that reading, language arts and math skills can be fully developed with the unit study approach (and it is possible), I personally feel that these areas are more likely to be ENRICHED through units. For the sake of parental sanity and discernible progress in the children, I recommend that you set aside a daily "skills" period - perhaps thirty minutes to one-hour per day when the children follow a regular routine in math and language arts. During this time they will practice sequentially the skills that might really need work - again, depending on the needs of your child. A reminder: please avoid the temptation of assigning mounds of superfluous pages and problems just for the sake of filling up your lesson planner.
When looking for materials to build the 3 Rs skills, the choices are many. I have personal favorites, as do you, and I lean in favor of those materials that will creatively motivate learning. Look for integrated language arts programs which combine spelling, vocabulary, grammar, writing, penmanship with wholesome practical reading. Games and hands-on arithmetic materials are always effective and especially important for younger children. In developing any curriculum plan, try to find ways to incorporate three important modalities: hands-on activities (kinesthetic learning), observation activities (visual learning), and listening/verbal (auditory learning). Educational research is proving this to be key in developing the widest range of thinking and learning skills (this is why units are so effective).
So, with this in mind, when the time to 'docurnent' comes along, you will be able to show a separate period for Math, and under Language Arts - reading, spelling, penmanship, writing, grammar. The Unit Studies section of the day or week will form a larger heading and take up more space. Here you will list activities and perhaps code them: (B) Bible (R) reading, (SR) silent reading (OR) oral report, (WR) writing, (SC) science, (SS) social studies, (M) math (GE) geography etc. For instance, under Unit Studies for Tuesday you might write, "...made salt dough relief map of our state (GE, SS); read about our state government and gave a report to dad at dinner" (SS,R,OR).
Don't forget to give credit where credit is due in other areas of learning. Cooking can be (CH)emistry, (M)ath and (PR)actical living. Hobbies, jobs and recreational activities provide some of the most important learning times and can be categorized under Home Economics, Auto Shop, Gym, Mechanics, Computer, Woodworking, Econornics etc. Also, reading in any subject area can fall under the official heading of (R) Reading. Be flexible and creative.
Documentation ...
Now that you're ready to document your unit study plan, your next task is to actually plan a unit. Start with the books you have on hand. The grade level doesn't really matter because you are looking for topics. Find a unit or chapter that looks especially interesting - this will motivate you and your excitement, in turn, will motivate your children. Interest is the first motivator for learning. Find one with different people to study about or a topic that is particularly appealing.
You might go ahead and choose six topics from different textbooks - perhaps three in science and three in social studies... this is only a suggestion for organizational purposes.
Choose topics that will lend themselves well to other resources you have on hand. Think: "What kinds of activities could I include under this topic?; What kinds of field trips could we plan?; Who do I know that might know something about this topic - friends, relatives, neighbors, church members, business owners... the librarian?" Librarians love homeschoolers because we are really interested in finding out about all the free things we can get from the library. They like that. Your community can be your greatest resource.
The next step in planning your study is quite simple. Look through the book, chapter or unit you have chosen and brainstorm. Quickly scan and write down the things that "jump out" at you. Notice pictures, illustrations, boldfaced words, titles, maps, charts, animals, plants, people, places... anything that impacts your mind on an initial quick-scan of the chapter material. Take your list - and there might be twenty things or .more- and begin to group them into manageable topics.
An example:
A typical chapter on Central America may yield a veritable gold mine of topics, but try to limit them depending on the ages of your children. Some likely topics might be: The Original Native Population, Christopher Columbus' Early Explorations, Central American Geography, Central American Plants and Animals, Central America Today. An in-depth learning experience involving 3 or 4 topics is far superior to a shallow perusal of dozens of unrelated facts that are quickly forgotten after the test. This chapter provides enough for social studies, history, geography, geology, natural science and political science. Then go back through the section and pick out a few details to include under each topic, such as:
Original Native Pogulation:
* Tribes
* Customs
* Economy
* Education
* Language
* Religions
* Food
* Recreation
Central American Geograghy:
* Mountainous Regions
* Desert Regions
* Islands
* Rivers
* Coastal Plains
* Jungles
Again, make this as general or as detailed as you like. It is best to sit down with the children and decide which topies really catch their interest. You can assign each child topics of their choice and let them share their learning with the rest of the family, or you can work together on topics and assign easier projects to the younger students, and more complicated ones to the older students.
Skills to Include:
As briefly discussed earlier: vocabulary, reading, spelling, oral reports, written work, research, hands-on experience with the topic, art, music, and literature and practical life application. Start with the vocabulary of the unit or topic - a good text usually includes this somewhere in the chapter or go through the section and pick out key words - words that will be meaningful to the study of the topic. Assign these to older children for vocabulary builting and spelling.
If your topic study will include important people, have the children choose several from the chapter and start researching - taking basics from the textbooks and then locating more information from library books, encyclopedias or by interviewing people, or by visiting a museum and finding information. By all means, mom and dad, try not to have all the answers for your students no matter how brilliant you want your offspring to think you are. Help them formulate the questions that need to be answered and lead them in the direction where they'll find the answers. Good teachers encourage young minds to explore and search, and in that process, life-equipping skills are developed.
Reading is topic related
Find a variety of reading materials for the children to explore - books can include fiction, non-fiction, magazines, dictionaries, encyclopedias, almanacs, newspapers, picture files, maps, charts, etc., etc. Have a period set aside daily where you read something together, either taking turns or mom or dad reads... at our house we used to call it STORY STOP and it was one of our favorite times right after lunch. Then, talk about what you read. Everyone has an opinion and children need to be encouraged to organize and share their thoughts. You can also get more 'reports' and research accomplished if you let the children give oral presentations and fewer written reports. When it comes down to the writing-get creative!
Some More Ideas ...
Here are some ideas for your children: instead of simply copying mundane facts and figures, try imagining how certain people felt when particular things happened to them and how they would describe their situation, or write a journal from someone's perspective, or write a play reenacting some things you have learned. Sometimes children don't want to write because they haven't mastered spelling or penmanship, so perhaps you can spark their interest by using a typewriter, word processor, or computer. Younger children need to get their ideas on paper before those thoughts 'escape' so I encourage you to let them dictate their stories to you or older siblings. The very process of thought organization is an important pre-writing skill. Get your children to think in terms of "Cause and Effects." What really caused this war? ... what really motivated Columbus to do what he did? ... what would have happened if he had turned back...? Children need to learn about decision making and how the consequences can be of historic proportions.
For hands-on experiences glean ideas from your reading and research for projects and field trips. Make models of things, draw pictures, dress the way they would have during a certain time period, create the menus of various countries, learn customs and try practicing them. Draw maps, real and imaginary, play games - there are all kinds of educational ones available - or use your computer to supplement. Plan field trips, or watch videos or films. If you can, try to include Time Period art and literature in the study of a famous person or event. This can also encompass the philosophies and religion of an age or a culture. Another effective yet simple activity is the creation of a timeline. Building onto it as you go along over the years is a creative and interesting learning experience.
I hope you can see that one thing always seems to lead to another. Once you get the "hang" of it you will probably be hooked... and it can all start with textbooks. One mother recently wrote me after attending one of my workshops, "Thank you for your encouragement. I started a unit study on Greece and we love it. It's fun and the children are really learning. Although I am still apprehensive, we are trying to break our old ways of using standard worksheets and textbooks. You helped dismiss many of those concerns for which I am grateful." (A. Vieira, MA)
All I ask is that you try, and keep trying. You can achieve unit study success!
This article is copyrighted by Jane R. Boswell. All Rights Reserved. It may not be printed, reprinted, or borrowed for any purpose including online linking without express permission from the author, Jane R. Boswell. Thank you. Contact: famtimes@comcast.net
Saturday, March 19, 2011
What's the use!? (or maintaining focus)
You started off well... full speed ahead, organized, on track, then sudden derailment. First came the flu making its ugly way through the ranks . . . followed by assorted aches, sniffles and coughs. Surviving those, you dove back into homeschool projects with a vengeance for two weeks and then found routines being upset once more by the busyness of the holiday season or surprise visits from long lost relatives. January 1st came bringing hope and the resolve to get back on track and stay there ... but when you looked over the sad, empty pages in your planner and stacks of lesson plans engineered last summer, guilt and helplessness overwhelmed. “What’s the use?” you think. You’ll never catch up.
You’re right. What freedom! The beauty is you don’t have to catch up. What and who are you trying to catch anyway? Homeschooling means moving at your pace - the speed of your life - and turning your attention to your life-priorities. For practical purposes, this includes the things that really interest your children AND you and focusing on a few areas that need work.
So instead of resolving to catch up, a more attainable goal is to learn to re-focus. Regularly. Refocus energy on dealing with priorities.
There were times in our house when TV was unplugged and even the answering machine lay buried under pillows in a back room. We seemed to have super powers of hearing, instantly tuning in to clicks, whirrs and beeps as that gadget performed its duties. Because of our responsibilities, we could not turn the phone off, but we did all agree that mornings were dedicated to a family study time, skills that needed polishing and important projects. After lunch, which we took turns preparing, we enjoyed a family ‘story stop’ time and then, except for shared housekeeping responsibilities, the rest of our day was pretty much our own.
Devoting a few hours a week to the priorities our family collectively deemed important, meant that the other (many) activities that filled our afternoons, evenings and weekends could be pursued without guilt. We may not have covered five textbook subjects each morning, but I knew the children were gaining ground in essential skills of reading, writing and arithmetic. (Most of these encompassed interest-based studies which continued into afternoon pursuits.) Allowed to move at their own, comfortable pace, each child happily moved closer to personal goals and soon realized that after taking care of their daily “skills work”, they had plenty of time to turn their attention to the myriad other projects that were always being launched. Focusing our time and energy on the meaningful left us the freedom and flexibility needed to tackle life’s inevitable surprises.
It’s easy to become sidetracked after illness runs its course through the family, or a new baby arrives, or a loved one dies or an elderly relative comes to receive loving care or life just simply demands our attention. But if you’re learning the art of refocusing, it gets a little easier to negotiate each bump in the road. Life’s interruptions can turn into opportune side-trips instead of derailments.
You’ve been given the energy for each day. And each day is full enough. Focus on today’s priorities. Look forward to tomorrow’s opportunities.
And God Bless You!
Thursday, March 10, 2011
The SLOW process of discovery ...
Within arm's reach is my Mac, Droid (smartphone) and Nook (ebook reader) - each of which is prepared to launch me onto the internet. The internet - that vast multi-dimensional universe offering a zillion bytes of information/communication at my fingertips. Relying on the web for research and unlimited contact with whomever choose, I have come to expect it to be there at the click of a mouse or a flick of my finger. Panic hits when I see an error message on the screen of one of my gadgets telling me that it can't connect. That yellow warning triangle or spinning rainbow wheel sends me into spasms of withdrawal. It's just crazy.
And the insanity has been ingrained worldwide into our children's and grandchildren's cultures. Citing just one online (of course) article entitled Does Technology Stunt Children's Social Development?: "A recent study found that heavy Internet use may increase violent and aggressive behavior. The study, published in the Journal of Adolescent Health, documented the Internet use patterns of 9,405 Taiwanese teenagers. Researchers labeled 25 percent of males and 13 percent of females as Internet addicts. Among these, 37 percent reported aggressive behavior within the last year, compared to less than 23 percent for all teens. The researchers’ criteria for Internet addiction included “withdrawal” symptoms—irritability and moodiness when not online, being preoccupied with Internet activities and foregoing physical activities for more time online. (http://www.realtruth.org/news/090303-008-society.html)"
Parents and teachers can testify to the accuracy of this statement, with anecdotal evidence of kids and teens they live or work with. Happily, there are many articles (also online) that applaud technology as the modern learning aid it has become - unrivaled for research and bringing the world to a screen near you. Homeschoolers probably use the benefits of technology more than the average student. According to a recent finding: "More than 80% of Americans now have a computer in their homes, and of those, almost 92% have internet access, according to a detailed study on home internet access from The Nielsen Company, which reports that this number is up from 77.9% one year earlier.
Because homeschoolers spend more time at home, it stands to reason that if they have a computer with internet access, they are using it more often than average. Currently, I don't know a homeschooling family that does not use the internet regularly in a typical learning day. We use it daily for regular research. There's nothing as cool as having a child pose a question, the answer to which can be accessed within seconds on the web. The dangers of the internet are also well documented and we never allow the children to be left unsupervised. We also have Net Nanny and try to use only 'kid-friendly' browsers like Kids Ask or Looksmart's Kids Directory.
But even though I enjoy and use technology, I get immense satisfaction from browsing the stacks at our local library and coming away with bags full of books. Books offer something that instant internet access can't - the slow process of discovery. Recently, my young grandson began using our big, heavy Illustrated Dictionary. He was intimidated by its size but after a brief tutorial, was eager to see what this big, fat book had to offer. I got a kick out of watching him carefully turn the pages and scan the photos and illustrations. He would stop at something interesting and then search for the corresponding words on the page. Lips moving silently, he was totally immersed in what the experts call "a teachable moment". Books offer children that like no other tool.
The physical action of turning the pages in a book to search for information allows the child to slow down while the brain churns and digests information. Can anything replace a book for offering a child this kind of learning experience. Curling up in a comfortable chair or sprawled across the floor, they can return to the pages of a book again and again to relive, review, peruse and add to their storehouse of knowledge or continue an adventure. Although it's often a quiet, independent experience, it provides plenty of opportunity for sharing one-to-one with other humans. Human communication; human interaction; remember that? It's a good thing.
It's still the most thrilling of sights to see a child surrounded by piles of books with one open in his/her lap. I love it when a child runs to me waving an open book and asks me to look at something they've just discovered. So, although I do enjoy technology and I admit that I'm addicted to some of it, I hope and pray that books - real, paper, hard-cover books - will always remain.
Now, it's time for "Story-Stop" ... nothing better than reading to a child no matter how old they get.
And the insanity has been ingrained worldwide into our children's and grandchildren's cultures. Citing just one online (of course) article entitled Does Technology Stunt Children's Social Development?: "A recent study found that heavy Internet use may increase violent and aggressive behavior. The study, published in the Journal of Adolescent Health, documented the Internet use patterns of 9,405 Taiwanese teenagers. Researchers labeled 25 percent of males and 13 percent of females as Internet addicts. Among these, 37 percent reported aggressive behavior within the last year, compared to less than 23 percent for all teens. The researchers’ criteria for Internet addiction included “withdrawal” symptoms—irritability and moodiness when not online, being preoccupied with Internet activities and foregoing physical activities for more time online. (http://www.realtruth.org/news/090303-008-society.html)"
Parents and teachers can testify to the accuracy of this statement, with anecdotal evidence of kids and teens they live or work with. Happily, there are many articles (also online) that applaud technology as the modern learning aid it has become - unrivaled for research and bringing the world to a screen near you. Homeschoolers probably use the benefits of technology more than the average student. According to a recent finding: "More than 80% of Americans now have a computer in their homes, and of those, almost 92% have internet access, according to a detailed study on home internet access from The Nielsen Company, which reports that this number is up from 77.9% one year earlier.
Because homeschoolers spend more time at home, it stands to reason that if they have a computer with internet access, they are using it more often than average. Currently, I don't know a homeschooling family that does not use the internet regularly in a typical learning day. We use it daily for regular research. There's nothing as cool as having a child pose a question, the answer to which can be accessed within seconds on the web. The dangers of the internet are also well documented and we never allow the children to be left unsupervised. We also have Net Nanny and try to use only 'kid-friendly' browsers like Kids Ask or Looksmart's Kids Directory.
The physical action of turning the pages in a book to search for information allows the child to slow down while the brain churns and digests information. Can anything replace a book for offering a child this kind of learning experience. Curling up in a comfortable chair or sprawled across the floor, they can return to the pages of a book again and again to relive, review, peruse and add to their storehouse of knowledge or continue an adventure. Although it's often a quiet, independent experience, it provides plenty of opportunity for sharing one-to-one with other humans. Human communication; human interaction; remember that? It's a good thing.
It's still the most thrilling of sights to see a child surrounded by piles of books with one open in his/her lap. I love it when a child runs to me waving an open book and asks me to look at something they've just discovered. So, although I do enjoy technology and I admit that I'm addicted to some of it, I hope and pray that books - real, paper, hard-cover books - will always remain.
Now, it's time for "Story-Stop" ... nothing better than reading to a child no matter how old they get.
Wednesday, March 2, 2011
Feeling Overwhelmed, Burned Out? Let Me Recommend...
I try to find a few minutes each day to pop around the web and read snippets of other people's blogs. I'm sure you must do that too - it's quite an education, isn't it? First thing this a.m. I clicked over to Mary Hood's, The Relaxed Homeschooler, and I recommend that you go visit her as well. Her post on "Preventing Meltdowns" is excellent. Mary relates: "This week a younger homeschooling mom called me in tears, feeling overwhelmed by the competing demands of homeschooling, the needs of her children, the needs of her husband, and the demands being placed on her at her part time job. Notice that nowhere in the discussion did she even begin to consider her own needs....which had lead to her complete meltdown!" Continue reading and pass it on to others.
Tis the season... ACHOO!
We have the sniffles at our house today - including me - so my head (and brain) feels like it's stuffed with cotton wool... creative thinking is not possible at the moment, but I hope to pen something soon. There are new articles to read in the most recent issue of Home Educator's Family Times (online version).
No subscription necessary. Enjoy your travels on the internet! Stay well... and know that ...
Spring and sunshine ARE coming back soon!
Tis the season... ACHOO!
We have the sniffles at our house today - including me - so my head (and brain) feels like it's stuffed with cotton wool... creative thinking is not possible at the moment, but I hope to pen something soon. There are new articles to read in the most recent issue of Home Educator's Family Times (online version).
No subscription necessary. Enjoy your travels on the internet! Stay well... and know that ...
Spring and sunshine ARE coming back soon!
Tuesday, February 22, 2011
Homeschool Clashes & Complements (cont) ... Looking at Expectations and What Your Children Really Need
Let's look at our expectations as homeschooling parents. I'm just going to outline a few points to ponder. No one can really explain to you or tell you how to parent or 'fix' homeschooling problems. I've found that by simply taking a closer look at some of the more obvious issues, we can often find our own conclusions and answers to the next step.
Examine Your Expectations
a. Expect your family relationships to develop naturally, and perhaps, painfully at first. When you begin to homeschool, the first thing you are really doing is reclaiming your children - especially if they've already entered a traditional school setting. You are reclaiming your "family" and those relationships. This takes time. Your children might not automatically see you as a "teacher" - not like the one they've been used to. And the worst thing you can do is act like one. Resist the urge to "play school". Yours is a family, a home, a safe and relaxed environment. Learning is as natural as breathing for you and the children.
b. Expect the best from each other but be flexible/realistic. Living, working, playing with each other 24/7 will be challenging at first. Work gently to establish routines and soon you'll find life flowing not perfectly, but to the rhythm of your family - not any of the families in your homeschool group. (By the way, don't be fooled by other families that you see once a week. They don't have it together any more than you do!)
c. Expect to fall short (especially at the start) but to continue. When you have what you consider a "bad" day - just pick yourself up. Tomorrow's a new day. The mercies of the Lord are new every morning (that's my reminder). Try to end even a less-than-perfect day on a positive note - prepare a bedtime snack and have a family story time before bed, keeping things light. Forgive and forget - especially learn to forgive yourself... then pass it on to others.
d. Expect your children to behave like children. (Homeschooled or Christian children are still immature humans.) Children are far from perfect as I hope you know by now. Too many people expect that homeschooling will transform children - that's silly and unrealistic. If anything, homeschooling will transform the parents to be more accepting of their children. That's how it should work.
e. Expect achievement commensurate with ability. Resist the urge to push your young child. Work with your child's strengths but don't pile on more just because they can complete something at home much more quickly than in a classroom. Unless a child is really enjoying an activity and is motivated to move forward on his/her own, please don't push. If you do, you're asking for 'burn-out'. Even homeschooled children can experience burnout from parents who are expecting too much, too soon.
I recommend that you read BETTER LATE THAN EARLY or THE SUCCESSFUL HOMESCHOOL FAMILY HANDBOOK by Dr. Raymond and Dorothy Moore, pioneers of the modern homeschool movement.
Take time to study your child's temperament (see previous posts) and learning styles. A good book I recommend is THE WAY THEY LEARN by Cynthia Ulrich Tobias. You might be able to find it in your local library. Below, I'll outline some of the learning needs of children based on their primary temperament.
Examine YOUR Attitudes
a. "Your attitude determines your altitude." This is a well-known truism. Any person can learn to develop a more positive attitude and outlook on life.
b. Learn to laugh (mainly at yourself). Get in the habit of laughing or smiling even when your child spills their drink for the 3rd time that day. Every emotional response begins with a choice. We choose to respond in either anger or frustration or calmly and peacefully. Believe it. Every response, every word we utter begins with a choice. So form a habit to stop before you choose your responses and reactions. Humor diffuses many situations. Try it, I think you'll like it.
c. Take one day at a time. (You eat an elephant how? One bite at a time!) Don't worry about the end of the year, the end of the week, or even tomorrow.
Besides, worrying won't get you anywhere. Focus on today - it has enough to keep you occupied! I found that a planner system freed me up from having to deal with a to-do list a mile long. I still use the Franklin Planning system. There are many good articles and books available on organizing your time and freeing up your mind with a good system of scheduling. It is worth the few minutes it takes first thing in the morning or in the evening to jot down tomorrow's to do list and even note appointments, etc. for the week. It certainly frees your brain from having a million things swirling around that drain your precious emotional energy. I have another article all about organization - I'll have to post that one soon. :)
d. And finally: Get control of fear, worry and anxiety. This goes right back to the first point. If you are Christian, then you might already know that there are 365 verses in the Bible that tell you to FEAR NOT. This is an important topic to God. Fear and faith cannot work together. Fear and trust cannot work together. You're either going to walk in faith and trust which will produce a spirit of peace within you or you'll choose to walk in fretfulness and fear which will produce almost everything negative you can think about including sickness. If you are having a battle in this area, seek counsel from a trusted source. There are also many excellent books on this subject to help you. If you need some titles, just contact me and I'll be glad to provide the names of some good resources.
WHAT YOUR CHILD NEEDS (or Helping Your Child Thrive)
Let's review "Tigger":
Tigger (also known as Sanguine)*
Strengths: appealing personality, talkative/storyteller, loves a party, 'holds on' to the listener (literally), can be innocent/naive, enthusiastic, expressive, curious, creative, a good persuader, inspires and motivates, friendly and outgoing, loves to volunteer
Weaknesses: finds 'finishing' difficult, disorganized, bores easily, talks too much, can be forgetful, self-centered, interrupts, over-commits, has a hard time reaching goals
Tigger Parent:
Strengths: makes home (homeschooling) fun, well-liked by kids' friends, finds humor in a disaster, is the circus-master
Weaknesses: home can be in a frenzy, forgets appointments, disorganized, doesn't listen to the whole story, inconsistent disciplinarian
The Tigger/sanguine child needs:
1. consistent supervision for follow-through because they are good at starting a project, but often, when the novelty wears off, they don't want to finish.
2. parents who resist the temptation to do the job for him.
3. variety in schedule, materials, variety in life in general; they droop on the vine in a dull routine.
4. not to be allowed to become over-committed because they get overwhelmed and tend to ‘run away’ from the responsibility – help them find a balance.
5. help getting organized - but do not expect miracles (make this fun and creative)
6. praise, praise and more praise – sincere compliments – encouragement frequently; recognize accomplishments (Dwelling on negative things will do nothing to motivate the sanguine. On the other hand, sincere compliments will go far.)
7. understanding that happy sanguines mean well and desire to please.
8. encouragement to listen and wait their turn in talking; this must take consistent effort.
Let's review "Eeyore":
Eeyore (also known as Melancholy)*
Strengths: deep, thoughtful, analytical, serious and purposeful, talented and creative, detail conscious, orderly, economical, deeply concerned and compassionate, perfectionist
Weaknesses: thinks he’s the only one, easily depressed/gloomy, personalizes
hurt feelings, low self image, judgmental of self/others, procrastinates because of perfectionism, can be demanding
Eeyore Parent:
Strengths: sets high standards, wants things done right, picks up after kids, sacrifices own will for others, encourages scholarship and talent
Weaknesses: puts goals beyond reach, may discourage children, may be too meticulous, becomes a martyr, sulks over disagreements, puts guilt on children
The Eeyore/melancholy child needs:
1. structure and routine – he needs to know where he’s going, when and why
2. help toning down his standards and perfectionistic expectations of himself and others.
3. absolute truthful and sincere praise – they tend to be suspicious of flattery; because of their perfectionism, they cannot understand why their accomplishments (which are less than perfect to them) are receiving so much attention; better to say, "I think it's very good, however, what do you like about it? What do you think needs improving?" They will respect you for your common sense. However, they do need quiet, loving compliments.
4. quiet and ‘space’– they don’t mind being alone and generally need a quiet time to stare, meditate and reflect.
5. protection against depression – parents should learn the signs of depression as this temperament can be prone to depressive illness.
6. encouragement (not pushing) to express their feelings and to communicate
(their feelings are easily hurt and they tend to ‘hold feelings in’).
Let's review "Rabbit":
Rabbit(often called choleric)*
Strengths
Leader, strong-willed, decisive, goal oriented, prefers an organized environment, likes to organize others, delegates work, thrives on opposition, doesn't seem to need friends, is usually right, good in emergencies
Weaknesses: egotistical, can be a compulsive worker, must control everything,
intolerant of weakness, can be manipulating, gives un-asked for advice, can be argumentative, has difficulty admitting mistakes or weaknesses, does not like to apologize
The Rabbit Parent:
Strengths: exerts sound leadership, likes to establish goals, family-motivator, usually has a correct answer, likes an organized household
Weaknesses: can be over-domineering, too busy for the mundane of family activities, provides answers too quickly, can be impatient with less than perfect performance, has a hard time allowing children relaxation time (considers it non-productive)
The Rabbit/choleric child needs:
1. firm, loving, consistent and logical ‘discipling’ or mentoring; their strong-will makes them a challenge to discipline at times
2. a parent who understands their desire (and need) to lead and direct, but one who doesn’t allow them to push (manipulate) parents or other family members around.
Because they are usually intelligent, insightful and logical, they also tend to be correct more often than not, and can’t understand why they’re not allowed to ‘run things’.
3. to be given control over appropriate situations and responsibilities (or they will seize control over everything and everyone) – older ‘choleric’ children can supervise and help train younger children – they can organize family outings and delegate responsibility if done so with kindness, respect and diplomacy; choleric children need to learn that respect is earned and is not a birth-right.
4. to learn to communicate in a two-way manner – to listen to others as well as ‘tell’ their side – in communicating with these children, things need to be clear, concise, logical, firm and friendly - terms might need definition - these children respect firmness and practicality.
5. to be taught manners, considerate behavior toward others and patience
6. a parent who can make projects, assignments and tasks clear and well-defined so there is less chance of misunderstanding and argument.
7. help in developing a sense of compassion and kindness – because of their practical and ‘realistic’ nature, they may appear cold and heartless to the plight of others.
Let's review "Winnie-the-pooh":
Winnie the Pooh (also known as phlegmatic)*
Strengths: all-purpose person, low key, easygoing, patient and well-balanced, reconciled to life, mediator, administrator, usually has many friends
Weaknesses: unenthusiastic, doesn't like change, sometimes seems lazy because of procrastination issues, can be fearful, has an underlying stubborn streak, indecisive, has a hard time saying 'no'
Winnie the Pooh Parent:
Strengths: is usually a good parent, makes time for children, not hurried, accepting and doesn't get easily upset
Weaknesses: not a home organizer, lax in discipline, takes life a bit too easily, avoids major conflict
The Winnie-the-Pooh phlegmatic child needs:
1. positive motivation and attainable goals with rewards along the way for the effort; walk this child through new learning situations – do things with him.
2. encouragement to set goals – perhaps the task has to be broken down into steps and bite-sized pieces – a chart of duties to check off so he can visually see that he’s getting somewhere – must learn to set reasonable goals and not be afraid of failure.
3. to be forced to make decisions – do not accept a constant ‘I don’t care.’ or ‘I don’t know’ – teach them to evaluate and decide even if they don’t care.
4. encouragement to take responsibility and lead – because they have administrative ability and conciliatory leadership gifts they make great executives
– their natural acceptance of people helps them become great mediators.
5. to be shown that you have confidence in their abilities - they will work hard for those who truly believe in them.
I hope you have enjoyed this series of posts. If I can be of any help to you, or if you have any comments, please leave them here or contact me: famtimes (at) comcast (dot) net. Thanks for reading. If you have found this blog helpful so far, please let others know about it. Have a great day!
Examine Your Expectations
a. Expect your family relationships to develop naturally, and perhaps, painfully at first. When you begin to homeschool, the first thing you are really doing is reclaiming your children - especially if they've already entered a traditional school setting. You are reclaiming your "family" and those relationships. This takes time. Your children might not automatically see you as a "teacher" - not like the one they've been used to. And the worst thing you can do is act like one. Resist the urge to "play school". Yours is a family, a home, a safe and relaxed environment. Learning is as natural as breathing for you and the children.
b. Expect the best from each other but be flexible/realistic. Living, working, playing with each other 24/7 will be challenging at first. Work gently to establish routines and soon you'll find life flowing not perfectly, but to the rhythm of your family - not any of the families in your homeschool group. (By the way, don't be fooled by other families that you see once a week. They don't have it together any more than you do!)
c. Expect to fall short (especially at the start) but to continue. When you have what you consider a "bad" day - just pick yourself up. Tomorrow's a new day. The mercies of the Lord are new every morning (that's my reminder). Try to end even a less-than-perfect day on a positive note - prepare a bedtime snack and have a family story time before bed, keeping things light. Forgive and forget - especially learn to forgive yourself... then pass it on to others.
d. Expect your children to behave like children. (Homeschooled or Christian children are still immature humans.) Children are far from perfect as I hope you know by now. Too many people expect that homeschooling will transform children - that's silly and unrealistic. If anything, homeschooling will transform the parents to be more accepting of their children. That's how it should work.
e. Expect achievement commensurate with ability. Resist the urge to push your young child. Work with your child's strengths but don't pile on more just because they can complete something at home much more quickly than in a classroom. Unless a child is really enjoying an activity and is motivated to move forward on his/her own, please don't push. If you do, you're asking for 'burn-out'. Even homeschooled children can experience burnout from parents who are expecting too much, too soon.
I recommend that you read BETTER LATE THAN EARLY or THE SUCCESSFUL HOMESCHOOL FAMILY HANDBOOK by Dr. Raymond and Dorothy Moore, pioneers of the modern homeschool movement.
Take time to study your child's temperament (see previous posts) and learning styles. A good book I recommend is THE WAY THEY LEARN by Cynthia Ulrich Tobias. You might be able to find it in your local library. Below, I'll outline some of the learning needs of children based on their primary temperament.
Examine YOUR Attitudes
a. "Your attitude determines your altitude." This is a well-known truism. Any person can learn to develop a more positive attitude and outlook on life.
b. Learn to laugh (mainly at yourself). Get in the habit of laughing or smiling even when your child spills their drink for the 3rd time that day. Every emotional response begins with a choice. We choose to respond in either anger or frustration or calmly and peacefully. Believe it. Every response, every word we utter begins with a choice. So form a habit to stop before you choose your responses and reactions. Humor diffuses many situations. Try it, I think you'll like it.
c. Take one day at a time. (You eat an elephant how? One bite at a time!) Don't worry about the end of the year, the end of the week, or even tomorrow.
Besides, worrying won't get you anywhere. Focus on today - it has enough to keep you occupied! I found that a planner system freed me up from having to deal with a to-do list a mile long. I still use the Franklin Planning system. There are many good articles and books available on organizing your time and freeing up your mind with a good system of scheduling. It is worth the few minutes it takes first thing in the morning or in the evening to jot down tomorrow's to do list and even note appointments, etc. for the week. It certainly frees your brain from having a million things swirling around that drain your precious emotional energy. I have another article all about organization - I'll have to post that one soon. :)
d. And finally: Get control of fear, worry and anxiety. This goes right back to the first point. If you are Christian, then you might already know that there are 365 verses in the Bible that tell you to FEAR NOT. This is an important topic to God. Fear and faith cannot work together. Fear and trust cannot work together. You're either going to walk in faith and trust which will produce a spirit of peace within you or you'll choose to walk in fretfulness and fear which will produce almost everything negative you can think about including sickness. If you are having a battle in this area, seek counsel from a trusted source. There are also many excellent books on this subject to help you. If you need some titles, just contact me and I'll be glad to provide the names of some good resources.
WHAT YOUR CHILD NEEDS (or Helping Your Child Thrive)
Let's review "Tigger":
Tigger (also known as Sanguine)*
Strengths: appealing personality, talkative/storyteller, loves a party, 'holds on' to the listener (literally), can be innocent/naive, enthusiastic, expressive, curious, creative, a good persuader, inspires and motivates, friendly and outgoing, loves to volunteer
Weaknesses: finds 'finishing' difficult, disorganized, bores easily, talks too much, can be forgetful, self-centered, interrupts, over-commits, has a hard time reaching goals
Tigger Parent:
Strengths: makes home (homeschooling) fun, well-liked by kids' friends, finds humor in a disaster, is the circus-master
Weaknesses: home can be in a frenzy, forgets appointments, disorganized, doesn't listen to the whole story, inconsistent disciplinarian
The Tigger/sanguine child needs:
1. consistent supervision for follow-through because they are good at starting a project, but often, when the novelty wears off, they don't want to finish.
2. parents who resist the temptation to do the job for him.
3. variety in schedule, materials, variety in life in general; they droop on the vine in a dull routine.
4. not to be allowed to become over-committed because they get overwhelmed and tend to ‘run away’ from the responsibility – help them find a balance.
5. help getting organized - but do not expect miracles (make this fun and creative)
6. praise, praise and more praise – sincere compliments – encouragement frequently; recognize accomplishments (Dwelling on negative things will do nothing to motivate the sanguine. On the other hand, sincere compliments will go far.)
7. understanding that happy sanguines mean well and desire to please.
8. encouragement to listen and wait their turn in talking; this must take consistent effort.
Let's review "Eeyore":
Eeyore (also known as Melancholy)*
Weaknesses: thinks he’s the only one, easily depressed/gloomy, personalizes
hurt feelings, low self image, judgmental of self/others, procrastinates because of perfectionism, can be demanding
Eeyore Parent:
Strengths: sets high standards, wants things done right, picks up after kids, sacrifices own will for others, encourages scholarship and talent
Weaknesses: puts goals beyond reach, may discourage children, may be too meticulous, becomes a martyr, sulks over disagreements, puts guilt on children
The Eeyore/melancholy child needs:
1. structure and routine – he needs to know where he’s going, when and why
2. help toning down his standards and perfectionistic expectations of himself and others.
3. absolute truthful and sincere praise – they tend to be suspicious of flattery; because of their perfectionism, they cannot understand why their accomplishments (which are less than perfect to them) are receiving so much attention; better to say, "I think it's very good, however, what do you like about it? What do you think needs improving?" They will respect you for your common sense. However, they do need quiet, loving compliments.
4. quiet and ‘space’– they don’t mind being alone and generally need a quiet time to stare, meditate and reflect.
5. protection against depression – parents should learn the signs of depression as this temperament can be prone to depressive illness.
6. encouragement (not pushing) to express their feelings and to communicate
(their feelings are easily hurt and they tend to ‘hold feelings in’).
Let's review "Rabbit":
Rabbit(often called choleric)*
Strengths
Leader, strong-willed, decisive, goal oriented, prefers an organized environment, likes to organize others, delegates work, thrives on opposition, doesn't seem to need friends, is usually right, good in emergencies
Weaknesses: egotistical, can be a compulsive worker, must control everything,
intolerant of weakness, can be manipulating, gives un-asked for advice, can be argumentative, has difficulty admitting mistakes or weaknesses, does not like to apologize
The Rabbit Parent:
Strengths: exerts sound leadership, likes to establish goals, family-motivator, usually has a correct answer, likes an organized household
Weaknesses: can be over-domineering, too busy for the mundane of family activities, provides answers too quickly, can be impatient with less than perfect performance, has a hard time allowing children relaxation time (considers it non-productive)
The Rabbit/choleric child needs:
1. firm, loving, consistent and logical ‘discipling’ or mentoring; their strong-will makes them a challenge to discipline at times
2. a parent who understands their desire (and need) to lead and direct, but one who doesn’t allow them to push (manipulate) parents or other family members around.
Because they are usually intelligent, insightful and logical, they also tend to be correct more often than not, and can’t understand why they’re not allowed to ‘run things’.
3. to be given control over appropriate situations and responsibilities (or they will seize control over everything and everyone) – older ‘choleric’ children can supervise and help train younger children – they can organize family outings and delegate responsibility if done so with kindness, respect and diplomacy; choleric children need to learn that respect is earned and is not a birth-right.
4. to learn to communicate in a two-way manner – to listen to others as well as ‘tell’ their side – in communicating with these children, things need to be clear, concise, logical, firm and friendly - terms might need definition - these children respect firmness and practicality.
5. to be taught manners, considerate behavior toward others and patience
6. a parent who can make projects, assignments and tasks clear and well-defined so there is less chance of misunderstanding and argument.
7. help in developing a sense of compassion and kindness – because of their practical and ‘realistic’ nature, they may appear cold and heartless to the plight of others.
Let's review "Winnie-the-pooh":
Winnie the Pooh (also known as phlegmatic)*
Strengths: all-purpose person, low key, easygoing, patient and well-balanced, reconciled to life, mediator, administrator, usually has many friends
Winnie the Pooh Parent:
Strengths: is usually a good parent, makes time for children, not hurried, accepting and doesn't get easily upset
Weaknesses: not a home organizer, lax in discipline, takes life a bit too easily, avoids major conflict
The Winnie-the-Pooh phlegmatic child needs:
1. positive motivation and attainable goals with rewards along the way for the effort; walk this child through new learning situations – do things with him.
2. encouragement to set goals – perhaps the task has to be broken down into steps and bite-sized pieces – a chart of duties to check off so he can visually see that he’s getting somewhere – must learn to set reasonable goals and not be afraid of failure.
3. to be forced to make decisions – do not accept a constant ‘I don’t care.’ or ‘I don’t know’ – teach them to evaluate and decide even if they don’t care.
4. encouragement to take responsibility and lead – because they have administrative ability and conciliatory leadership gifts they make great executives
– their natural acceptance of people helps them become great mediators.
5. to be shown that you have confidence in their abilities - they will work hard for those who truly believe in them.
I hope you have enjoyed this series of posts. If I can be of any help to you, or if you have any comments, please leave them here or contact me: famtimes (at) comcast (dot) net. Thanks for reading. If you have found this blog helpful so far, please let others know about it. Have a great day!
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