Does your child get completely distracted and overwhelmed by the timer involved in a timed test of Math facts or other details? Timers certainly added a lot of pressure when I was a child – my body would tense up and my mind would be dominated by the ticking of the timer rather than the facts that I knew flowing onto the paper. Can you relate? Can your child?
So, what’s the point of the timed test? We recognize the benefit of being able to quickly present Math facts as the basis for more involved calculations, but does the timed test provide an incentive that works for all children? Why not let your child compete against himself, rather than others or that dreaded timer? Provide your child with the test sheet, record the time that he begins, and the time he finishes the page. The next time, his goal is to complete it in less time. That would be improvement, right? Try it … I would bet your child will like it!
Saturday, October 17, 2009
Sunday, October 4, 2009
Have a Tête-à-tête …
The term is borrowed from French, meaning “head to head,” which is a great description of discussion in the homeschool environment. Of course, the French term implies a private conversation between two people, and your discussion can include several family members, but I think you get the idea.
Narration can be part of this discussion. When you read a book out loud to your child, or your child reads a book independently, you can use narration to determine how much the he or she grasps the content. If the book is non-fiction, ask your child to share details from what you read. Does this request leave him or her stymied? Lead off with a question, or ask your child for information regarding a particular person or event. If the book is fiction, ask your child to retell the events of the story. Doing this helps him or her to practice following the plot of the story. After your child has completed the narration, you can expand on the retelling of the story by asking clarifying questions, helping your child to further explore the action in the story or the choices made by characters.
Take narration a step further and you can combine fine arts and kid creativity by having your children reenact the story. Costumes and props can be simple or they can further expand the visual aids you employ in reviewing what was read. Have artistic children? Let them draw or create 3D representations (we called these dioramas when I was in school) of the story. Incorporate other subject skills by having them create a newspaper article or another form of creative writing that will go far beyond the traditional book report. Remember the enticing presentations at the end of Reading Rainbow? Those children were “selling” the books that they had read, providing just enough information and personal testimony to catch your attention and make you want to read the book, too.
Any of these methods will demonstrate your child’s grasp of the book content, and make the most of his or her creative nature.
Narration can be part of this discussion. When you read a book out loud to your child, or your child reads a book independently, you can use narration to determine how much the he or she grasps the content. If the book is non-fiction, ask your child to share details from what you read. Does this request leave him or her stymied? Lead off with a question, or ask your child for information regarding a particular person or event. If the book is fiction, ask your child to retell the events of the story. Doing this helps him or her to practice following the plot of the story. After your child has completed the narration, you can expand on the retelling of the story by asking clarifying questions, helping your child to further explore the action in the story or the choices made by characters.
Take narration a step further and you can combine fine arts and kid creativity by having your children reenact the story. Costumes and props can be simple or they can further expand the visual aids you employ in reviewing what was read. Have artistic children? Let them draw or create 3D representations (we called these dioramas when I was in school) of the story. Incorporate other subject skills by having them create a newspaper article or another form of creative writing that will go far beyond the traditional book report. Remember the enticing presentations at the end of Reading Rainbow? Those children were “selling” the books that they had read, providing just enough information and personal testimony to catch your attention and make you want to read the book, too.
Any of these methods will demonstrate your child’s grasp of the book content, and make the most of his or her creative nature.
Sunday, September 27, 2009
What About Testing?
"I know some kids who ought to exercise a right not to have their intelligence tested. They run the high risk of having their minds misrepresented by a score."
Mel Levine, M.D., A Mind at a Time
Tests have been a part of school since the classroom was established. Let's face it, tests were necessary for a teacher with a large number of students to evaluate and a limited amount of time to do so. But different learning styles absorb and process information in different ways, while most tests demand that the information be presented in one particular way. If your child doesn't seem to do well on tests, it is very likely that the test is calling for information in a way that doesn't match his or her learning style. A child that processes information globally will easily grasp big-picture concepts but will have difficulty breaking down information to specific details for a short-answer test; and likewise, an analytic child will quickly identify the details, but will have difficulty "seeing" the big picture.
Think back to your days in the classroom ... what was the normal environment for tests? Everyone sitting still at their desks, nobody permitted to speak, paper and pencil at hand and a timer (or was it just a clock) ticking. Sound familiar? There was an aspect of challenge for everyone in the room ... beyond the global versus analytic issues, the kinesthetic child can't move, the auditory child can't talk, and the visual child can't use visual aids. It's a wonder that more children through the decades didn't fall through the cracks of traditional testing. Perhaps they actually did.
Do you get the impression that I'm saying testing isn't necessary? Not really. Just don't confuse testing with accountability. A paper and pencil test isn't always the best way to evaluate your child's grasp of a subject. If you know your child's learning style, make that a primary consideration when you decide how to measure the level of your child's knowledge and grasp of the subject. Yes, they will need the discipline of being able to complete a written test, but that is not the sole means for evaluation.
We'll be talking about different alternate approaches to testing in the coming days ...
Mel Levine, M.D., A Mind at a Time
Tests have been a part of school since the classroom was established. Let's face it, tests were necessary for a teacher with a large number of students to evaluate and a limited amount of time to do so. But different learning styles absorb and process information in different ways, while most tests demand that the information be presented in one particular way. If your child doesn't seem to do well on tests, it is very likely that the test is calling for information in a way that doesn't match his or her learning style. A child that processes information globally will easily grasp big-picture concepts but will have difficulty breaking down information to specific details for a short-answer test; and likewise, an analytic child will quickly identify the details, but will have difficulty "seeing" the big picture.
Think back to your days in the classroom ... what was the normal environment for tests? Everyone sitting still at their desks, nobody permitted to speak, paper and pencil at hand and a timer (or was it just a clock) ticking. Sound familiar? There was an aspect of challenge for everyone in the room ... beyond the global versus analytic issues, the kinesthetic child can't move, the auditory child can't talk, and the visual child can't use visual aids. It's a wonder that more children through the decades didn't fall through the cracks of traditional testing. Perhaps they actually did.
Do you get the impression that I'm saying testing isn't necessary? Not really. Just don't confuse testing with accountability. A paper and pencil test isn't always the best way to evaluate your child's grasp of a subject. If you know your child's learning style, make that a primary consideration when you decide how to measure the level of your child's knowledge and grasp of the subject. Yes, they will need the discipline of being able to complete a written test, but that is not the sole means for evaluation.
We'll be talking about different alternate approaches to testing in the coming days ...
Tuesday, August 25, 2009
Tradition or Adaptation?
I know many families who have begun their school year - some venturing out for the first time, and some continuing the adventure where they left off earlier. I recently came across a book by Cynthia Tobias that reminded me of some ideas that may be of help to you. Our family's schooling experience was greatly enhanced by the information that I gleaned from several of Cynthia's books, starting with The Way They Learn, which is available from Sonlight.
Cynthia writes, "We do need educational reform, but most of all we need to remember who we are trying to educate. The students should be our first priority - each child should be considered an important and valuable customer who can potentially change the world for the better. We should keep our standards high, our academic goals clear, and our code of ethics strong. The point is, we need to teach kids to think, not just feed them facts to think about. That means we'll need to pay attention to the individual learning strengths and preferences of each student."
Cynthia inspired me to break the mold of my traditional education and adapt my approach to meet the needs of my children. While we still used the table for some of our work, we often abandoned it for more comfortable surroundings that were more conducive to my children focusing on the task at hand. I discovered that one of my boys was much more comfortable in softer lighting, that another could focus better when stretched out on the floor, and another was geared for best performance later in the day. There are a variety of aspects of your child's physical environment that could be modified to maximize his ability to focus and learn. These include the type of lighting (bright, soft, fluorescent, etc.), the seating arrangements (desk, table, floor, comfy chair, etc.), the temperature of the room, even the time of day that they are doing their work. Engage your child in experimenting with the best arrangement, but remember to hold him accountable for proving that the non-traditional study environment he prefers actually produces the best results.
Cynthia writes, "We do need educational reform, but most of all we need to remember who we are trying to educate. The students should be our first priority - each child should be considered an important and valuable customer who can potentially change the world for the better. We should keep our standards high, our academic goals clear, and our code of ethics strong. The point is, we need to teach kids to think, not just feed them facts to think about. That means we'll need to pay attention to the individual learning strengths and preferences of each student."
Cynthia inspired me to break the mold of my traditional education and adapt my approach to meet the needs of my children. While we still used the table for some of our work, we often abandoned it for more comfortable surroundings that were more conducive to my children focusing on the task at hand. I discovered that one of my boys was much more comfortable in softer lighting, that another could focus better when stretched out on the floor, and another was geared for best performance later in the day. There are a variety of aspects of your child's physical environment that could be modified to maximize his ability to focus and learn. These include the type of lighting (bright, soft, fluorescent, etc.), the seating arrangements (desk, table, floor, comfy chair, etc.), the temperature of the room, even the time of day that they are doing their work. Engage your child in experimenting with the best arrangement, but remember to hold him accountable for proving that the non-traditional study environment he prefers actually produces the best results.
Tuesday, August 11, 2009
What to do with the toddlers?
We've all been in that place in life - maybe you are there now - where we have a toddler who has significantly increased the activity level in our house as he runs circles around us until that blissful moment when he falls asleep. In the midst of this circumstance, you ask, how can I possibly homeschool? The answer is that you can, if you have a plan.
Let's face it, with a toddler in the house, you won't get much of anything done unless you have a plan. You know your child's ebbs and flows, so to speak. There will be times that he needs one-on-one, and there are times that he needs to be trained to work with the team. Don't fall into the mindset that everything must revolve around him constantly, and that his education (in terms of training, not academics) will wait until he is 4 or 5 years old. Begin now to introduce the concept of working together, helping with chores, etc.
There are a variety of ways to occupy a toddler or even incorporate him in your schoolwork. I would suggest that you look at my earlier posts pertaining to using movement to teach wiggly children - with modification, these methods can work to occuply toddlers, too. Other ideas would be:
~ set up small collections of toys in bins labeled for each school day (Monday, Tuesday, etc.) and offer those to your toddler on just that day of the week. Seeing these toys so infrequently will make them seem "new" and keep the child interested longer while you work with the older children.
~ create a place for the toddler to "do school" - whether in the high chair, in a chair at the table, or at a small table nearby - and give him tasks to work on. These can include lacing cards, stacking blocks, connecting Legos or Duplos, or other small-scale activities.
~ establish a "recess" for each of the older children to play with the toddler while you focus on a subject with one of the other children.
~ make the most of nap time, saving subjects for which an older child needs quiet to concentrate or your undivided attention, provided nap time falls at a time of day when that child is at his or her peak in focus ability.
~ if you use music to help your children memorize, encourage the toddler to participate. I particularly recommend the Sing the Word Bible memorization CDs that Sonlight offers - they work well at home or in the car.
You will be amazed at what they can learn just by being in the room with you while you teach your older children. I remember a TV commercial that illustrated this so very well ... it featured a family eating breakfast and Dad quizzing his son on the state capitols. When he asked him the capitol of Vermont, the boy seemed stumped, but his little sister, sitting in her high chair, looked up from the food on her tray and called out "Montpelier!" It could happen in your home, too!
Thursday, July 30, 2009
Larger Movement for Learning
While incorporating small, quiet opportunities for movement may be appropriate for certain times in your school day, there are also other times when larger movement is needed. I would define "larger movement" as incorporating either the whole body or larger muscle groups.
One of the favorite tips that a good friend shared with me was adapting the idea of hopscotch to rehearsing facts. Take a collection of index cards and label them according to the facts you wish to review - examples would be letters, numbers, parts of speech, etc. The cards needed for the review are then scattered on the floor and as you ask a question, your child will jump on the card and say the answer. For example, if you are reviewing addition facts, you might scatter an assortment of numbered cards on the floor (space them according to reasonable jumping distances). When you call out "3 + 5" your child will answer (loudly, if you wish) "8" and jump on the index card labeled "8".
Another approach would be to play toss with a bean bag as you and your child recite linear information - meaning a series that has a beginning and an end, such as the books of the Bible, skip counting to 50, or even a memorized passage. I recommend using a bean bag so that if someone misses a catch you aren't as likely to need to chase it far as you might a ball.
Have you ever considered playing "Mother May I" as a part of reviewing details? This can be done with a group of children, even when they aren't on the same level. As "Mother" you can control what questions you ask each child (varying the difficulty as appropriate) and how they would advance when the answer is correct. Try it ... you might discover a whole new way to review everyone's History, Language Arts, Science or Math facts in one activity ... and have fun in the process!
Who says learning can only be accomplished sitting at a table or desk?
Tuesday, July 28, 2009
Pardon a slight detour ...
I have shared in an earlier post about the seasons of change that I am walking through this year. I know that my last post was the first in a series where I am sharing tips for working with wiggly students, and I will continue that ... but right now I am about to wiggle out of my own skin with gratitude to the Lord for the precious gift He brought into our family on Sunday.
Little Liv joined our family almost a month earlier than expected. She has wasted no time in wrapping our hearts around hers and we rejoice in her life and all the plans that God's Word says have already been written for her.
So now I carry the added title of "grandma" or whatever actual name it works out to be. New horizons, great excitement, even a fresh perspective on family. I am blessed!
Little Liv joined our family almost a month earlier than expected. She has wasted no time in wrapping our hearts around hers and we rejoice in her life and all the plans that God's Word says have already been written for her.
So now I carry the added title of "grandma" or whatever actual name it works out to be. New horizons, great excitement, even a fresh perspective on family. I am blessed!
Wednesday, July 22, 2009
Quiet Movement While Learning
As we break out of the classroom mold and discover the freedom we have in adjusting our methods and the environment we provide our children for learning. For the wiggle worm - the child who needs their world to stay in motion in order to be able to focus on details - there are a variety of types of movement which can be incorporated into your learning activities. I've already mentioned in my last post letting them manipulate Silly Putty or Play Doh in their hands, or sitting in a rocking chair, while they listen to you read out loud or discuss a topic with you. Other ideas could include:
~ salt dough ... building a model as they listen to a story
~ Legos ... provide a specific building assignment
~ drawing ... better to trace or copy and color a picture than freestyle drawing
~ bounce on a mini trampoline
~ provide a bowl of screws, a screwdriver and a piece of scrap wood
~ sort a bowl of assorted craft puff balls by size or color
~ mopping the floor, dusting furniture
~ create patterns with rubber bands on a geoboard
~ play with paper dolls (many historical sites offer thematic paper dolls in their gift shops - these can be geared for girls or boys)
Next I'll be posting ideas for larger movement to incorporate as you seek to provide the keys your child needs to unlock his educational success.
~ salt dough ... building a model as they listen to a story
~ Legos ... provide a specific building assignment
~ drawing ... better to trace or copy and color a picture than freestyle drawing
~ bounce on a mini trampoline
~ provide a bowl of screws, a screwdriver and a piece of scrap wood
~ sort a bowl of assorted craft puff balls by size or color
~ mopping the floor, dusting furniture
~ create patterns with rubber bands on a geoboard
~ play with paper dolls (many historical sites offer thematic paper dolls in their gift shops - these can be geared for girls or boys)
Next I'll be posting ideas for larger movement to incorporate as you seek to provide the keys your child needs to unlock his educational success.
Friday, July 10, 2009
Starting a new homeschool year?
Are you just considering the option of homeschooling? Perhaps your child's experience in the traditional classroom has been a wake-up call to the difference between his gifts and their teaching style. On the other hand, you may have already been homeschooling and realized that your definition of learning - most likely established in your experiences as a child in the classroom - do not seem to connect with your child. That's okay ... in fact, it's quite common. As mothers, we may have carried, birthed and raised them, but we all realize fairly early that no two children are alike, and they are often very different from us!
So my first encouragement - you may call it a 'nugget of wisdom' based on years of experience in breaking out of the classroom mold - would be to NOT emulate the classroom! Especially if you pulled your children out of that environment because it wasn't working. Think about it: you have most likely been with your child more than anyone else on this planet - you fed and diapered him when a baby, you encouraged him as he took his first steps, you protected him as he explored his environment, you taught him to talk and to dress himself - so why wouldn't you be equally qualified to teach him academic subjects as well? Follow your instincts, listen to your child radar, and build on what works for your child.
Who decided that children needed to be sitting in a desk or at a table to do their schoolwork? Perhaps that's necessary to maintain order in a classroom, but in the tutorial environment of your home there are a variety of appropriate locations for your child to learn. I learned very quickly that my wiggly boys needed to shift locations often, so we would alternate between my reading to them while they sat on the couch or lounged on the floor and sitting at the table (or a reasonable surface) for written work. When it was far too distracting for a child to sit at the table, they would move their work to the kitchen counter and stand while they completed it.
A particularly wiggly child is usually a signal that they need to be moving in order to learn. If you want their ears and mind tuned in while you read to them or discuss something, let them manipulate something (Silly Putty, for example) in their hands, or sit in a rocking chair to add motion. Sitting on a large exercise ball may be a better option than a solid chair at the table, because they can incorporate motion while they are working (and it is usually quiet motion). Allow such motion will "free" your child to listen and focus.
Pay attention to your style. If you tend to speak fast and energetically, you will rev up your already wiggly child. When you need them calm for an activity, lead into that time with your own calm actions and voice. Have you ever had an energetic game of tug of war with a dog? When you are ready to quit, the dog is usually still eager to play, and it takes some effort with a calm voice and gentle petting to get them to mellow out. It's really the same with your children. So consider how you can help your child prepare for the next activity.
Use this summer to talk with other homeschooling parents, research ideas and build your repertoire of learning approaches to meet your child(ren)'s needs. If you try something and it bombs, set it aside and look for another idea. Just remember, it's not that your child is defective, he is just wired to learn differently. Your goal is to find what works with his wiring.
So my first encouragement - you may call it a 'nugget of wisdom' based on years of experience in breaking out of the classroom mold - would be to NOT emulate the classroom! Especially if you pulled your children out of that environment because it wasn't working. Think about it: you have most likely been with your child more than anyone else on this planet - you fed and diapered him when a baby, you encouraged him as he took his first steps, you protected him as he explored his environment, you taught him to talk and to dress himself - so why wouldn't you be equally qualified to teach him academic subjects as well? Follow your instincts, listen to your child radar, and build on what works for your child.
Who decided that children needed to be sitting in a desk or at a table to do their schoolwork? Perhaps that's necessary to maintain order in a classroom, but in the tutorial environment of your home there are a variety of appropriate locations for your child to learn. I learned very quickly that my wiggly boys needed to shift locations often, so we would alternate between my reading to them while they sat on the couch or lounged on the floor and sitting at the table (or a reasonable surface) for written work. When it was far too distracting for a child to sit at the table, they would move their work to the kitchen counter and stand while they completed it.
A particularly wiggly child is usually a signal that they need to be moving in order to learn. If you want their ears and mind tuned in while you read to them or discuss something, let them manipulate something (Silly Putty, for example) in their hands, or sit in a rocking chair to add motion. Sitting on a large exercise ball may be a better option than a solid chair at the table, because they can incorporate motion while they are working (and it is usually quiet motion). Allow such motion will "free" your child to listen and focus.
Pay attention to your style. If you tend to speak fast and energetically, you will rev up your already wiggly child. When you need them calm for an activity, lead into that time with your own calm actions and voice. Have you ever had an energetic game of tug of war with a dog? When you are ready to quit, the dog is usually still eager to play, and it takes some effort with a calm voice and gentle petting to get them to mellow out. It's really the same with your children. So consider how you can help your child prepare for the next activity.
Use this summer to talk with other homeschooling parents, research ideas and build your repertoire of learning approaches to meet your child(ren)'s needs. If you try something and it bombs, set it aside and look for another idea. Just remember, it's not that your child is defective, he is just wired to learn differently. Your goal is to find what works with his wiring.
Thursday, July 2, 2009
Where have the months and years gone?
I've been significantly absent from this blog for far too long. Don't think for a moment that I was lounging on a secluded island paradise ... that rarely happens in real life. No, I've been working through a season of change, and I'm still in the process.
May saw my usual busy schedule of homeschool conventions - I traveled to Pennsylvania, Mississippi, and Florida - in which I was delighted to speak with hundreds of homeschool families. I gave workshops for large groups, but the most rewarding is speaking directly with homeschooling parents, finding out where they are in their homeschool journey, what their goals are, what ages they are teaching, and offering them suggestions for making the journey simpler and more fulfilling. I love it! God equipped me as an encourager, and has given me many experiences from which to share.
Once the conventions were over we had the final flurry of preparations for the high school graduation of our youngest son. There was plenty of planning and prep that went into our ceremony for 12 local homeschooled students, and it was punctuated with foggy reminiscent periods of the 19 years that we have homeschooled. This wasn't just his graduation, it was mine, too. I am no longer an active homeschooling parent. Wow! I never pictured this day when we first ventured into homeschooling so many years ago. Sure, there have been some rough times, but I wouldn't trade our experiences for anything, especially not a yellow school bus.
Graduation might have brought a lull for many, but not for our family. Our son had chosen to enlist in the Army and was scheduled to leave for Basic Training less than two weeks later. We began an unchoreographed dance around each other - he trying to see all the friends that he would miss while he was gone, me trying to get details sorted out to ensure that what he needed to take was at hand and prayerfully processing the varying emotions of my youngest grown up and leaving home. That was one of the bigger shocks. Unlike the older two who went to college and came back home after each semester, the youngest was going to leave and not come home again except for hoped-for annual leave from duty, and we won't know where he will be living until later this fall. I haven't lived in this unknown since my years in my parents' home (Dad was a Marine) and the first decade of marriage (husband was in the Army).
So I'm wandering new territory. Writing letters by hand to my son who has no computer access during Basic Training, sorting through emotions, and seeking the path and plan that God has for me in this new season of life. Meanwhile, I hope to be able to impart some of what I have learned through my homeschool journey and what I am learning now. I welcome your company along the road.
May saw my usual busy schedule of homeschool conventions - I traveled to Pennsylvania, Mississippi, and Florida - in which I was delighted to speak with hundreds of homeschool families. I gave workshops for large groups, but the most rewarding is speaking directly with homeschooling parents, finding out where they are in their homeschool journey, what their goals are, what ages they are teaching, and offering them suggestions for making the journey simpler and more fulfilling. I love it! God equipped me as an encourager, and has given me many experiences from which to share.
Once the conventions were over we had the final flurry of preparations for the high school graduation of our youngest son. There was plenty of planning and prep that went into our ceremony for 12 local homeschooled students, and it was punctuated with foggy reminiscent periods of the 19 years that we have homeschooled. This wasn't just his graduation, it was mine, too. I am no longer an active homeschooling parent. Wow! I never pictured this day when we first ventured into homeschooling so many years ago. Sure, there have been some rough times, but I wouldn't trade our experiences for anything, especially not a yellow school bus.
Graduation might have brought a lull for many, but not for our family. Our son had chosen to enlist in the Army and was scheduled to leave for Basic Training less than two weeks later. We began an unchoreographed dance around each other - he trying to see all the friends that he would miss while he was gone, me trying to get details sorted out to ensure that what he needed to take was at hand and prayerfully processing the varying emotions of my youngest grown up and leaving home. That was one of the bigger shocks. Unlike the older two who went to college and came back home after each semester, the youngest was going to leave and not come home again except for hoped-for annual leave from duty, and we won't know where he will be living until later this fall. I haven't lived in this unknown since my years in my parents' home (Dad was a Marine) and the first decade of marriage (husband was in the Army).
So I'm wandering new territory. Writing letters by hand to my son who has no computer access during Basic Training, sorting through emotions, and seeking the path and plan that God has for me in this new season of life. Meanwhile, I hope to be able to impart some of what I have learned through my homeschool journey and what I am learning now. I welcome your company along the road.
Wednesday, April 29, 2009
First Event of the Season
I attended my first event of the season last weekend. It was the CHEF of LA Homeschool Convention in Greenwell Springs, LA. This is my homestate event, and one of the smaller ones that I do, so I have the benefit of getting to know attendees and recognizing those who return year after year.
I guess since my youngest will be graduating this year, I'm getting more nostalgic as the graduation date approaches. This year, I realized that there were some attending with their small children who I remember attending as middle-school and high school students in my early years of representing Sonlight. Rather than wallow in feeling old, though, this makes me rejoice to see another generation pursuing the high calling of homeschooling their children. What a gift!
I guess since my youngest will be graduating this year, I'm getting more nostalgic as the graduation date approaches. This year, I realized that there were some attending with their small children who I remember attending as middle-school and high school students in my early years of representing Sonlight. Rather than wallow in feeling old, though, this makes me rejoice to see another generation pursuing the high calling of homeschooling their children. What a gift!
Monday, April 6, 2009
"Goal" is not a 4-letter word
I have always had a part of me that resists setting goals. I don't know whether it is the connotation of the word that makes me think goals are hard and will take forever, or whether I just never had it modeled for me as a child. Whatever the reason, this is an area that I am working on in my life. Funny how various things will speak to you when you are focused on a theme ...
The following is from The Word For You Today devotional that I read regularly:
"Good planning and insight...bring...you honor and respect." Prov 3:21-22 NLT
People who set goals accomlish much more than people of equal educatio nand ability who don't. With that in mind, build these eight principles into your life.
1) Decide what you want. But first consult God. "Many are the plans in a man's heart, but it is the Lord's purpose that prevails." (Pr 19:21 NIV)
2) Think on paper. Writing your goals down gives them a sense of permanency, plus it energizes you. "Good planning and insight...bring...you honor and respect." Wishy-washy objectives won't get you where you want to go.
3) Establish a deadline. Without a definite beginning and ending, it's easy to procrastinate and get nowhere.
4) Make a list of what you need to do. Keep it before you at all times; it'll give you a track to run on.
5) Convert your list to a plan. Decide what you need to do first and what you can do later. An organized plan is always better than trying to carry stuff around in your head.
6) Act immediately. "Be very careful, then how you live - not as unwise but as wise, making the most of every opportunity." (Eph 5:15-16 NIV) Do something! A mediocre plan that's implemented beats a brilliant one that's not.
7) Do something every day to move you forward. Build it into your schedule. For example, read systematically through your Bible, call a specific number of clients, engage in physical activity for a given time.
8) Have a goal you're willing to devote your life to ... and keep your eye on that goal at all times. "Teach us to number our days aright, that we may gain a heart of wisdom." (Ps 90:12 NIV)
I found that this gave me a guide, set a process for setting goals and added pointers for pursuing the goals. Granted, we don't all meet our deadlines, and goals may change over time, but I've heard it said, "If you're aiming at nothing, you're sure to hit it." I'm working to fine-tune my aim ... how 'bout you?
The following is from The Word For You Today devotional that I read regularly:
"Good planning and insight...bring...you honor and respect." Prov 3:21-22 NLT
People who set goals accomlish much more than people of equal educatio nand ability who don't. With that in mind, build these eight principles into your life.
1) Decide what you want. But first consult God. "Many are the plans in a man's heart, but it is the Lord's purpose that prevails." (Pr 19:21 NIV)
2) Think on paper. Writing your goals down gives them a sense of permanency, plus it energizes you. "Good planning and insight...bring...you honor and respect." Wishy-washy objectives won't get you where you want to go.
3) Establish a deadline. Without a definite beginning and ending, it's easy to procrastinate and get nowhere.
4) Make a list of what you need to do. Keep it before you at all times; it'll give you a track to run on.
5) Convert your list to a plan. Decide what you need to do first and what you can do later. An organized plan is always better than trying to carry stuff around in your head.
6) Act immediately. "Be very careful, then how you live - not as unwise but as wise, making the most of every opportunity." (Eph 5:15-16 NIV) Do something! A mediocre plan that's implemented beats a brilliant one that's not.
7) Do something every day to move you forward. Build it into your schedule. For example, read systematically through your Bible, call a specific number of clients, engage in physical activity for a given time.
8) Have a goal you're willing to devote your life to ... and keep your eye on that goal at all times. "Teach us to number our days aright, that we may gain a heart of wisdom." (Ps 90:12 NIV)
I found that this gave me a guide, set a process for setting goals and added pointers for pursuing the goals. Granted, we don't all meet our deadlines, and goals may change over time, but I've heard it said, "If you're aiming at nothing, you're sure to hit it." I'm working to fine-tune my aim ... how 'bout you?
Wednesday, April 1, 2009
Translating Sonlight to Transcript Courses
In my last post I promised to provide some guidelines for breaking down Sonlight Core programs into courses that can be reported on a high school transcript. You probably recognize that Sonlight's Core programs comprise a variety of components - Bible, History, Literature, and Vocabulary/Composition in the older levels. In order to include your child's Sonlight studies on a transcript, it is best to separate these components into separate course credit. The titles you give these courses can vary according to your preference or the expectations of the college to which your child will be applying. A quick note here - your child's transcript is similar to a resume that would be submitted when applying for a job. When job hunting, it's not uncommon to tailor the resume to the business ... likewise, you can adapt your child's transcript to the particular college, even creating a unique one for each college to which your child applies. The courses wouldn't change on each one, but the way that you present them in order to highlight particular ones may make a difference in how your child's transcript is evaluated.
So, what Sonlight Core programs would be appropriate for high school credit? I would say - and this is my opinion - that Core 5 and higher could be justified as high school studies. Naturally, you would expect a high school student who is doing Core 5 (Eastern Hemispheres) to put more work into the program and projects than you would an elementary-aged student, but given the prominence that Eastern Hemisphere countries are carrying in current events, I believe that this Core program could provide an effective foundation for understanding international affairs. The likely course credit from this program would be a World Culture course titled according to your child's focus in the study, and Bible credit. The related Language Arts 5 program can provide Composition credit, but high school students do not normally count grammar as part of English credit.
Core 6 and 7 provide a two-year study of World History. These can be done as outlined, or you may prefer to focus on just the Alt 7 Condensed World History course, or the Core 7 as Modern World History (modern meaning since the Renaissance). I would suggest that the latter two options would fit better in the traditional outline of high school course requirements. Again, these would provide World History course credit, Bible credit, Composition credit if the writing assignments are completed, and Intro to Literature credit.
Core 100 provides an In-depth American History course, along with Bible, Composition and Literature credit. The amount of credit - 1/4, 1/2 or a full credit - is dependent on the amount of time devoted to the particular portions of the Core program or coursework.
Core 200 provides a study titled, History of God's Kingdom. I have used this title on a transcript submitted to a Christian college, or shifted the course title to World Civilizations for a transcript submitted to a secular college. Again, the course would generally provide credit for History, Bible, Composition and Literature.
Core 300 provides a World History course focused on the 20th Century. You may want to indicate that focus in your course title. The Core would provide credit for History, Bible, Composition and 20th Century Classic Literature. In this case, I gave my sons a full course credit for the Literature because of the numbers of works that were included.
Core 400 provides a combination of American Government and Civics, along with a hefty dose of American Literature. If your child covers all of the scheduled materials, I would suggest that you can give 1 credit for American Government, 1/2 credit for Civics or Political Science, 1 credit for Bible, 1/2 credit for Composition, and 1 credit for American Literature. You may even choose to give "honors" credit for portions of the Core 300 or Core 400 programs because of the robust content when compared to traditional textbook programs.
Lastly, Core 530 provides a focus on British Literature. This is not a complete Core program in the sense of incorporating Bible, History and Literature, but can be used in preparation for taking the AP English Literature exam. Please note that this course is not endorsed as an AP course by the College Board.
I highly recommend Cafi Cohen's book, Homeschoolers' College Admission Handbook, for guidance and samples of high school transcripts.
So, what Sonlight Core programs would be appropriate for high school credit? I would say - and this is my opinion - that Core 5 and higher could be justified as high school studies. Naturally, you would expect a high school student who is doing Core 5 (Eastern Hemispheres) to put more work into the program and projects than you would an elementary-aged student, but given the prominence that Eastern Hemisphere countries are carrying in current events, I believe that this Core program could provide an effective foundation for understanding international affairs. The likely course credit from this program would be a World Culture course titled according to your child's focus in the study, and Bible credit. The related Language Arts 5 program can provide Composition credit, but high school students do not normally count grammar as part of English credit.
Core 6 and 7 provide a two-year study of World History. These can be done as outlined, or you may prefer to focus on just the Alt 7 Condensed World History course, or the Core 7 as Modern World History (modern meaning since the Renaissance). I would suggest that the latter two options would fit better in the traditional outline of high school course requirements. Again, these would provide World History course credit, Bible credit, Composition credit if the writing assignments are completed, and Intro to Literature credit.
Core 100 provides an In-depth American History course, along with Bible, Composition and Literature credit. The amount of credit - 1/4, 1/2 or a full credit - is dependent on the amount of time devoted to the particular portions of the Core program or coursework.
Core 200 provides a study titled, History of God's Kingdom. I have used this title on a transcript submitted to a Christian college, or shifted the course title to World Civilizations for a transcript submitted to a secular college. Again, the course would generally provide credit for History, Bible, Composition and Literature.
Core 300 provides a World History course focused on the 20th Century. You may want to indicate that focus in your course title. The Core would provide credit for History, Bible, Composition and 20th Century Classic Literature. In this case, I gave my sons a full course credit for the Literature because of the numbers of works that were included.
Core 400 provides a combination of American Government and Civics, along with a hefty dose of American Literature. If your child covers all of the scheduled materials, I would suggest that you can give 1 credit for American Government, 1/2 credit for Civics or Political Science, 1 credit for Bible, 1/2 credit for Composition, and 1 credit for American Literature. You may even choose to give "honors" credit for portions of the Core 300 or Core 400 programs because of the robust content when compared to traditional textbook programs.
Lastly, Core 530 provides a focus on British Literature. This is not a complete Core program in the sense of incorporating Bible, History and Literature, but can be used in preparation for taking the AP English Literature exam. Please note that this course is not endorsed as an AP course by the College Board.
I highly recommend Cafi Cohen's book, Homeschoolers' College Admission Handbook, for guidance and samples of high school transcripts.
Friday, March 27, 2009
Transcripts - What's the Buzz?
As I have talked with homeschoolers, it appears that one of the primary concerns of those considering the high school years is the issue of transcripts. The very term seems to strike fear into homeschoolers. Okay, I'll admit that as my oldest entered high school, I was not certain how I would create a transcript, but a friend walked me through the process, and perhaps now I can alleviate your fears by walking you through it as well.
First of all, there are two different aspects to preparing a transcript: 1) compiling the records, and 2) actually creating the document.
Compiling the records is best done yearly rather than in the final stages of the senior year. Think step by step, line by line, course by course. It is much easier to collect the information about the courses that your child completes when the material is fresh on your mind. For each of these courses, I recommend that you keep a list of what was studied, what materials were used, and how much time was devoted to the process. Your child's course may fall into a very common title such as Algebra 1, in which case you will likely have used a textbook and your child will have completed daily lessons. This is an easy course to record, since most textbook-based courses that are designed for two semesters of study would be considered 1 credit for a high school transcript. If you are recording a course of your own development, or one that is not designed in a traditional format, you will need to have your child maintain a log of the time spent on the coursework so that you can determine how much course credit to give - traditionally, 1 credit would represent 120-150 hours of work, but given the tutorial nature and efficiency of homeschooling, I lean toward the 120 hours for 1 credit. You should also create a brief description of each course and its goals as you compile your records.
The next step for transcripts is actually creating the form. This is easiest to do using the computer, but you still need to select the format you wish to use. Lest you be concerned that your transcript will not look like others, be assured that every school district produces a transcript that looks unique. Some transcripts show the coursework chronologically, and some group the coursework by general subject areas (such as English, Math, Science, and Electives). Either way is acceptable. Sonlight offers some helpful resources in Cafi Cohen's Homeschooler's College Admissions Handbook and Barb Shelton's Senior High: A Home-Designed Form+U+La. I have used Excel Spreadsheet software to format my transcripts and print them off. Barb Shelton offers a good suggestion ... when you print your transcript in black ink, have the principal (Dad?) sign it in blue ink so that it is clearly an original copy.
Now, when you are using a non-traditional program such as Sonlight Curriculum's literature-based Cores, you may wonder how it breaks down into courses. I'll post that in my next installment.
First of all, there are two different aspects to preparing a transcript: 1) compiling the records, and 2) actually creating the document.
Compiling the records is best done yearly rather than in the final stages of the senior year. Think step by step, line by line, course by course. It is much easier to collect the information about the courses that your child completes when the material is fresh on your mind. For each of these courses, I recommend that you keep a list of what was studied, what materials were used, and how much time was devoted to the process. Your child's course may fall into a very common title such as Algebra 1, in which case you will likely have used a textbook and your child will have completed daily lessons. This is an easy course to record, since most textbook-based courses that are designed for two semesters of study would be considered 1 credit for a high school transcript. If you are recording a course of your own development, or one that is not designed in a traditional format, you will need to have your child maintain a log of the time spent on the coursework so that you can determine how much course credit to give - traditionally, 1 credit would represent 120-150 hours of work, but given the tutorial nature and efficiency of homeschooling, I lean toward the 120 hours for 1 credit. You should also create a brief description of each course and its goals as you compile your records.
The next step for transcripts is actually creating the form. This is easiest to do using the computer, but you still need to select the format you wish to use. Lest you be concerned that your transcript will not look like others, be assured that every school district produces a transcript that looks unique. Some transcripts show the coursework chronologically, and some group the coursework by general subject areas (such as English, Math, Science, and Electives). Either way is acceptable. Sonlight offers some helpful resources in Cafi Cohen's Homeschooler's College Admissions Handbook and Barb Shelton's Senior High: A Home-Designed Form+U+La. I have used Excel Spreadsheet software to format my transcripts and print them off. Barb Shelton offers a good suggestion ... when you print your transcript in black ink, have the principal (Dad?) sign it in blue ink so that it is clearly an original copy.
Now, when you are using a non-traditional program such as Sonlight Curriculum's literature-based Cores, you may wonder how it breaks down into courses. I'll post that in my next installment.
Friday, March 20, 2009
Homeschooling High School
High school at home? Most definitely! Many parents approach me with concerns about their ability to teach the high school subjects, but I assure them - and you - that it is not the daunting task that it may seem. There is a vast array of resources available to homeschooling parents of high school students - ranging from self-study courses, to tutoring settings, to traditional texts taught by parent or by video - and don't overlook the rewarding approach of learning alongside your student. I never thought I would be learning Latin at my age, but I have found it both fascinating and rewarding to study along with my sons. Now when we tour historical sites, it has become a game to translate the wording on the seals and official plaques we encounter.
Let's face it, many of us feel inadequate to "teach" high school because we don't remember much of the material that we were supposed to have learned in our high school years. That's really not a problem. As I've worked through courses alongside my sons, I've refreshed some knowledge, discovered new areas of interest and gained some new understanding of knowledge that I had retained. That was beneficial for me, but it also demonstrated that learning can be a life-long adventure.
You might find it helpful to hear input from several Sonlighters – including me – from the Staying the Course podcast on the Sonlight website. Listen and be encouraged!
By the way, the handsome graduate pictured above is my youngest and last one.
Friday, March 6, 2009
What started our homeschool journey?
Ask any homeschool parent what prompted them to begin investigating homeschooling and you will, no doubt, hear a unique story. Our reasons can be as varied as our taste in food and clothing, or our family backgrounds.
Our family's home school journey began in 1990. After teaching the middle of our three sons to read as a preschooler, we attended the local public school's Kindergarten orientation and realized very quickly that he would not be sufficiently challenged in their course of study. I had several friends who home schooled and encouraged me to consider it, so we decided to bring our oldest son home from public school and begin home schooling with a 3rd grader, a Kindergartener and a baby.
Of course, we started off with traditional textbooks because that was what I knew from my school experience. We managed through our first years this way, but frankly, it got boring...and quite challenging for me to cover all subjects for so many different grade levels. Eventually, I decided to leave the textbooks for a more hands-on learning approach and joined 4 families in a co-op using unit-based materials. Learning in this way was much more exciting, but it was not uncommon for me to spend at least 3 hours each weekend preparing for our lessons.
As our oldest son approached high school, I began looking for a method that would provide for this level of study, help me break away from a pile of textbooks for each child, and release me from extensive preparation time. I found my answer in Sonlight Curriculum. The Instructor's Guides minimize the need for preparation, we enjoyed reading much of our materials as a family, and instead of a pile of textbooks written for a captive audience, we enjoyed a collection of books that immersed our family in the environment and lives of the people who made history. Just months into our first year using Sonlight Curriculum, my children voted unanimously that it was the most fun they had had in school.
Now our oldest son has graduated from college, married and is starting a family, while the middle son is in college, and the youngest is finishing high school. For those of you who think that high school is simply too big an undertaking for the home environment, I would encourage you to reconsider. While we would all agree that it is best for parents to be home with preschoolers, I personally feel that our teenagers need us just as much. By home schooling in the high school years, you can help to shape your child's studies to prepare him for his future and provide stable support and guidance as your teen tests his or her wings.
You don't have to have the end figured out when you first start ... trust me, I certainly did not! In the beginning it was a one year at a time commitment. And then one day I realized that home school was a part of our lives, something I no longer needed to debate each summer. It has benefitted us as a family and as individuals, and enabled us to touch many lives in ways that we never would have had we followed the "norm" of shunting our children off to traditional school.
Thursday, February 12, 2009
My Convention Schedule
Look for me at the following events - bring your questions, bring a friend, and see how Sonlight Curriculum can meet your needs.
Download my
May 22-24, Kissimmee, FL
Gaylord Palms
Southeast Homeschool Expo
July 25-26, Atlanta, GA
Cobb Galeria
Wednesday, February 11, 2009
Your Homeschool Journey
Homeschooling is not the new concept that it was when I started over 20 years ago, but it still represents a unique approach when compared to most parents' educational experiences. I am beginning to meet young parents who were themselves homeschooled, but they are the minority. For the rest of us, embarking on the homeschool journey requires research and adjustment of mental pictures ... and don't forget commitment.
As a Sonlight Curriculum Consultant, I'd like to be your resource for information regarding homeschooling. I've compiled some resources on my personal website to get you started, and welcome your e-mails if you have further questions. Sonlight Curriculum was the answer for our homeschool - read about Our Homeschool Journey - and I am confident that our materials can help you enjoy your journey as well.
As a Sonlight Curriculum Consultant, I'd like to be your resource for information regarding homeschooling. I've compiled some resources on my personal website to get you started, and welcome your e-mails if you have further questions. Sonlight Curriculum was the answer for our homeschool - read about Our Homeschool Journey - and I am confident that our materials can help you enjoy your journey as well.
Subscribe to:
Posts (Atom)
