I've been jotting these ideas down for myself while reading,
When Children Love To Learn, and I thought I'd share them here. I highly recommend this excellent book. What follows is just my understanding of a few of the many ideas discussed therein.
(Note: My personal opinion is interwoven throughout, and I don't mean to misrepresent the authors.)
1. The book must be “living”.
It must lend itself to the formation of vivid pictures in the child’s mind. The narrator recreates these pictures, one after another; emphasizing what mattered most to him. If the book doesn’t inspire vivid ideas, it will not be suitable for narration.
2. The book must be understood and enjoyed.
An understandable book is not necessarily an easy read, especially if it is written in rich literary language. Don’t be afraid to read aloud from books that are above the child’s own reading level. Comprehension during listening usually comes well before reading comprehension. But, if the child is reading a book independently, he should not have to strain uncomfortably to understand it. Just because it’s on a grade 5 booklist, do not assume that your 5th grader should automatically understand and enjoy it. And if he simply loathes a particular title, give it the 3-chapter test, and then let it go. Try another one.
3. Read without interrupting the author.
Try not to pick apart the language or interrupt the author by stopping to define every new or unfamiliar word. It’s much better for the child to grasp “the gist” of new words in the context of the story, than for mom to keep stopping to give exact dictionary definitions. Every once in a while, a child may be puzzled enough by a term to ask for its definition, and by all means you should provide it on the spot.
It is a good idea, however, to explain unfamiliar proper names before the reading begins, and to locate the setting of the story on a map if applicable.
4. Listen to the child's narration without interrupting.
Never, never interrupt the words of the narrator—let them flow. The child, in the process of narration, is composing an oral essay, which will help him to compose written essays in the future. His train of thought must not be broken, lest the ideas become lost and the child frustrated (and rightly so!). If the child starts to stray way off-track, then kindly, and with interest, ask another open-ended question.
5. Don’t come between the child and the author.
This is Masterly Inactivity. Allow the child direct contact with and individual response to original works. In short, provide the best possible feast, but do not tell the child how it should taste.
"Let the children remember because they took it in themselves.
Let them think their own thoughts about it.
Let them respond in narration with questions, ideas."
Maryellen St. Cyr
We have to resist the temptation to guide the narration by asking simple fill-in-the-blank “comprehension questions” especially for the reluctant narrator, who would much rather answer with one word or a short phrase. I know this is very hard because most of us were educated with worksheets. (Remember those slightly damp, freshly mimeographed pages? I can still remember their oddly sweet, chemical smell.) Worksheets offer immediate gratification—quick, simple, document-able, easy-to-grade evidence of fact comprehension—but worksheets are a superficial survey of knowledge. Ideas must be discussed and “chewed on” before they become nourishing mind food.
Let the child express his ideas more productively by narrating without interruption, and don’t obsess about scribbling down every word for posterity. For some children, having mother sitting there poised to take dictation of every word is enough to completely stop the free flow of thought. Just let him talk. Unless he really wants you to be his scribe, then by all means go ahead. Some children really relish this and take great pride in making books with Mom. Just be careful to check with the child and do not assume your secretarial services are desired.
Finally, a bit of wisdom from Susan Schaeffer Macaulay whose chapter, "The Value of Charlotte Mason's Work for Today" is worth the price of the entire book:
"When students are not "latching-on," sooner or later
we cast around for a different choice or arrangement.
Perhaps it is only that we are attempting
too much of a good thing."
And,
"The child is a person,
not a computer program waiting to be written.
It matters not a bit if he or she remembers ninety-nine facts
about the country’s history or twenty-five.
The child is not a machine but a lovely person."
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