Posted in Teaching Thoughts

A dear friend who is a former librarian BHS (before homeschooling)suggested that something I posted recently on a group list might make good blog material.

I'm assuming she knows what makes for a "good read," so I'll follow her advice. 

There are SO MANY good homeschool programs and curriculum out there.  It's often very hard to choose, and there are so many different aspects to consider within that choice.  Do I need scripted lessons, or am I fine "winging it" on my own?  Do I need a list prepared for me, or will I prepare my own?  How much can I spend?  What suits my child/ren's learning style best? 

With all of these facets, it's not surprising that some folks get a bit muddled between "programs" and "philosophy of education." 

Programs are compelling.  A very popular program, Sonlight, seems to garner some strong adherents.  This literature-based program appeals to so many people because it seems entirely *unlike* anything they have encountered as "history" in their own educational experiences.  So much so that some seem to find it difficult to switch to another program, despite very good reasons to do so, because they feel a loyalty to the program or its method. 

More than once, I've seen people list programs that they like, followed with the query, "What do I do?  I can't do it all!" 

Acknowledging that one "can't do it all" is the first step in a recovery program. 

Most programs are based around a central educational philosophy (see the sidebar for a site-link to teaching method descriptions).  If your likes about various programs seem to cluster around one of these methods, then you've revealed your teaching method or philosophy.

Let me provide a realistic conundrum (drawn from my own experiences, so as not to offend or embarrass anyone else!). 

I've always like a literature-based approach to education.  It seems to work well for my daughter, too (which is optimal, of course).  I've tried Sonlight, used books recommended from Ambleside, and I love the concept of multa non multum (less, but more) from The Latin-Centered Curriculum.

From these sources, I've pulled various materials and cobbled together my own history.

Understandably, history is my strong suit.  But it is possible to combine aspects of various, compatible, programs to create your own mix, based upon a single learning style - or even multiple styles if needed. 

Another thing to consider is that a teaching style is just that, a style.  And, as our wardrobes know, styles do change.  In this case, it might not be a style change that is needed as much as it is a break.

There's no reason why you can't have a general learning style for most of the year, but take breaks to do things differently. 

We intersperse lapbooking, which is more crafty and hands-on than our usual studies, during the year.  Sometimes it's related to our regularly scheduled work, but sometimes it's entirely learning-for-fun. 

One last thing to consider, however, comes to me from the book Climbing Parnassus by by Tracey Lee Simmons.  While addressing the need for a return to the classical methodology, Simmons does point out that teaching our children values, thinking skills, and the classics (for their cultural relevance if nothing else) are the primary goals of education.  A student trained in this manner will be able to learn anything else with little trouble.

When you think it through, it makes a lot of sense.  Most of the materials we spend time imparting to our child/ren could be classified as "information."  If you can google it, it's information.

The real meat of our teaching comes from our discussions with our child/ren.  It comes from passing on our values and beliefs and applying those to the information we read. That's the stuff you can't learn or teach once the opportunity is past.

Therein lies the soul of all educational philosophies.

Posted in Teaching Thoughts

Those who don't remember history are doomed to repeat it.  Those who teach history are admonished to re-live it.  Those who discuss history are doomed to repeat themselves. 

I was recently involved in an online conversation about a specific book often used to teach elementary history.  During the conversation, I repeated many of the comments I'd made in my blog post of May 11. In that post, I pointed out that one needs to impart their own values to their children before exposing them to materials that may cause them to question these same values.

This conversation, however, brought up a few new points that merited further discussion.

Almost any book of history is written with a bias of some type.  Academic history usually can be categorized into one of many ideologies, including socialism, Marxism, feminism, or imperialism (among many others). 

And, while we'd like to think that history books written for children are "just the facts," the reality is that they exhibit bias as well. 

The reason is two-fold.  First, with all of the stories to be told of human history, how does one choose which ones to relate?  Using a "lens" of some sort, either an ideology or theory, to help filter what to tell vs. what to leave out helps narrow the field immensely.

Secondly, every author has his or her own bias.  Many authors writing for history texts for children in the late 19th and early 20th century were Christian and understood that their readers were likely Christian household.  Thus, their histories show Christianity in a favorable way and make the assumption that their readers are reasonably familiar with Biblical precepts and stories.

The important point, however, is that books have power.  They are sources and symbols of authority, especially for children.  Especially in the early elementary years, I think, children are unable to disassociate the written word about "real life" with real life to some extent. 

We tell them that this is history, a true re-telling of the events that came in the many centuries before they were born.   We want them to view books as sources of knowledge and information that can be trusted.

Children hear us say that books are important and can tell us about the past.  This understanding, however, leads to a facile form of trust within the reader as well.  It's easy for them to think, "It's a true book, so what Mr. _____ says is also true."

Early elementary students aren't at the age to question something they've just read, nor do they have the foundation to do so.  (Granted, some of the college students I've taught can't do this either....) 

Which leads to my other line of thought.

One of the major advantages to homeschooling is that we can allow our children to disagree with the books.  Sounds simple, but try doing this in a public school classroom.  We've found "errors" in various books - especially when we've read multiple books on a topic. 

Assuming that a public school student has the luxury to explore a topic through multiple books outside of a textbook, few students are going to be comfortable challenging information that they believe to be inaccurrate or incorrect.  And the teacher would probably be concerned about confusing students too much to discuss such things.

The homeschool setting is a safe place for children to question what they read on all fronts. 

Can we use these books to teach our students if they don't fit our worldview?  Most decidedly yes.  But, we have to also help them to see the bias, instruct them in our views, and keep the dialogue going.

Posted in Teaching Thoughts

Somewhere along the homeschool journey, it's nearly inevitable that you'll either become involved in, or at least read, a conversation about learning styles.

From a casual perspective, knowing about learning styles may seem deceptively easy, maybe even unnecessary.

If you feel like you are connecting adequately with your child and they seem to be enjoying the materials you present, then why look into theories about learning?

Maybe, as in my own case, you think that your child reminds you "so much of yourself as a child." 

Therefore, teaching him or her should be easy, right?  You know what you would have enjoyed as a child, so surely you can teach/present/use this material for your homeschool.

But, you may find some differences that are just a bit baffling.  You don't remember having the same difficulties learning certain things.  You don't remember making these types of logical mistakes.

So, what's going on here? 

This is where theory may be able to inform practice.

A while back, I read an interesting description of learning styles in Deborah Bell's Ultimate Guide to Homeschooling. 

In this, Bell outlines the basic theory of Golay's model of learning styles: visual, auditory, and kinesthetic (or tactile).  For a good overview of these, see here. 

But Bell also presents Golay's patterns of learning, extrapolated from individual patterns of learning.  These she defines as: actual-spontaneous, actual-routine, conceptual-specific, and conceptual-global.  These each have their own traits, building upon the initial basic theory and including temperament, motivation, and relations.  See here for a brief overview of these.

When I read Bell's descriptions, which she breaks down in her book into indicators, dislikes, and weaknesses, I recognized myself immediately as a conceptual-specific learner.  I have been such since around middle-school age. 

But, I also realized that this description did not fit my daughter. 

Surprise!

Two things about Bell's description confirmed my understanding.  The first was her checklist, which described many aspects of my daughter: creative, early reader, outgoing, dramatic, perceptive, popular, and let's not forget - forgetful. 

The second was Bell's analysis of this type of learner: "This is the kid who takes a quick look at his or her math homework and says, 'Oh, I know how to do this,' then proceeds to fill out the whole thing incorrectly."

We've been here more than once. 

What was reassuring to me, though, was to know that these differences weren't something to worry about, but something to work with.

My "detail oriented" nature is going to have to come to terms with my daughter's lack of interest in all details. 

But, realizing that this is part of how she prefers to learn, rather than an issue of obedience or will, allows me to be more gentle as I try to train her to take care of details.  And allows me grace to forgive myself as I deal with my "perfectionist" nature.

There are other theories about learning styles.  I stopped researching when I felt that what I read "fit" what I'd experienced.  And, despite the fact that these descriptions ring true for us, there are areas that are flexible. 

Apparently, one of the weaknesses of my daughter's conceptual-global style of learning is spelling - yet she's a phenomenal speller.  In theory, the careers that conceptual-specific learners (like myself) gravitate toward are science, mathematics, and technology.  I enjoy these topics, but my degrees are in business and history. 

Which suggests that learning styles are not "set-in-stone" - but can change and develop as individuals mature as scholars. 

Which may also be a relief to some parents.

All theories aren't perfect - nor are they excuses.  Standards have to be met no matter what one's preferred learning style may be. 

But understanding how different children approach learning can also help parents figure out how to motivate them to achieve the goals and standards that they need.

And understanding that our method of learning may differ from our child might make some of the homeschool days go a bit easier.

Posted in Teaching Thoughts

In the homeschool world, evaluating sources at times seems to be common.  There is a large group of homeschoolers who wish to avoid all reference to "old earth" and evolutionary ideas, especially with their youngest students.  Reference is often made to books that are "fine, except that the first few pages present evolutionary ideas." 

Yet there are positions of bias found in many other areas that are all to often overlooked.  An example came up recently during discussion of  a newly published American history book aimed at elementary students. The American Story by Jennifer Armstrong.

From a homeschool perspective, the book has a lot to recommend it.  The chapters include dates for coordinating the information.  Some of the anecdotes are new, unusual, or unknown to many folks.  Unlike some anthologies of American history, the material is not weighted toward early American history, but continues up to the present day.  In addition, it includes stories that focus on cultural literacy, such as the origin of "Uncle Sam," the story of "Typhoid Mary," and Pac-Man. 

All of these things make the book very appealing.

But, there are still things to consider.  The book carries the title The American Story.  Nothing wrong with that, except that  it lends credence to the idea that these are the "primary" stories of American history. 

However, in the introduction, the author acknowledges that she is looking for patterns in American history and trying to connect these stories.  She desired to be "inclusive" geographically, thematically, and ethnically.  She's chosen her stories in the interest of emphaizing the patterns that she sees.  She acknowledges her bias.

As homeschooling parents, we have the duty to recognize this authorial bias and then determine how it may affect our children.

For instance, do elementary students need to read a chapter entitled "Battle of the Sexes" (the story of the tennis match between Billie Jean King and Bobby Riggs)?  Or the required repairs of the Hubble Telescope?  These types of stories stretch the notion of what defines history and present ideas to students that may conflict with their familial values.

Some parents argue that exposing children to topics that challenge their beliefs is helpful in that it encourages discussion and an understanding of one's values. 

I entirely concur.

But, I also think that children should be given a thorough background in the solid aspects of a subject before being exposed to topics that stretch the boundaries of shared cultural understanding.  You can't see the challenge of the topic until you understand what it is challenging.

They also need the chance to incorporate their family's values and beliefs into their worldviews before being asked to question those very beliefs.  You cannot question what you don't understand.

Finally, it's necessary for the parent to be prepared for these topics, in whatever subject they are found, and be available to discuss the ideas and questions they present as they arise.

And this is where homeschooling truly departs from state-run education.  In a homeschool, parents will be there to answer questions and guide discussion.  Conversations on controversial topics can be held, and encouraged when the parent-teacher knows the child and his or her maturity level intimately. 

To this end, every homeschool parent needs to be aware of the messages, overt and otherwise, that are embedded in the materials their children use.  Not so that they can shelter their children form the world and its confusing messages. 

But so that they can raise their children with a firm foundation of beliefs and knowledge so they can make their way in the world when the time comes.

Posted in Teaching Thoughts

I love it when I can justify scrapbooking purchases as doing double-duty as homeschool supplies!

Recently, Kate and I finished a lapbook project and scrapbook tools are *so* handy for these.

Lapbooks seem to be a growing facet of homeschool educational resources.  There are several companies that produce lapbook guides and materials, some of which correspond to popular curriculum choices. 

Essentially, a lapbook is a portfolio of miniature books that cover various aspects of a topic.  The booklets or display items are created from cardstock and then attached to a display base - usually shutter-folded filing folders. 

Our homeschool group recently had an International Night and, to combine our participation with our studies, my daughter presented on Ancient China. 

Though we've done one poster for our science fair project, lapbooks are a bit more young-child sized, allowing for them to do more of the construction work. 

For the contents of the books, sometimes Kate narrated to me and I wrote for her, sometimes she narrated and I typed the info, and other times she wrote the material herself.  The scrapbooking tools come in handy for helping young hands make a neat job of the project.  And we love scrapbooking adhesives for these projects as well.

This particular lapbook was an eBook from Hands of a Child and was rated for "multi-age" students.  We did not choose to do all of the mini books - some of them covered topics that were a bit advanced for a first-grader.  But, I was pleased with how much we could do from the project.

We added a few things on our own.  After searching the web for photos of various art items from ancient China, we had several good images leftover.  We used these to fill-in some of the blank areas on the base.  We also added the dragon booklet, using some material we had read from another source.  I think my daughter liked this booklet the best, of course!

There are several companies that offer lapbooking materials in addition to Hands of a Child, including Knowledge Box and Live and Learn Press.  Each company has their own range of products, styles, and age ranges.  Each company also has a Yahoo Group for their products and to learn from others how to make the best use of the available materials and internet sources.

Depending on your child and his or her ability, you can gear products for a lower or higher age range.  I usually look for products that are geared for 3rd to 8th as I'm fairly confident that we can use a majority of the projects. 

Also, reading the descriptions of what the project covers can help determine if it's appropriate for your child.

For instance, an ancient Rome pack that asks for a biography of Ceasar or to describe the impact of the Punic Wars on the Roman Empire might not work for my 1st grader.  However, one that covers Roman pets, Roman toys, Pompeii, and the Circus Maximum might suit her fairly well.

Also, lapbooks can be a great tool to get older students interested in a difficult topic.  Some projects start at a 6th-grade level and require much more from the student.  The booklets are more involved and the opportunity for the student to expand on their own is much greater.

Lapbooks work well for us because they usually parallel material we're currently studying.  My daughter isn't a fan of review and dislikes constant repetition.  But, package it in a little booklet that she made herself and it's much less odious and I can learn what she's retained and help reinforce or clarify ideas as we go.

While it wouldn't suit our homeschool to use lapbooks exclusively, they definitely have earned consideration for future use as they correspond to our studies. 

Even though we have a long-range plan, there's no reason that we can't have fun with the topics!

Posted in Teaching Thoughts

The old adage that a mom has "eyes in the back of her head" doesn't really require explanation if you have a child.

Sometimes parents "just know" what their child is thinking or doing - even when the munchkin in question isn't in sight.  Yet trusting that instinct isn't easy - especially when we don't like what we intuitively know. 

Intuition has its place in homeschooling, too, which shouldn't be a surprise.  Most homeschooling parents spend a lot of time researching and evaluating curricula, matching the needs of student and teacher with the options available. Despite this, sometimes the parent unknowingly fails. 

Then instinct creeps in. Doubts, questions, maybe even anxiety.  Your child is struggling to learn something.  Or s/he doesn't enjoy a subject any longer.  And your instinct is trying to tell you something....

I've been here recently in my own journeys with my daughter. 

I know she's bright, though not a prodigy in any area.  Just quick, observant, alert, and capable.  The type of child who learns easily and retains a lot of it.  The type of child it would be easy to push and challenge to the point of burn out.  I really wanted to avoid those pitfalls.

But, I realized last spring that I honestly could have started a language arts program geared for first and second graders earlier than I did.  She was ready and, despite her actual age, not really challenged by the materials. 

However, I didn't want to push.  We could go at a reasonable pace, maybe accelerate it a bit, but I wasn't going to push. 

I did start to doubt, though.

I doubted whether I was doing the right thing, challenging her enough, keeping her interested.  And my "gut" - my instincts - kept nagging at me with a, "No...." 

Darn those instincts, though!  I had a plan!  I had guidelines laid out for roughly two years.  Finish this program, then move on to something else, which I'm convinced that she's not ready for now.  I had a plan! 

However, a plan is not the point of homeschooling.  A custom education for a child is. 

And so, the research restarted.  It took a while.  There were "rabbit trails" in my process. Trying to figure out what was out there to fit between what we're doing now and where I believe we are going was more stressful than it first appeared.  And frustration - did I really need to spend money on something more at this point?  Then anxiety - what if I get something and it's not the "right" solution to our problem?

But, as I've started implementing the changes, following my  "homeschool parental instincts," I'm realizing that my gut was right.  This was indeed what was needed.  Language arts have a bit more meat for her and we are filling a gap that I'd overlooked in my cherished "plan." 

More importantly for our journey, though, is that I'm learning to trust my instincts as they apply to our daily educational activities. 

Somedays it may seem that we, as homeschool parents, really don't have a clue how to teach our children.  We may think we aren't "doing it right" (whatever that is!) or that we're ruining them in some way we can't perceive at six, or sixteen. 

If we're doing our homeschool job with reasonable diligence, however, we're actually picking up on so much more about our children and their needs and concerns than we can actually verbalize or mentally tally.  Somehow, we just know what's working and what's not.  And that's so important.

From there, it just takes courage* to follow your instincts and make the changes needed.  The path may not be clear, but trust that you know more than you realize that can help you accomplish your goal.

*(Eyes in the back of your head are optional.)

Posted in Teaching Thoughts

Simplicity is the buzz word these days.  "Simple living" and decluttering are the rage.  Living the simple life is the cultural dream as time becomes more and more precious.

Even in the homeschooling world, "Multum non Multa" (less is more) has become a catch-phrase.  Parents discuss focusing on the three R's out of frustration with trying to juggle different programs, children, and needs.

In the past year, I've examined six history packages, eight math programs, four language arts options, and five science programs - and no doubt I've missed a few.  The wonderful curriculum options are endless! 

So, how does one choose?  How does one create a plan out of these endless options? 

I'm not talking about how to use the materials we already have on our shelves.  I'm discussing the "big picture."   What is the best course for our homeschool?  How, then, should we achieve that?

I would argue that what each homeschooling family needs is a roadmap.

Such a roadmap would not be a series of lesson plans from now until the end of the coming school year.  It would not be a long-range plan of which curriculum we intend to use eight years from now when our kindergartner enters high school, which unrealistically ignores the needed changes and unknown opportunities that might benefit them in the future.

So, what would a homeschool roadmap look like?  It may help to compare it to other theoretical roadmaps that are more familiar.

A business plan is a roadmap for starting a new business, or expanding an existing one.  It includes market analysis, marketing plans, financial projections, best/worst/most likely case scenarios, and other ways to guide the start-up of a business.  Business plans are usually "short term" plans, meaning that they are only valid for a relatively short period of time in the life of the business.  Once the business is established, revisions must be made to the plan in order to keep it relevant and flexible to the changing needs of the company.

It would seem, then, that a homeschool roadmap is a reflection of both of these types of guides. 

From a textual standpoint, many homeschoolers choose a theory from which to work.  Many times the theory is encapsulated in a book, or series of articles, which inspire the reader and leads him or her to believe that this is what their homeschool should look like. 

Some books provide more specifics on curriculum choices, which can be helpful, but also ignores changes and additions that may become available.  More importantly, however, is how the theory is presented and how the text inspires the reader to adopt the theory for their homeschool.

From a practical, working standpoint a homeschool roadmap needs human guides - found in the student and teacher.  Understanding both the student's and teacher's needs, interests, abilities, strengths, and weaknesses provides insights into how the chosen theory may be applied.  This takes time, trial and error, observation, listening, honesty and occasionaly re-evaluation. 

Having these two facets of the roadmap in hand, a course can be plotted for one's homeschool.  Choices can be made in curricula based upon their suitability for the theory you've chosen to utilize.  Then, specific curriculum can be further evaluated for its "fit" with both student and teacher.

But, staying the course is another issue and this is where the multiplicity of options can ruin the simplicity of the plan.

Having a theory and knowing the human components of your homeschool won't be enough if you allow yourself to be swayed by the siren call of every "new" program out there.

The roadmap for your homeschool should become the mast that you voluntarily lash yourself to, so that your homeschool doesn't wreck on the rocky shoals of all the options.  Struggling to stay lashed to the mast is normal. 

Every side road and path along the way will beckon, offerring multplicity over simplicity.  But, if you don't have a solid plan for what route that you want your homeschool to take, then you can never reach those destinations on your journey. 

Posted in Teaching Thoughts

I attended a university that grew out of what used to be called a "Teacher's College."  Originally, the school was founded to help train teachers.  But the college eventually stretched itself into new areas, evolved into a university, and became well-known for many diverse programs, including architecture, communications, and entrepreneurship. 

Apparently, even staid colleges aren't really too old to learn something new! 

This idea of change, then, sort of started to link itself back to teaching for me.  It's an oft-repeated bit of advice that homeschooling parents learn possibly more, but at least as much, than their children during the journey.

Learning also implies that there are things we don't know, cannot (yet) accomplish, or are lacking in some way.  If we knew it, we wouldn't need to learn it, or be reminded of it any way.

So it is with our experiences with the great ideas of Western thought.  Sometimes, even though an idea isn't "new," it's application or our understanding of the concept need to be adjusted, or relearned.

Recently, I was priviledged to hear a very fine sermon on the fourth commandment, "Remember the Sabbath day, to keep it holy" (Ex. 20, vs 8).  One of the many points made about this commandment is that it IS a commandment (not a suggestion, not a minority report).  Therefore, it is something we are supposed to incorporate into our lives.

Now, the interpretation of this commandment, how it should be practically or appropriately applied to our lives, isn't what I intend to discuss.  But the fact that the Bible itself, speaking to Everyman, stresses the importance of downtime is what impressed me so much.

The speaker suggested that "Sabbath time," which he interpreted as time set aside to reflect, read Scripture, and commune through prayer and thought with God, is essential to "keeping our balance in an upside-down world."  Sabbath time is what allows us to remember and reflect upon God's goodness and grace, the awesome beauty of nature, and to refresh our spirits.

But this concept of Sabbath time, this commandment to take time away from the busy-ness of life, seems applicable to many, many areas of our lives, not just the spiritual portion.

As homeschooling parents, we can get so caught up in our fears and joys, our successes and failures (real or perceived), and our child(ren)s achievements or lack thereof.  We push on with our studies, determined to finish this workbook or that curriculum, wanting to provide the very best that we can for our little ones.

And, yet, we forget Sabbath time, or it's equivalent, when it comes to learning and teaching. 

As students, our children sometimes need to stop *learning* and just enjoy and reflect upon their new-found knowledge or skills. 

Admittedly, six year olds aren't really "big" on reflection. But, I've noticed that at this age they really want to show you what they *can* do.  The recite lists, sing songs repeatedly, enjoy using what big words they know.  And they think.  Sometimes very profoundly. 

This type of thinking time is when their learning melds with their world experiences, providing them with the ability to perceive awe and wonder in their worlds.

It would be easy, and possibly even trite, to say that "Sabbath time" for the homeschooling parent is time for reflection on what worked, or didn't, in your homeschool.  Or to reassess your child's learning style and abilities.  Or maybe to research new curriculum or new ways to present ideas in a challenging subject.

But, that's just more of the "job" of teaching.  For a minister, sermon preparation is a part of the job - probably not truly Sabbath time as it takes place! 

In teaching, I think reflection should focus more on the teacher and his or her mentors rather than the student.  A teacher's time of reflection might be a read through one's favorite homeschooling support book; a choice book that provides positive focus for the teacher.  Undoubtedly, for some parents, that book would be a Bible, but there are others. 

My personal favorite is A Thomas Jefferson Education by Oliver van DeMille.  One of DeMille's primary points is that a good teacher is both a mentor and inspiring.  That seems like an excellent message to be reminded of and to hold on to when some days just don't go well.

A teacher's Sabbath time may also focus on how to recapture the excitement of homeschooling.  Whatever else a new homeschooling parent feels, excitement on the first day of this grand adventure seems to be a given. 

But that excitement *will* wain with time, schedules, children's attitudes, and repeated tasks and something must take it's place. 

For some folks, once the excitement wears off, they become dispirited, thinking they've failed because of some fault of their own.  This becomes compounded by stories of other homeschooling families whose children build this, read that, and proclaim love for their homeschool experience.

And yet the key is in these stories.  

Those stories of happiness in the homeschooling journey come when both parent and child have taken the time to reflect on some aspect of what they are doing.  The child is excited about learning, because s/he has been given the tools and is learning to use them.  The parent is happy because they have been able to pass on those tools and see them successfully used.

The stories come about because someone took the Sabbath time to enjoy the process of learning with their child and to be in awe of this process.  They took the time to reflect on the wonders of the world as seen through the eyes of a child. 

And that shared experience in itself can be some of the best Sabbath time of all.