A Very Nearly Tea

I have been sort of teaching the kids German for a long time. Or rather, I have been feeling guilty about not teaching them German as much as I should for a very long time.

Mouse has always been sort of interested. Maybe that is related to my sort of commitment. But she's never been all that motivated. She plays the games, sings the songs and otherwise doesn't really seem all that into the whole thing.

But suddenly she is. She has mapped out an aggressive school plan, and German language and history is featured highly. She has found a website with German sounds, grammar and vocabulary that she has been spending quite a bit of time on, and keeps asking me how to pronounce things. She's been chanting the bits of the songs she remembers and bookmarked a history of Germany I showed her. I think she even started reading it, but the printer is acting up so she couldn't print it.

I was pleased, if a bit baffled, by the sudden intense interest.

But then she showed me her notebook she is making. It is all decorated with locks and keys and "keep out" type messages. Odd connection, I thought, until her triumphant announcement after I looked over all the pronunciation keys and vocabulary she had copied.

When I'm all done, you won't be able to hide anything from me! I know what you guys are talking about and birthday presents and EVERYTHING!

Yep. We long ago had to leave off spelling things to each other. But Mouse is determined to take the ability to just say it in German away as well.

Me in a large barn with thousands of books all priced from fifty cents to a dollar goes a little beyond a mere simple pleasure. Especially when my husband did not say anything but "where will we put them?" when asked about reasonable limits.

But he came along.

And helped wrangle restless children while I looked, and browsed and looked some more. He did not even wince as I slowly filled three boxes of books near his camping spot at the children's books. He didn't seem at all concerned as I wrote a check for $44.94. He didn't groan as he loaded them in the car.

But he did again inquire as to where they were to find their final resting place once we got home. Had he not done that, however, I might have started to wonder if I brought the wrong man home from the book sale.

I don't know which was more exciting...searching through the thousands of books for sale for buried treasure, or glancing over at my daughter and seeing the same excitement in her eyes as she sifted through the piles looking for her own treasure.

Then came a complete and total surprise. I expected to see other homeschoolers at today's event. After all, a library book sale held during school hours seems set aside just for us. What I didn't expect was to look up to see my daughter walking up with a complete stranger. As she said,

Mom, she wanted me to introduce you.

I thought perhaps it was someone from church that my daughter knew but that I had never met. But then came the surprise.

Hi, my name is Sarah and I read your blog. I recognized your daughter from the pictures.

How cool is that?

We did end up with one extra item, however. If you would like a chance at it, or would just like to see a complete listing of my discovered treasure, pop on over to my homeschool blog!

(The picture is from Flickr.)

On a recent post on socialization, Kymberlyn of Education Junction left a thoughtful response outlining her personal concern regarding this issue.

I have posed the socialization question, but maybe my choice of words were not fitting. I do not have concerns about my children being polite or conversing with others, etc. My concern has always been about their ability to have a group of close friends....

...I know the work we are doing at home is well worth it. I just don't ever want to see my son on the outside looking in.

"Socialization" may be the wrong word, but Kymberlyn's concern is genuine and worthy of consideration. How important are these daily, casual interactions in the process of developing friendships?

I just don't ever want to see my son on the outside looking in.

This sentence is actually what brought this comment into a post. Because it so clearly describes my public school experience (at least through elementary and middle school). I was on the outside looking in. I was on the periphery of social interactions. I still remember quite vividly the most devastating words spoken to my fragile psyche:

I thought I told you I would only by your friend if you didn't talk to her anymore.

Her being me of course. I'll spare you further details, but some of you may note that I have generally spoken positively of my own public school experience in other entries. I liked school. I did even then. But it took me until the eighth grade to stop blaming those around me for my social situation and realize that "victimhood" is a choice. And it was a choice I was making on a daily basis.

There are pros and cons to "building relationships with schoolmates on a daily basis." To build meaningful relationships, a child does need regular interactions and shared experiences. But school is not the only context where this is possible simply because it was the norm for most of us. School can potentially be a hinderance to some who are not ready or do not yet have the skills to navigate the social situations presented at school on their own.

Social children will tend to seek out social situations and make friends wherever they go. Given a little nourishment, some of these early friendships may blossom into something quite fruitful. Other children may require a bit of prompting and may be more like me...quiet and reserved with a tendency to opt out of social situations. You will find both extremes and everything in between in public schools, in homeschools and even within a single family. Within the family, however, we have the unique ability to give each of our children the opportunities and encouragement they need to be successful in their social interactions and in their ability to develop relationships.

If you want your child socialized... is a little older, but is by far the most popular post I have had (not counting the coverage of the Busekros case). I thought of it today because we are about to embark on a 15 hour journey...not counting stops. If that amount of time sitting elbow to elbow with your siblings does not develop your abilities at getting along with others, I don't know what will.

If you want your child socialized, you will have to send him to school. While he is getting ready, you'll have to pack his lunch.

When he gets to school, the children will probably stare at him because he isn't wearing the same brand of jeans.

Math will probably be review for him, so he'll know all the answers. The children will call him "calculator" and the teacher will give him extra worksheets. He'll probably learn that it is better to stay quiet and pretend not to know the answer.

Halfway through the morning, he'll start to get bored. He will probably begin to kick his legs, tip his chair and tap his pencil. The teacher will have to move him to the seat next to her desk. He'll ask when it will be time for break and she'll remind him to raise his hand. He'll raise his hand and she'll tell him it's time for silent reading. The children will probably giggle and he will just stare at his book.

Finally, it will be time for lunch. The teacher will remind them to keep their hands at their sides, to stay in line and not to talk. They probably won't be allowed to talk at lunch, either.

Your son will probably sit next to a girl he recognizes from church. She will smile and another boy will whisper to them. Your son may learn a rhyme or two and possibly some new words. She may blush and he will forget not to talk. He probably will shout. The lunch aide will take him to the office.

While he is in the office, you will probably get a phone call. You will find out your son does not know how to interact with his peers, is a disruptive influence and has difficulty concentrating. They will probably ask you if he has ADHD and recommend you take him to a doctor.

When it is time to pick him up, you will probably find him standing alone. He will tell you school was fine, but will refuse to answer any questions. He'll probably complain of a stomach ache. He'll probably have too much homework to have time to play with his friends.

And chances are, if you want him to learn social skills, you'll have to pull him out of school.

Inspired by that great children's book, If You Give a Mouse a Cookie (in case you didn't notice).

And if you have a post you would like to share, please share it in my Mr. Linky here.

socialization, homeschooling, public school, homework

Monday October 1, the Lincoln Journal Star published a piece in its Homeroom section (page 4C) that looks at the ten elements of successful schools as identified by the Alliance for Excellent Education. I want my children to attend the very best school available, so I determined to assess her school based on their qualifications.

1. Challenging classes.

Our school uses the Principle Approach materials to guide our curriculum, which has largely been developed by me. Our core vision is to maintain an academically rigorous program of instruction to give each of our children the education they need to maintain liberty. Our program is a little weak in the area of spelling, and I finally abdicated this role to a workbook that my daughter seems to be progressing through well.

2. Personal attention for all students.

Our student-teacher ration is 4 to one. The younger children naturally get a little more focused attention from the teacher, but that is one thing that my daughter does seem to like about her school. The time she spends on direct academic instruction is time she has almost to herself. And it is time that her younger siblings are not allowed to interrupt.

3. Extra help for those who need it.

When one of my children do not understand a concept, we do not move on. Whether it is my two year old learning colors, my four year old learning letter sounds or my eight year old learning her multiplication tables, we take the time we need to reinforce the concept before progressing. Since their school day begins when they wake up and ends when they fall asleep, there are numerous opportunities to sneak in a little practice, even while doing daily chores.

4. Bringing the real world to the classroom.

Or how about the classroom to the real world? My children are a little young , but they are yet to ask, "Why do I need to know this?" That, I hope, is because we tie what we do to life.

5. Family and community involvement.

My children's school has a strong relationship between family (including grandparents), school, faith groups, civic organizations, businesses, etc. It is part of a fully integrated community concerned about all aspects of my children's development.

6. A safe learning environment.

My oldest has a scar from running into a tent stake and my youngest fell out of a Snugli on a field trip, but all in all I would say our school environment is pretty safe. There is some squabbling between a couple of the students, but none of the children have ever worried about their physical safety. I take that back. My four year old is worried that he might get eaten by a mountain lion or a shark, but I have determined that both scenarios are highly unlikely at his particular school.

7. Skilled teachers.

I happen to have a degree in education, have two years experience in the public schools and was at one time certified. My qualifications do not rest on these credentials, however. The parent-child bond is an amazing thing. Where I am weak, I have incredible incentive to learn...or find someone who is more capable than I to take over in that area.

8. Strong leaders.

My children's school does not have a large staff to worry about and communication is pretty good. Everyone on staff knows where every child is and how they are progressing. Finances are in order, and there is a strong vision of academic excellence. I inform myself immediately of any problems or areas of concern and work with everyone necessary to correct the situation.

9. Necessary resources.

We have a library card and the internet. Not to mention our growing personal library. We have all the lab equipment any elementary student could need and are beginning to save for a few pricier pieces of equipment. Lincoln has a nice program for older students homeschooled in the sciences we may look into when the time comes.

10. User-friendly information.

I am yet to send myself a newsletter that does not make sense, and have done a pretty good job of keeping myself informed of where my children are at in regards to the standards laid out for them. I know the graduation requirements, but the school is a little too new to accurately judge drop out statistics. I cannot provide myself with accurate information for student performance on state tests, but I do know that my four year old uses the word "famished" correctly.

My children's school seems to be doing pretty well on each of these elements, so I think I will keep them there for another year at least. How is your school measuring up?

education, homeschooling, homeschool

Jen over at Follow my Whimsy responds to a little homeschool outrage over an article posted on the NEA's website. I was actually surprised this particular article was making any stir at all anymore seeing as it is pretty old. I do not remember when I first read it, but the first reference to it on Technorati was over a year ago. But this led into an interesting question:

Yes, the NEA has made it clear that they do not think homeschools can offer students "a comprehensive education experience". Still, they have been pretty silent on the subject since 2002. That's five years! Why are we still worried about what they said five years ago? Actually why are we worried about what they say at all?

Obvious to those who frequent this blog, I disagree. Let's start with what the NEA said and when they said it. I'll spare you the entire quote because I think we have read it enough. You can follow the link if you want to read it for old time's sake.

The National Education Association believes that home schooling programs based on parental choice cannot provide the student with a comprehensive education experience...

I know this came up in the NEA's 1995 Resolutions, which is indeed a very long time ago. Jen mentions a 2002 date. But I took this quote from Resolution B-75 of the 2007-08 NEA Resolutions (pdf) published this past July. This is the "guiding vision," so to speak, for this school year. It is not ancient history, and the NEA has remained constant in their opposition to homeschooling.

I'm not so worried about what they said five years ago. What they said less than three months ago is enough for me to go on for now. So, why are we worried about what they say at all?

With 3.2 million members and a budget of over $300 million, it is the largest professional employee organization in the US and acts as both a professional association and a labor union. It lobbies heavily, maintaining a strong presence at the local, state and national levels through candidate endorsements and providing funds to campaigns. It is the largest, and perhaps most respected, voice in education.

So when the NEA speaks, people listen.

Homeschoolers, on the other hand, comprise less than 4% of the population. The entire homeschooling population likely numbers less than the NEA's membership rolls. In public discussion, we are at a bit of a disadvantage. Our society is plagued by a number of stereotypes and misperceptions about homeschooling, so when the NEA says that homeschooling parents should be licensed by the state and use state approved curriculum, most of America agrees. In fact, in the 33rd Annual Phi Delta Kappa/Gallup Poll, we find that the majority of Americans believe the homeschooling movement to be a "bad thing for the nation."

As homeschoolers, we have not earned the level of liberty we have in educating our children by remaining passive and uninvolved. We have done so by maintaining a voice. By writing legislators when bills affecting homeschooling have come to the floor. By engaging in public discussion when homeschooling issues are raised. By providing an answer when homeschooling is criticized. Whether that criticism is in the form of an editorial, a news report or a statement by the NEA, somewhere a homeschooler likely has an answer.

What difference is it to me what the NEA, AAP, or the NAESP say about homeschooling? In short, I see it as the difference between homeschooling legally and compulsory school attendance.

homeschooling, homeschool, home school, NEA

At least the bearer of this shirt has mastered her school's most fundamental principle:

so·cial·ize

1. To place under government or group ownership or control.

2. To make fit for companionship with others; make sociable.

3. To convert or adapt to the needs of society.

v.intr.

To take part in social activities.

I'll let you pick which you think is most relevant. I think the public school system has embraced all three definitions and thus has succeeded in becoming a place to take part in social activities.

Kathleen Lyon, spokesperson for the National Education Association, makes particular note of the importance of adapting children to the needs of society:

Too often missing from the debate on home schooling are the benefits that public schools provide children, advantages that most common measures of education success overlook. Educating children to live and work in a global society where they will have to interact with people from different races, economic status, backgrounds, and ethnic groups is best taught by experience. Public schools provide such experiences. Further, public schools offer students the opportunity to sharpen essential skills that are required in the job market today, such as problem solving in cooperative groups. The Homeschooling Revolution

And I must ask, too often missing? That is the only part of the debate I ever hear. At least my children's apparent lack of opportunity at socialization seems to be the only objection anyone ever has to our educational choice.

The funny thing is, public education is not really about introducing a child to his culture and his society nor helping him adapt to it. It is about creating a new society through education. It is about desocialization.

So maybe I should go back to Sears and pick up that shirt for my daughter, after all.

Photo credit: Sears.com

Last fall, we attended a wonderful program at the Spring Creek Prairie Audubon Center where the children got to spend a day on the prairie with entymologists, herpetologists, and a woman from Raptor Recovery. By the end of the day, the children were enchanted, I was exhausted and I knew what I wanted to purchase for the spring: butterfly nets, aquatic nets and a few field guides.

Children are born with an innate desire to explore the world around them, to know what everything is and to figure out how it works. I see it in my five month old as her tentative hand reaches for my face while I hold her; I see it in my two year old as she unrolls a roll of toilet paper; I see it in my four year old as he watches his roly polies; and I see it in my eight year old as she draws in her journal. I want to give them the tools to explore their world, on their own and unhindered. I imagined my children exploring the field behind our house and assisting them in identifying the many insects they collected. I looked forward to sweeping the aquatic net through the water in the pond to collect tadpoles, dragonfly nymphs and whatever else we could dredge up.

But nice nets are expensive. I was glad to have a few months before making the purchase. Still, the price tag kept drawing me to other, more affordable nets. Nets made for children. Like those "cute" butterfly nets above. At $4.95 a piece, I could get one for each of the children and not worry too much if one got damaged. Never mind the fact that most things made for kids are not actually constructed to withstand the kind of abuse children put things through, the nets just looked like toys. I imagined university professors taking their students out in the field with a batch of these nets and wondered what kind of work would get done. Was that what I wanted to inspire in my children?

So I opted for the professional nets with the telescoping handles. One for insects, one for aquatic invertebrates and one for aquatic vertebrates. When they arrived, we established rules for use and practiced. We found a special storage place for them. And when the children use them, there is a seriousness and purposefulness about their explorations of the backyard that really was never there before. They collect, identify and add notes to their journals. Even the two year old does her best to emulate her older siblings even though she is not quite strong enough to sweep the net. They look like scientists collecting specimens rather than children pretending.

At one time, children were raised to become adults. They had very little in the way of toys, but instead were introduced to the work of the home and farm as soon as they were capable. Not everything about that life was good, and I have no desire to go back to such a time. But sometimes I notice how much my children want to be like their parents. They do not want toy dishes to play with, they want to bake things in my kitchen. They do not want cartoon underwear, they want "real" underwear like their parents wear. Am I holding them back when I get them toys to play pretend rather than tools to do real work?

Other posts in this series:

Horizontal learning vs. vertical learning
The treasure of experience
Sharing the wonder
Unanswered questions
The grace of a hippo


homeschooling, education

School is well underway for most of us, and we are far enough into the year to begin feeling behind. Stressed, we begin looking over the fence at the Jones', where the grass is always greener and the children never whine. Meeting with other homeschoolers brings a mixture of encouragement and feelings of inadequacy as we begin to second guess those plans which looked so good on paper. If this describes you, you are off to a great start. After all, there is nothing mankind desires more or works harder for than misery. A brief survey of world literature reveals our fascination with sin, danger and tragedy. If we cannot experience it personally, we do so vicariously through what have become the classics. Even the quest for happiness robs our happiness in the end as Paul Watzlawick so aptly noted in his book, Anleitung zum Unglücklichsein (Guide to Unhappiness). To help you along the way to maximizing your unhappiness, I have written the following guide. Some of these steps may come naturally to you; others may require practice. With diligence, however, anyone can achieve the unhappiness they so earnestly desire.

1. Copy the public schools.

Buy desks, set them up in neat rows facing the front of the room and invest in a pointer. Even if you have only one child, make him raise his hand to answer questions. Schedule restroom breaks. Let the clock dictate your every move. Giving a toddler a megaphone is a good stand in for a disruptive PA system.

2. Choose your curriculum based on what everyone in your homeschool group is using.

Better yet, find a stranger online and ask her. Don't consider your temperament or your child's interests. After all, these other people have way more experience than you. Remind yourself of that continually when things are not going well.


3. Contact every curriculum publisher.

Make sure they have your correct address and get on as many mailing lists as possible. When you first get those glossy catalogs, you will think that this is having the opposite effect than what is intended here. The texture, the smell and all the neat stuff! But then you realize just how much stuff is out there. And how much stuff you do not have. There is always one more book and one more manipulative set to squeeze out of any budget. After all, you only have one chance to educate your children properly. Never let yourself become content with what you already have.

4. Make a clear distinction between school and life.

Do not consider the educational value of trips to the zoo, visits with grandparents and vacations. The more narrowly you define education, the more likely you are to avoid spontaneous "experiences" in favor of "the book." This also helps maximize the stress of wondering if you are doing enough.

5. Take everything personally.

Everyone has a bad day now and again. Even children. Use this to its fullest potential by taking these opportunities to question your parenting. When your child says, "This is boring," consider it a direct reflection on your character and personality. Think what it will be like when they talk to their bosses that way. Wonder what your homeschooling friends would say. Most importantly, try to isolate where you have gone wrong as a parent and fret over the permanent damage you must have caused.

This is intended only as a cursory introduction to maintaining general unhappiness in your homeschool. There are many other proven techniques for making yourself miserable and they all progress rather naturally to making those around you unhappy as well. For those of you who are more seasoned, or have just caught on quickly to the art of creating unhappiness, please feel free to add your own suggestions. I will add links to anyone who shares a proven technique for increasing the level of unhappiness in our homes. Even if it is not specific to homeschooling.

Misery loves company.

Two bloggers are so on top of things, they wrote their posts before me:

Yvonne of Grow Your Writing Business shares insight into how to kill your blog. (I'll be adding my own thoughts to the meme this weekend.)

Denise of Freelancing Journey lets you in on the secrets of failing at business.

homeschooling, humor

Thank you for the interesting discussion yesterday on my post about homeschoolers and abuse. Since commenter Elliot over on the homeschooling discussion on Asymptotia asked if "rewriting" was "one of the tactics that home schoolers use to try to get their point across," I feel compelled to rewrite part of the quote I shared to get my point across:

"Once they leave the house, we lose all contact with them and the family has no way of tracking them after that."

In a free society, who should be monitoring whom? I am not completely against CPS, but should our society be set up with primary concern over how easily families can be surveilled or how readily our government can be surveilled?

A sampling of large New York City high schools showed that the schools failed to notify the state of a significant number of violent or disruptive episodes in the 2004-5 school year, the city comptroller announced yesterday. NYT

Significant being 1 in 5. Twenty percent. I am still trying to figure out why we need a federal law to force local school districts to report these kinds of episodes so that parents can know what is going on in the schools they send their children to. This I find very troubling:

But the audit also found that in 41 additional cases the state was never informed, including one rape and an instance outside the school in which two students were “about to be jumped” by gang members. Ibid.

A rape? If your child was raped and you failed to report it, what kind of legal ramifications would that have? But if the school district fails to report it, it is an understandable oversight.

Still, Mr. Klein, speaking to reporters yesterday, acknowledged that in the vast school system, it was impossible to guarantee that every disruption was appropriately documented. Ibid.

For note passing, talking out of turn and an occasional curse word, I would understand and even agree. But we are talking about some pretty violent activities which should have involved local law enforcement.

The state cannot even effectively protect and track the students it is responsible for during the school day. And we are supposed to trust it to monitor private families?

homeschooling, home school, education, school violence

The most frequently asked question I receive from polite strangers has nothing to do with socialization and everything to do with latent fears regarding parenting. "How do you do it all?" They ask as my daughter bags groceries and I pay. I revel in the praise which comes as a welcome distraction from the questioning glances I receive shopping at one o'clock on a school day with kids in tow. Because I believe that these concerns about parenting ability actually underly most people's misgivings of homeschooling, I have decided to reveal my secrets.

Principle I: Delegate

There is no way one person can humanly get everything done that needs to be done in the care and education of four children on a daily basis. It is therefore imperative to learn to delegate. Teaching children to do simple chores is a necessity, not only for your own sanity but for their development. Here is my two year old sampling some cookie dough she and her sister made.


The eight year old may occasionally confuse teaspoons and tablespoons, resulting in some pretty salty pancakes, but that is where the taste tester come in. What stays in the two year-old's mouth is probably edible, unless it is a toy, bird seed or some random thing she has pulled out from under the bed. For the life of me I cannot figure out why toddlers, who stick everything in their mouths, are such notoriously picky eaters.

They even did a pretty good job at cleaning up after themselves.


The picture does not really show the flour and flecks of dough, but it does answer another mystery. The worst cup of tea of my life. Take a closer look:

An empty box of baking soda and an open sugar container. I think my taste tester has some 'splaining to do.

Principle II: Multi-task

Young boys have a peculiar knack for getting dirty. Really dirty. In fact, if you don't wash them once in awhile, they can be hard to recognize.

Now it is time to put some sibling rivalry and his affinity for making messes to work. While his sister chased him with the hose, I started a bath and a load of laundry. He then removed all of his extra clothing on the back porch and was carried to the bath. By the time he was done with his splash fest, we had another task to check off our list of chores. With the bathroom thoroughly soaked, all it needed was a good toweling off to be as spic and span as my bright little boy.


Principle III: Foster Independence

Young children are necessarily needy. And the more children you have, the more they all seem to need your attention at the same time. To ease the stress of being pulled in ten different directions at once, it is good to train your children to help themselves and each other as much as possible. Here is an example. Due to the small size of our house, we store most of our books in storage tubs, rotating them on a weekly basis. The rotations have slowed since their father was forced to Denver, however. My two year-old and my son decided that we needed to remedy this situation. Why bother mom? They have been raised to be independent, which I am sure is what possessed them to stand on top of the dog food bin to pull down a storage tub full of books.


You probably saw that coming. Fifty pounds of dog food and 200 books on the laundry room floor. This is where deep breathing, prayer and the self-control to just walk away come in. As well as the next principle.

Principle IV: Appreciate the little things

We all need our quiet place. And it is very good to go there before exploding. Especially when you are about to ground your two year old and four year old until their eighteenth birthdays for doing something they thought would be helpful. So take a deep breath and count to three.

One.



Two.



Three.


I bet you feel better now. It works for me every time. And simply cleaning up the mess was a much more reasonable consequence, don't you think?

Principle V: Everything is Educational

Life is bound to interrupt your school day now and again. Not nearly as often as the PA system in a public school, but it does have a way of cropping up on you. Before fretting too much at how far you are getting behind, remember that there is educational value to be found in everything. Whether it is a trip to the beach,


a torn toy,

or even just cleaning the laundry room while mom holds the baby and talks to the ceiling, there are lessons to be learned. And it is in this daily walk that we teach them the most about how to live and what is important.

homeschooling, parenting, education

There is a new blog in the edusphere tackling a topic near to my heart: gifted education. Unwrapping the Gifted, published by Teacher Magazine, explores the challenges of reaching these children in the classroom.

I had the pleasure of having two gifted children back when I taught, and it was a perpetual challenge to keep them engaged and motivated. After years of gifted education myself, I knew how it felt to be the child who was never called on, pulled aside to discuss how it made other children feel that I got such consistently high grades and just sitting through class after class reviewing material I already knew. It is little wonder that 20% of high school dropouts actually test in the gifted range.

Don't get me wrong. I actually loved school. And that instance about my grades and other children was actually with one of my favorite teachers. In German no less. It involved another student snatching my test and reporting the grade to the class. I had already learned long before that I got along better "hiding" behind silence when tests and grades were being discussed. But another student had decided to "challenge" me in a friendly grade competition in class, which was a little difficult since I never let anyone know what my grades were.

A lot of people are a bit touchy about the whole issue of giftedness. "All children are gifted," I have heard. "All are special and unique." The second statement is true, the first is not. All children are gifts from God, but that is not the same as the educational use of the term "gifted." In an institutional setting, gifted education falls under special education for a reason. These children have special needs that are difficult to meet in a traditional classroom setting. This is important to note as many districts are opting to cut back on gifted education to concentrate on the lower performing students who are less likely to pass the state assessments. Tamara handles the discussion beautifully in her entry, It's a Learning Difference.

The issues are a little different in the homeschool, but still important to consider if you are working with a gifted child.

In How it Should be Done, Rod Dreher (the Crunchy Con) shares his family's path to education, from homeschooling, to disappointing private schools to the Providence Christian School. It isn't just the academic rigor that attracted the Drehers, but its prohibition against...dare I call it socialization?

A small but telling example: Providence doesn't allow students to discuss TV, movies or popular culture on campus. When I tell parents this, half respond as if I'd disclosed that my child studied at Heinrich Himmler Elementary, and the other half can't believe our good fortune. Providence doesn't require abstinence from these things, but if you're training your child to love the good, the true and the beautiful instead of trash culture, this school is a powerful ally. Dallas Morning News

The main point I got from the editorial, however, has less to do with education and more to do with how conservative Christians should be handling the cultural decline we so often lament.

Social conservatives have placed far too much hope (and too many financial resources) in politics as an agent of cultural renewal, and far too little in the slow, steady work of building up institutions like Providence. As the agrarian essayist Wendell Berry has written, "our country is not being destroyed by bad politics; it is being destroyed by a bad way of life." Ibid.

It is a point I have made repeatedly. The government is not the solution to our problems. When we as conservatives seek governmental solutions to the issues in our culture, we are no different than the "social engineers" we seek to counteract. The only solution is to change the culture, one soul at a time. That begins with our own hearts, our children's and our neighbors'. It does not begin in Washington. It is our "bad way of life" which has brought about the bad politics we see at every level of government.

But some cannot get past God, even if He is in a private school. Or even in the home.

This [inculcating children with ancient myths] leads rather casually to being able to justify depriving fellow citizens of basic rights in the name of saving marriage and, not very much further down the road of faith over reason, to a willingness to sacrifice themselves in order to kill non-believers, thus assuring themselves a place in heaven. Letters on Points

Actually, I would say that Dreher's piece does the opposite. But we have to be able to read past stereotypes of Christians and read what he actually wrote. That part about placing too much hope in the government for cultural renewal is important. This blind adherence to scientism is a greater threat. It is seeking to deny humans the basic, fundamental right of worship and religious expression because such things do not fit into their view of the world.

"I am against religion," wrote Richard Dawkins, "because it teaches us to be satisfied with not understanding the world." The damage of the Abrahamic religions is more perverse than that, however, for they deny not only our rightful place within, but also our essential responsibility to all of humankind. Ibid.

Actually, that is not at all true. As Christians, we are taught "Love thy neighbor." And even more:

But I say unto you, Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you, and persecute you. Matthew 544

What does scientism teach us about morality? Nothing. It is silent on the issue, because no morality can be empirically proven. It does not belong in the realm of natural science and thus has no place in the philosophy. Interestingly, the whole philosophy has already been tried.

The Russian Pisarev in the 1860's wanted a disappearance of culture and the emergence of a "non-cultural" scientific culture, whose ideal was neither invented nor abstracted but found and left where it alone could be represented--in actual and living phenomena. In the beginning of the next century constructivism in Russia in its early utopian phase was also inspired by scientism. Scientism, Romanticism, and Social Realist Images of Science

The philosophy upheld by Mr. Shuey leads rather casually to being able to justify depriving fellow citizens of basic rights in the name of science and, not very much further down the road of scientism over reason, to a willingness to silence non-believers. Perhaps heaven isn't the goal, but the furthering of a sort of cold rationality is.

scientism, Crunchy Con, Dawkins,Dreher, socialization

Ian Lewis, UK minister for older people, has an interesting proposition for the public schools in Britain, something I think would be worthy to pursue here in the states.

'I would like to see older people having their lunch at a local school, acting as role models and mentors for the kids, and then perhaps local families "adopting" older people to tackle the scourge of loneliness and isolation,' he said. 'At lunchtime in every school in the country, why couldn't older people be sitting down with pupils and sharing lunch instead of doing it at an older person's lunch club or at home?' The Guardian

Rather than sitting in the institutionalized setting of the nursing home, separated from family, friends and community, they could eat lunch with the kids at school. After all, they a lot in common with children in the institutionalized setting of the public school, separated from family, friends and community. The potential benefits to both are obvious.

The elderly have the opportunity to share their values and experience with a younger generation, helping them to find purpose in their relationships. A sort of social continuity is shared, in which the elderly catch a glimpse of a future that will exist beyond them and children catch a glimpse of a past that existed before them. School children will have the opportunity to interact with people from diverse backgrounds and gain respect for the elderly. They also will have an opportunity at more individual attention, with older adults tutoring them in subjects they need assistance in.

Surrogate grandparents for children, surrogate grandchildren for the elderly. It is the next best thing to home.

The ending of the tradition of several generations of a family living near each other, and the scattering of families across the country, meant that 'older people are living in communities without any real family networks or support', said Lewis. 'This would be a way of making sure that people without families could feel part of a family as well as part of a community. That can make a real difference to our sense of wellbeing, and it doesn't happen a lot any more.' Ibid.

Tell me again why socialization is a problem for the homeschool? Mr. Lewis is absolutely correct about the break down of the family and the need for all of us to feel a part of a family and of a community. He offers a creative solution, and I commend him for that.

But in this solution, he highlights an inherent benefit of homeschooling, which for many of us goes well beyond the curriculum we choose. It is a lifestyle, one that tends to be family-focused. It allows and even encourages parents, grandparents, neighbors and friends to each share their unique perspectives, knowledge and experiences to further the education of the child. In the ideal, the homeschooled child is integrated into his family and community, and both the child and the community benefit from the relationship.

education, elderly, socialization, homeschooling

Thank you to all who voted for Principled Discovery Academy's tagline. How would this look painted on our homeschool wall?


The security guards are a nice touch. After all, someone has to keep these hooligans under control. Ironically, the stereotype fits in its own way. After all, if I wanted my children socialized, I'd have to send them to school. Right?

You can read the other choices here. Don't miss the comments. There were a few worthy write-in candidates, as well!

Update: If I ever decide to add a school song, I am definitely choosing one of these!

homeschool, homeschooling, socialization, humor

Caroline Haroldson is getting ready to embark on a fascinating endeavor, one which I have actually contemplated: a six week tour of the United States. From Homeschool Across America's website:

Like millions of other children around the country, 9 year old Caroline Haroldson of Lake Oswego, Oregon will start school the day after Labor Day. But unlike most fourth graders, she won't enter any school doors.

Instead, Caroline will begin a six week trek homeschooling (or "travelschooling") across the contiguous United States with her mother in a quest to learn about our nation's history, geography, and government. She's on a mission to find the best learning adventures in the country for families looking for enriching travel destinations.

You can share her travels with her through her website and podcasts, once her journey commences.

It reminds me of something Noah Webster once wrote which prompted me to begin thinking of incorporating more travel into our homeschool schedule. He was writing at a time when it was expected to send a child overseas to finish his education, but the suggestion has as much merit today, I think. Maybe even more in this age of "global citizenship."

A tour through the United States ought now to be considered as a necessary part of a liberal education. Instead of sending young gentlemen to Europe to view curiosities and learn vices and follies, let them spend twelve or eighteen months in examining the local situation of the different states--the rivers, the soil, the population, the improvements and commercial advantages of the whole--with an attention to the spirit and manners of the inhabitants, their laws, local customs, and institutions.

As an American, it would be nice to know more about America, first hand from her inhabitants. Not just the "enriching travel destinations" but a glimpse of her character, that side of her she only shows when you take the time to do more than skim along the surface, taking in the sights.

homeschooling, home school, education, travel

Between the excitement of "Back to School" and the pressure of No Child Left Behind, the topic of standards seems to be a popular one at the moment. Standards are important. Without them, we really do not know what we are trying to do or why. But in this era of standardization, I think standards are beginning to get a bad reputation.

What is a standard? The word most likely comes from an Old Frankish word *standhard, which means essentially what it seems to say: "to stand fast or firm." Its first recorded usage was in 1138, in reference to a flag. According to Webster's 1828, a standard is:

An ensign of war; a staff with a flag or colors. The troops repair to their standard. the royal standard of Great Britain is a flag, in which the imperial ensigns of England, Scotland and Ireland are quartered with the armorial bearings of Hanover.

His armies, in the following day, on those fair plains their standards proud display. Fairfax

The image I have is the standard-bearer holding his colors high so that all on the battlefield can see it, despite the smoke, dust and general confusion of war. It comforts the troops, lets them know the battle is not lost and tells them which way to go. The standard-bearer has a most important task, for if his standard falls, the troops will disperse. He also has a most dangerous task, for he has marked himself and made himself a visible and desirable target for the enemy.

Standards for our children should serve the same purpose: provide comfort and direction.

When we desire to raise the standards for our children, we must first be sure of what that standard is, or it will not be clear through the confusion. For us, that standard is Christ, but we must be sure we are communicating that effectively and that we, too, are remaining focused. It is easy to inadvertently change standards in the middle of the battle, focusing on the minutia rather than the end goal. This can become frustrating for both the parent and the child, since the direction and goal has changed without clear direction.

Once our standard is clear, we can look at some of the specific challenges. A child who is interested and engaged in learning typically puts forth his best work without prompting. They see the work as interesting, relevant and applicable to life. This motivation may come extrinsically through rewards, punishments or the infectious enthusiasm of a good teacher. Be careful with this, however. Too much extrinsic motivation has been shown to actually have a detrimental effect on long term goals. Motivation is greatest when it is intrinsic and the child connects privately with the information. From an old post:

This reminds me of the verse, "Train up a child in the way he should go, and he will not depart from it." Each child is created with unique talents and abilities. We as parents have the difficult task of "learning to know" our children, discovering their God-given talents and interests and guiding them to see God's plan for their lives. But if we are truly seeking the path that he should go and not the path that we would have him go, I think we might find that the issue of motivation becomes secondary.

Instead, we must take on the much greater challenge of "standing fast" and maintaining the standard.

homeschooling, home school

Last week, I looked at entry about homeschooling over on Wikibooks. It was not anything terribly new, with the same stereotypes propogated without anything to really back them up. I was thinking about posting on it, but Alasandra already did a very nice job of that.

Ironically, so did Kelley McBride of the Green Bay Press Gazette in her article, Students fight myths about homeschooling. It is even about us right wing fundamentalists who dared pull our kids at least in part for religious reasons and the opportunity to teach our children our "narrow" views. But somehow, we don't come across that way at all. Nice job, Kelley. And nice conclusion:

"Education really is being able to handle the situations in the world and knowing how to properly respond, and just being able to live a good life," Lawyer said. "Homeschooling focuses on education as...teaching them how to live life."

A positive article on homeschooling is always appreciated now and again, especially when it is not trying to divide the homeschooling community by confirming some stereotypes but pointing out that not all homeschoolers are "like that." Of course we are not all "like that," but most people would be surprised how not-like-that even most conservative Christian homeschoolers are.

Hey, the comment by the public school teacher is even supportive of homeschooling.

homeschooling, home school

During our yearly trip to the Omaha Zoo, I stood captivated at the rain forest floor exhibit. The typically sedentary pygmy hippo was walking along the river bed and as we watched, an adjective came to mind I do not normally associate with the hippopotamus: graceful. It literally danced along the rocks at the bottom of his tank, as light footed as a ballerina. Smooth, fluid and beautiful, it was in its element, doing what it was created to do.

The characteristics which make the hippo perfectly adapted to its underwater home have made it awkward and slow on land. Prior to my first encounter with the pygmy hippo at the zoo, however, I had only seen hippos lazily floating at the surface or lumbering on shore. Since only their weaknesses were visible to me, I have always characterized them by these same weaknesses.

Since I tend to view my children's weaknesses as that which will hold them back in life, I tend to focus on them. I look at my daughter's school work and know she is weak in spelling and strong in math. I could simply say, "Well, you just are not that good at spelling so we don't need to waste more time on it. Spell check will help." But I do not think we should back away from challenges so easily. She can learn to spell, it may just be more difficult for her than it was for me. I could also overwhelm her with practice, taking time from the studies she enjoys to make sure that she meets some sort of arbitrary standard. And I think I am guilty of that a little. At least at times. I do not want her to have weaknesses.

But that is because I focus on them too much. She is weak in spelling, Why? Given the fact that she still flips her letters around, I am beginning to suspect the possibility of a learning disability, but there is more to it than that. She has a strong bodily-kinesthetic intelligence. She excels in karate, loves art, science, math...essentially everything in which she is doing something. She has strengths which help her to excel in many things.

To support her education, I need to more effectively recognize the relationship between her strengths and weaknesses. I also need to give her full opportunity to explore her strengths and challenge herself. As she tests her own limits and learns more about herself and how she thinks and learns, she may begin to be able to use her strengths to overcome some of her weaknesses. Some things she will glide through, but with practice she will also be able to move serviceably through those things which are more challenging. And she will have the grace of a hippo.

For more posts in this series, check out the reflective learning category.

Photo credits: The video is not by me, but it is of the pygmy hippo at the Henry Doorly Zoo in Omaha. The photo is from the Smithsonian National Zoological Park.

After deciding that I would indeed continue homeschooling past kindergarten, I began searching for curriculum. My husband wanted something classical. I was leaning toward Charlotte Mason. We both wanted something that was biblical. That is how I first came across the Biblical Principle Approach (BPA). It is not really a curriculum, per se. There are no text books, no workbooks and until recently no lesson plans. It is a more a method for "renewing the mind" in education and for giving you the confidence to teach your children accordingly.

Because I have never really found a satisfactory way of describing what BPA is in any sort of brevity, I will borrow PrincipledMom's (my blog mom!) description:

BPA is short for Biblical Principle Approach, a method of Biblical reasoning that places the Word of God at the center of every subject.

• It is a governmental way of thinking, that is: who or what is controlling, directing, regulating or restraining?
• It is a lifestyle of scholarship and Christian character.
• It is a Biblical method of education, similar in execution to the Hebraic model.
• It develops young men and women who are able to reason from God's Word for themselves.
• It is distinctive in its commitment to American Christian education.
• It highlights His Story, a recognition of Providential history. Principium
  

Its focus on foundations particularly attracted me. We set foundations for each subject area and for our lives.

But what does all that look like? I invite you to take a look in our home on a good day, when I had things planned, knew what I wanted to accomplish and everything was working.

This post is part of Back to Homeschool Week being hosted by I have to say...Check out some more posts on the topic by following the links she is collecting over there.

education, homeschooling, home school