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Homegrown Minds
Isn't the name fantastic?! My husband thought that one up for me.
Thursday, August 12, 2010
Thursday, August 5, 2010
The Plan Comes Together
As of yesterday, my classroom had objectives written all over the white board, books spread all over the floor and my filing cabinet looked like it had thrown up. Today is not much better.
In PA, you must file an affidavit to homeschool your children. This affidavit must include a list of your educational objectives. Everyone I have spoken with has strongly encouraged me to keep these as vague as possible. This was a challenge for me. I love details. I rewrote these stinking things about twenty times before I had something vague that made me feel satisfied to put my name on it.
Once that was finished, I realized the fun had only just begun! Now...what to teach these boys? I wrote out the list of subjects required to be taught in elementary when homeschooling on our whiteboard. (Pardon the lousy photography...it was late, but you get the idea.)
Then I went to my enormous pile of books and materials I have always wanted to use and sorted them by subject. This left me with a floor covered in piles of books. Too many books. I spied the Calvert boxes that I had not yet unpacked and pulled out more books. This just made more piles.
I decided to change my approach.
"Let's do this by subject," I said to myself. (I had banished all other humans from the room.)
I chose science first. I pulled the Calvert 2nd and 5th grade science text books from the piles and checked what topics they would cover. They seemed to line up with each other fairly well. I sat down at the computer and outlined the units and chapters from each book, including vocabulary words. Two hours later, I had a plan. I chose three of those units to cover in this school year. I pulled all books I had related to those three topics and put everything else away for later.
One down...how many more to go?!
I am looking at math next. Math and science are the two that give me the most difficulty because I'm always second guessing the best approach for the boys. I just learned of a cool math program today and think it might be the ticket for JT. Living Math! If I had to do it all over again, this looks like the kind of math I could have enjoyed in school. I printed out their suggested book lists and a sample lesson to check out.
I am feeling a bit stressed by all I need to do. But I'm also feeling a freedom I haven't felt so far in this process. I was telling a friend who cyberschools her children about our decision. She told me she had been considering making a change too. She said, "I always feel like I'm racing to meet some goal. Like there's a carrot dangling in front of me that I can never reach."
I'm so glad we've left the race. I never really liked carrots anyway.
Please note: This will be my last week posting at Adventures in Cyberschooling. We will be making the transition to a new blog shortly. I have a name...but I won't tell you until it's ready! I will provide the link here when the move is complete.
In PA, you must file an affidavit to homeschool your children. This affidavit must include a list of your educational objectives. Everyone I have spoken with has strongly encouraged me to keep these as vague as possible. This was a challenge for me. I love details. I rewrote these stinking things about twenty times before I had something vague that made me feel satisfied to put my name on it.
Once that was finished, I realized the fun had only just begun! Now...what to teach these boys? I wrote out the list of subjects required to be taught in elementary when homeschooling on our whiteboard. (Pardon the lousy photography...it was late, but you get the idea.)
At the elementary school level, the following courses shall be taught: English, to include spelling, reading and writing; arithmetic; science; geography; history of the United States and Pennsylvania; civics; safety education, including regular and continuous instruction in the dangers and prevention of fires; health and physiology; physical education; music; and art."
Well...I didn't write it quite like that. I only said safety education, not "including regular and continuous instruction in the dangers and prevention of fires." I guess PA can thank Benjamin Franklin for that one...Then I went to my enormous pile of books and materials I have always wanted to use and sorted them by subject. This left me with a floor covered in piles of books. Too many books. I spied the Calvert boxes that I had not yet unpacked and pulled out more books. This just made more piles.
I decided to change my approach.
"Let's do this by subject," I said to myself. (I had banished all other humans from the room.)
I chose science first. I pulled the Calvert 2nd and 5th grade science text books from the piles and checked what topics they would cover. They seemed to line up with each other fairly well. I sat down at the computer and outlined the units and chapters from each book, including vocabulary words. Two hours later, I had a plan. I chose three of those units to cover in this school year. I pulled all books I had related to those three topics and put everything else away for later.
One down...how many more to go?!
I am looking at math next. Math and science are the two that give me the most difficulty because I'm always second guessing the best approach for the boys. I just learned of a cool math program today and think it might be the ticket for JT. Living Math! If I had to do it all over again, this looks like the kind of math I could have enjoyed in school. I printed out their suggested book lists and a sample lesson to check out.
I am feeling a bit stressed by all I need to do. But I'm also feeling a freedom I haven't felt so far in this process. I was telling a friend who cyberschools her children about our decision. She told me she had been considering making a change too. She said, "I always feel like I'm racing to meet some goal. Like there's a carrot dangling in front of me that I can never reach."
I'm so glad we've left the race. I never really liked carrots anyway.
Please note: This will be my last week posting at Adventures in Cyberschooling. We will be making the transition to a new blog shortly. I have a name...but I won't tell you until it's ready! I will provide the link here when the move is complete.
Thursday, July 29, 2010
Forget Everything I Said
Summer has not been what I thought it would be.
Remember my list of summer goals? My list included 8 goals for the boys. We actively worked on two. Not exactly a good outcome. Here are the stories of success.
We have been swimming on a fairly regular basis. As of last summer, JT had little interest in getting his face wet, let alone swimming. I am proud to say he can now swim across the pool, jump off the ladder in the deep end, and doesn't mind the water in his face at all. EM is making some progress with comfort in the water, but still prefers to climb out of the pool and dry off on the towel every time he gets a drip of water on his face. Maybe next year?
We also continued our chess and science get-togethers with our friends. I have taught two science sessions, with two more planned before the end of summer. Our first was on electrical generation. The second focused on microscopes.
During the microscope lesson I discussed Anton Leeuwenhoek. I tried to emphasize that he was not a trained scientist. He sold drapes! Yet this man is considered by many to be the father of microbiology. How did this happen? He was curious. He acted on that curiosity. Then because he documented everything he learned he was able to share what he had discovered. The scientific method in action!
The next week I was having a very in depth discussion with a friend who also homeschools. She was questioning the best way to approach her family's education for this year. I asked, "Do we want our kids to learn to memorize what other people think they need to know or learn how to learn?" I brought up the story of Anton Leeuwenhoek and realized the backbone of what I want to teach them is to look and share.
Then yesterday I started to clean out my office and classroom....remember this from that other blog post?
"I will (remind me that I said this later, would you?) I WILL find ways to incorporate the ton of enrichment materials I have bought in the last 3 years into our daily classroom experiences."
I quickly became overwhelmed. How was I going to incorporate all of this great material into the substandard material I had to use?! How would I have time with all that tedious testing needing to be done?!
...and I started to formulate a plan.
This morning I called our IS and withdrew both of the boys from the cyber school.
I felt some panic, but it only lasted a few minutes because one of my traditional homeschooling friends was available to chat and tell me how much happier we'd be and how easy it really is to put a portfolio together, etc.
So here I am. No longer a cyberschooler. I need to put together our educational objectives that need to be submitted with an affidavit stating my intent to homeschool. There's a wonderful site all about PA homeschooling law called AskPauline.com It is full of useful links to regulations, requirements and examples of all the documentation you need. I think it's my new home away from home.
I will have to box up all the technology equipment the school provided. Bye, bye my beloved Bamboo. However, we can keep all of the books and school supplies. Some we will use and some can be sold off to buy a new computer for the classroom since ours has to ship out.
I am excited, scared, hopeful...I'm still not sure that this is the best possible option. It feels right. We can always go back. I'm ready to give it a go.
One more thing...I'm going to have to get a new blog name! :-)
Remember my list of summer goals? My list included 8 goals for the boys. We actively worked on two. Not exactly a good outcome. Here are the stories of success.
We have been swimming on a fairly regular basis. As of last summer, JT had little interest in getting his face wet, let alone swimming. I am proud to say he can now swim across the pool, jump off the ladder in the deep end, and doesn't mind the water in his face at all. EM is making some progress with comfort in the water, but still prefers to climb out of the pool and dry off on the towel every time he gets a drip of water on his face. Maybe next year?
We also continued our chess and science get-togethers with our friends. I have taught two science sessions, with two more planned before the end of summer. Our first was on electrical generation. The second focused on microscopes.
During the microscope lesson I discussed Anton Leeuwenhoek. I tried to emphasize that he was not a trained scientist. He sold drapes! Yet this man is considered by many to be the father of microbiology. How did this happen? He was curious. He acted on that curiosity. Then because he documented everything he learned he was able to share what he had discovered. The scientific method in action!
The next week I was having a very in depth discussion with a friend who also homeschools. She was questioning the best way to approach her family's education for this year. I asked, "Do we want our kids to learn to memorize what other people think they need to know or learn how to learn?" I brought up the story of Anton Leeuwenhoek and realized the backbone of what I want to teach them is to look and share.
Then yesterday I started to clean out my office and classroom....remember this from that other blog post?
"I will (remind me that I said this later, would you?) I WILL find ways to incorporate the ton of enrichment materials I have bought in the last 3 years into our daily classroom experiences."
I quickly became overwhelmed. How was I going to incorporate all of this great material into the substandard material I had to use?! How would I have time with all that tedious testing needing to be done?!
...and I started to formulate a plan.
This morning I called our IS and withdrew both of the boys from the cyber school.
I felt some panic, but it only lasted a few minutes because one of my traditional homeschooling friends was available to chat and tell me how much happier we'd be and how easy it really is to put a portfolio together, etc.
So here I am. No longer a cyberschooler. I need to put together our educational objectives that need to be submitted with an affidavit stating my intent to homeschool. There's a wonderful site all about PA homeschooling law called AskPauline.com It is full of useful links to regulations, requirements and examples of all the documentation you need. I think it's my new home away from home.
I will have to box up all the technology equipment the school provided. Bye, bye my beloved Bamboo. However, we can keep all of the books and school supplies. Some we will use and some can be sold off to buy a new computer for the classroom since ours has to ship out.
I am excited, scared, hopeful...I'm still not sure that this is the best possible option. It feels right. We can always go back. I'm ready to give it a go.
One more thing...I'm going to have to get a new blog name! :-)
Thursday, June 3, 2010
Hooray!
Today was our last classroom day for this school year. I made it through another year...only 11 more to go. !!!
Tomorrow we are taking part in a field trip to Longwood Gardens with our cyber school. I found out yesterday that the kids will be chaperoned by PACyber teachers only. Parents are not invited to stay with the groups. This unnerves me a bit. I have grown used to having my kids with me all the time. Yes, I send them to scouts and various other activities where I am not present...but this feels different. Maybe because it's in a strange place. My husband and I will still be in the gardens. The teachers will have our phone numbers. I'm not turning into an over-protective parent, am I? That will be something new to explore as the days go by.
As I did last year, I will be taking the month of June and part of July off from blogging. Mid-way through July, I'll check back in to let you know the progress I have made on my planning goals for next year. I'll also let you know if we are sticking to our summer plans for the boys.
It has been a year of great adventures. Tomorrow will be yet another...bring it on!
Tomorrow we are taking part in a field trip to Longwood Gardens with our cyber school. I found out yesterday that the kids will be chaperoned by PACyber teachers only. Parents are not invited to stay with the groups. This unnerves me a bit. I have grown used to having my kids with me all the time. Yes, I send them to scouts and various other activities where I am not present...but this feels different. Maybe because it's in a strange place. My husband and I will still be in the gardens. The teachers will have our phone numbers. I'm not turning into an over-protective parent, am I? That will be something new to explore as the days go by.
As I did last year, I will be taking the month of June and part of July off from blogging. Mid-way through July, I'll check back in to let you know the progress I have made on my planning goals for next year. I'll also let you know if we are sticking to our summer plans for the boys.
It has been a year of great adventures. Tomorrow will be yet another...bring it on!
Thursday, May 27, 2010
Wrap Up
Our 2009-2010 school year is nearly over. The next week will be three days of schooling (mostly fun stuff) and a field trip on Friday. It's hard to believe that I already have two years of experience under my belt. When I look back at our progress, I know this year probably won't be recorded as one of our best years homeschooling. We made it through, but I felt like we really didn't take advantage of the opportunities we had in front of us. Here are some of our highs and lows:
Positives:
EM made solid progress in his reading. He is now working his way through chapter books, reading level N. At the start of the year, he didn't want to spend any free time reading. Now I find him reading alone without my encouragement.
EM has moved quickly through the first and almost all of the second grade math material from Calvert. We used those textbooks in more of a review fashion, while he also did work with Singapore Math 1B, Key Curriculum Press Introduction to Fractions, and various other math workbooks. He probably could have been more challenged than he was, but I had a hard time finding just the right fit for him. I plan to continue with Key Curriculum Press since he really liked the way the material was presented.
JT did an excellent job with spelling this year. We used the English Root Card set to develop our lists. I felt that he is finding it easier to decipher the meanings of strange words he encounters now that we are looking at the origins of the words on his list.
JT enjoyed his social studies material through Calvert. He learned a lot about the geography of the United States. He also had to write the research paper on California. This was a challenging assignment for him. It really made him have to think about organizing information. We also discussed the need to be able to communicate things you have learned in order to share that knowledge with others.
Negatives:
JT's math was not what it should have been this year. He raced through the Calvert material and then we floundered around for a bit. I hadn't planned well for what to do with the second half of the year. He worked his way through Life of Fred, Fractions. I feel that I should have had more supplemental material ready to go along with that book. I plan to have him do Singapore Math's placement test and start him in that series in the Fall.
EM spent far too much time waiting for me to be able to work on things with him. Many times I just assigned worksheets to keep him busy while I got JT pointed in the right direction. I had hoped JT would be more self-directed this year, but soon found EM was the one who can self-direct. Next year I plan to give EM his own notebook of assignments, like I already do for JT, and see if he can work independently.
Once again, I dropped the ball in science. We covered all that Calvert offered...but not much more. That said, the boys still manage to learn about science through their own explorations and reading. If I follow through with my summer plans, I'm hoping to be ready to dive deeper into science next year.
I also found that I waited too long to really get started on a few things. JT's German class through the cyber has been working out fairly well. I wish I had looked into that earlier in the school year. He has completed 1 out of 4 units. I hate to try to continue it through the summer, but don't want him to lose any ground, so we probably will. Also, I picked up an old high school poetry text book in the library discard pile earlier in the year. I just started having JT work through it a week ago. He has really enjoyed the depth of the study. I avoided pulling that out sooner because of the need to finish the Calvert test assignments.
All in all, the year was still a success. The boys were able to learn at their own pace. They could go off on tangents when the whim hit them. We were able to maintain a schedule (most days) that allowed us to finish school work and have time for outside activities. I still believe that this is the perfect fit for our family. I worried at the beginning of this year that EM would miss his friends from his year of schooling. He mentioned them from time to time in the Fall, but since then has decided being home is far better than being in a 'regular' school environment. I am still having fun. Things could change...the boys could decide they want to try something new. Either way, it will continue to be an adventure!
Positives:
EM made solid progress in his reading. He is now working his way through chapter books, reading level N. At the start of the year, he didn't want to spend any free time reading. Now I find him reading alone without my encouragement.
EM has moved quickly through the first and almost all of the second grade math material from Calvert. We used those textbooks in more of a review fashion, while he also did work with Singapore Math 1B, Key Curriculum Press Introduction to Fractions, and various other math workbooks. He probably could have been more challenged than he was, but I had a hard time finding just the right fit for him. I plan to continue with Key Curriculum Press since he really liked the way the material was presented.
JT did an excellent job with spelling this year. We used the English Root Card set to develop our lists. I felt that he is finding it easier to decipher the meanings of strange words he encounters now that we are looking at the origins of the words on his list.
JT enjoyed his social studies material through Calvert. He learned a lot about the geography of the United States. He also had to write the research paper on California. This was a challenging assignment for him. It really made him have to think about organizing information. We also discussed the need to be able to communicate things you have learned in order to share that knowledge with others.
Negatives:
JT's math was not what it should have been this year. He raced through the Calvert material and then we floundered around for a bit. I hadn't planned well for what to do with the second half of the year. He worked his way through Life of Fred, Fractions. I feel that I should have had more supplemental material ready to go along with that book. I plan to have him do Singapore Math's placement test and start him in that series in the Fall.
EM spent far too much time waiting for me to be able to work on things with him. Many times I just assigned worksheets to keep him busy while I got JT pointed in the right direction. I had hoped JT would be more self-directed this year, but soon found EM was the one who can self-direct. Next year I plan to give EM his own notebook of assignments, like I already do for JT, and see if he can work independently.
Once again, I dropped the ball in science. We covered all that Calvert offered...but not much more. That said, the boys still manage to learn about science through their own explorations and reading. If I follow through with my summer plans, I'm hoping to be ready to dive deeper into science next year.
I also found that I waited too long to really get started on a few things. JT's German class through the cyber has been working out fairly well. I wish I had looked into that earlier in the school year. He has completed 1 out of 4 units. I hate to try to continue it through the summer, but don't want him to lose any ground, so we probably will. Also, I picked up an old high school poetry text book in the library discard pile earlier in the year. I just started having JT work through it a week ago. He has really enjoyed the depth of the study. I avoided pulling that out sooner because of the need to finish the Calvert test assignments.
All in all, the year was still a success. The boys were able to learn at their own pace. They could go off on tangents when the whim hit them. We were able to maintain a schedule (most days) that allowed us to finish school work and have time for outside activities. I still believe that this is the perfect fit for our family. I worried at the beginning of this year that EM would miss his friends from his year of schooling. He mentioned them from time to time in the Fall, but since then has decided being home is far better than being in a 'regular' school environment. I am still having fun. Things could change...the boys could decide they want to try something new. Either way, it will continue to be an adventure!
Thursday, May 20, 2010
Summer Plans
I finally sat down and outlined what I would like to accomplish this summer. I have some goals for myself and some for the boys. Let's start with me...
Because the cyber school misunderstood a request I made for them to order 5th grade "MATH ONLY" for JT in December, I have the advantage of having ALL of the 2nd and 5th grade Calvert curriculum in my home at the START of summer break. Remember last year? I have promised myself that I will spend no less than 5 hours a week working my way through that material this summer. I have definitely felt a lack of organized planning on my part this year. Part of that may have been having to coordinate both boys' education for the first time. I really believe if I had invested more time immersed in what they would be working on in advance, I could have done a better job.
Along with that goal, I will (remind me that I said this later, would you?) I WILL find ways to incorporate the ton of enrichment materials I have bought in the last 3 years into our daily classroom experiences.
I will also clean out the old books that are no longer needed for the boys.
Now for the goals for the kids.
JT expressed a need to continue with some form of routine throughout the summer. We worked out a very simple schedule to keep us in a learning state of mind:
1. We plan to do some form of math twice a week. Whether it is through games, websites or workbooks, we need to keep up with the math facts.
2. We will have a new spelling list every two weeks. For the summer, we will introduce the words on Monday in week one, use Spelling city and other fun learning tools with a final test the following Friday. (JT specifically requested the continuing spelling lists)
3. We are creating journals now that the boys will use to record insects they observe this summer. We are also keeping a journal for the birds we see in the yard.
4. We will be working on one art project a week. Art has definitely been something we don't do enough. I'm hoping if we really get in the habit this summer it will carry through in the fall.
5. Our group of friends that participated in the chess classes we had in our home last year seem interested in starting up again. We plan to try to coordinate times once school lets out. We also want to start up our Summer Science group again. I hope to meet at least 4 times this summer.
6. My parents have a swimming pool and only live about 5 minutes away from us. Last year, the weather was not the best for swimming. I hope to get the boys over there 3 times a week if possible. Neither of them can swim at this point. I want to remedy that this summer. They also enjoy riding their bikes on my parents' long driveway.
7. I absolutely MUST set time limits for computer exposure this summer. We just purchased Lego Rock Band for the Wii. I can see all of us (especially me) spending too much time with that new toy.
8. Finally, having a planned reading time daily. JT reads in his free time without the need for encouragement. I want to start moving EM in the same direction. Plus, I want reading time for ME!
Today I took EM for an appointment for his teeth. He was telling our dentist about his adventures in the backyard. The doctor said, "I am so glad to hear that you play the way a little boy should...outside in the yard, climbing trees and getting dirty!" I had noticed in the last couple years, that my children seem to be some of the only kids that really spend a large amount of time just playing. So many kids are tied up in sports and other activities...they never have time to just go out and explore. I am hoping my goals for this summer will not get in the way of their most important task...playing...like little boys should.
Because the cyber school misunderstood a request I made for them to order 5th grade "MATH ONLY" for JT in December, I have the advantage of having ALL of the 2nd and 5th grade Calvert curriculum in my home at the START of summer break. Remember last year? I have promised myself that I will spend no less than 5 hours a week working my way through that material this summer. I have definitely felt a lack of organized planning on my part this year. Part of that may have been having to coordinate both boys' education for the first time. I really believe if I had invested more time immersed in what they would be working on in advance, I could have done a better job.
Along with that goal, I will (remind me that I said this later, would you?) I WILL find ways to incorporate the ton of enrichment materials I have bought in the last 3 years into our daily classroom experiences.
I will also clean out the old books that are no longer needed for the boys.
Now for the goals for the kids.
JT expressed a need to continue with some form of routine throughout the summer. We worked out a very simple schedule to keep us in a learning state of mind:
1. We plan to do some form of math twice a week. Whether it is through games, websites or workbooks, we need to keep up with the math facts.
2. We will have a new spelling list every two weeks. For the summer, we will introduce the words on Monday in week one, use Spelling city and other fun learning tools with a final test the following Friday. (JT specifically requested the continuing spelling lists)
3. We are creating journals now that the boys will use to record insects they observe this summer. We are also keeping a journal for the birds we see in the yard.
4. We will be working on one art project a week. Art has definitely been something we don't do enough. I'm hoping if we really get in the habit this summer it will carry through in the fall.
5. Our group of friends that participated in the chess classes we had in our home last year seem interested in starting up again. We plan to try to coordinate times once school lets out. We also want to start up our Summer Science group again. I hope to meet at least 4 times this summer.
6. My parents have a swimming pool and only live about 5 minutes away from us. Last year, the weather was not the best for swimming. I hope to get the boys over there 3 times a week if possible. Neither of them can swim at this point. I want to remedy that this summer. They also enjoy riding their bikes on my parents' long driveway.
7. I absolutely MUST set time limits for computer exposure this summer. We just purchased Lego Rock Band for the Wii. I can see all of us (especially me) spending too much time with that new toy.
8. Finally, having a planned reading time daily. JT reads in his free time without the need for encouragement. I want to start moving EM in the same direction. Plus, I want reading time for ME!
Today I took EM for an appointment for his teeth. He was telling our dentist about his adventures in the backyard. The doctor said, "I am so glad to hear that you play the way a little boy should...outside in the yard, climbing trees and getting dirty!" I had noticed in the last couple years, that my children seem to be some of the only kids that really spend a large amount of time just playing. So many kids are tied up in sports and other activities...they never have time to just go out and explore. I am hoping my goals for this summer will not get in the way of their most important task...playing...like little boys should.
Friday, May 14, 2010
Fun Science
Now that we have made it through all of our required work for the year...we have time for the FUN stuff!
I picked up a book last summer that I kept hoping we'd have time to use. We finally have time. It's A Guide for Using "The Magic School Bus, On the Ocean Floor"in the classroom . The boys have been having fun with the hands on experiments. Always a big hit at our house. Nothing like a table full of cups of dyed water and eye droppers to make little boys happy...and messy. We looked at the density of different temperature water samples. We also compared salt and fresh water. JT was speculating on some other possibilities for experiments along the same line of thinking. I'm hoping to have him lay out a plan and set up his own experiments next week...outside. :-)
We started to make plans for our summer work. Maybe one or two days a week...just a couple hours. We want to try to keep the kids up to speed without over-doing it. I'll have more on that in next week's blog.
Finally, JT is now taking a German class through PACyber. I had been wanting to work with him on foreign language for some time, but never seemed to get motivated. I decided to give the school's program a try. So far, it has been pretty good. JT works his way through each lesson independently. Each lesson has a podcast by the teacher, several online activities and an assignment he needs to complete and upload. This has given both of us a chance to learn how to use some of the technology we have avoided with the cyber school up until now.
TWO WEEKS LEFT TO GO! Can you tell I'm ready for a break?
I picked up a book last summer that I kept hoping we'd have time to use. We finally have time. It's A Guide for Using "The Magic School Bus, On the Ocean Floor"in the classroom . The boys have been having fun with the hands on experiments. Always a big hit at our house. Nothing like a table full of cups of dyed water and eye droppers to make little boys happy...and messy. We looked at the density of different temperature water samples. We also compared salt and fresh water. JT was speculating on some other possibilities for experiments along the same line of thinking. I'm hoping to have him lay out a plan and set up his own experiments next week...outside. :-)
We started to make plans for our summer work. Maybe one or two days a week...just a couple hours. We want to try to keep the kids up to speed without over-doing it. I'll have more on that in next week's blog.
Finally, JT is now taking a German class through PACyber. I had been wanting to work with him on foreign language for some time, but never seemed to get motivated. I decided to give the school's program a try. So far, it has been pretty good. JT works his way through each lesson independently. Each lesson has a podcast by the teacher, several online activities and an assignment he needs to complete and upload. This has given both of us a chance to learn how to use some of the technology we have avoided with the cyber school up until now.
TWO WEEKS LEFT TO GO! Can you tell I'm ready for a break?
Thursday, May 6, 2010
Time Will Fly
We are planning to complete our school year on May 24th. When I look at the calendar I think there is plenty of time left to finish everything on my to-do list. But I know this is an illusion. I had hoped to pack a month of fun into May. At this point, it's looking like we might have a week or two of fun...
JT is so very close to finishing his research paper. The rough draft is being composed this week. I am hoping to be printing out a final copy early next week. We started a unit on Marine Biology this week. There are quit a few hands on activities to keep us busy. EM is working on his journal a couple times a week. He has always avoided that kind of work, so I thought now that he has little 'assigned' work to complete, we can really take our time and focus on writing skills.
Speaking of writing skills...JT had an OT evaluation this week. He has been complaining of pain when writing for a couple years. I chalked it up to not enough practice. It turns out the therapist believes his 'grip of death' on the pencil is related to some upper body weakness. She gave him several exercises to work on strengthening. Hopefully, he will have an easier time in the future. For now, she recommends keeping his actual writing time to a minimum. Thanks to the cyber school allowing him the accommodation to type his compositions, that shouldn't be a big problem.
I am about to leave on a mini shopping vacation with my daughter. I am going to be gone for Friday. The boys will spend tomorrow at my parents' house. They are taking the Lego Mindstorm with them. There will be bike riding, yard work and science documentaries all day! I will have a much needed day out. :-)
JT is so very close to finishing his research paper. The rough draft is being composed this week. I am hoping to be printing out a final copy early next week. We started a unit on Marine Biology this week. There are quit a few hands on activities to keep us busy. EM is working on his journal a couple times a week. He has always avoided that kind of work, so I thought now that he has little 'assigned' work to complete, we can really take our time and focus on writing skills.
Speaking of writing skills...JT had an OT evaluation this week. He has been complaining of pain when writing for a couple years. I chalked it up to not enough practice. It turns out the therapist believes his 'grip of death' on the pencil is related to some upper body weakness. She gave him several exercises to work on strengthening. Hopefully, he will have an easier time in the future. For now, she recommends keeping his actual writing time to a minimum. Thanks to the cyber school allowing him the accommodation to type his compositions, that shouldn't be a big problem.
I am about to leave on a mini shopping vacation with my daughter. I am going to be gone for Friday. The boys will spend tomorrow at my parents' house. They are taking the Lego Mindstorm with them. There will be bike riding, yard work and science documentaries all day! I will have a much needed day out. :-)
Thursday, April 29, 2010
Research Paper
This week marked the completion of all the Calvert tests we need to send in for the year. The only thing left to do before I mail them is JT's research paper for social studies. Knowing how much he enjoys the writing process, you can probably guess what this experience will be like.
First of all, do 4th graders really need to be able to put together a research paper, including a bibliography? I enjoy writing, but I despise putting together a bibliography. This assignment is no picnic for me, either.
JT had to pick a state to write about. He chose California, mostly because he loves reading about Yosemite, so he figured it would be interesting. We went to the library to pick up a few books. Then I showed him how to gather the information on note cards. We made up cards for his sources...and away he went.
He came to me today and said, "Do I really have to list which source the information on each card comes from?"
I said, "Why would you not want to list it?"
"Well, I know that Yosemite Falls is the highest waterfall in North America. But, I don't know where I learned that."
I guess mom didn't make the purpose of a research paper entirely clear. :-)
Tomorrow he will start his rough draft. I would really like to see it done before next week. I want to start our last month of schooling with nothing but "our" stuff on the schedule.
EM was free and clear from his Calvert work awhile back. He spent the week reading new books, completing some workbook activities on pronouns, contractions and verb tenses. He also has been working his way through a 2nd grade math activity book. We also did a few experiments on states of matter.
Next week, I hope to give an update on our new Lego Mindstorm activities. The boys have been slowly working on putting together the alligator. It is motion activated. They have it almost ready to go. The poor cat was the victim of its initial attack. I guess we'll have to teach them to use their super powers only for good.
For now, I am happy to see the end of the school year right around the corner. It's been tough adjusting to teaching both the boys at once. I hope to write up an evaluation of how this year went for us. I want to look at the rough spots and try to come up with solutions for next year. If we improve each year...by the time they graduate, I'll be a pro!
First of all, do 4th graders really need to be able to put together a research paper, including a bibliography? I enjoy writing, but I despise putting together a bibliography. This assignment is no picnic for me, either.
JT had to pick a state to write about. He chose California, mostly because he loves reading about Yosemite, so he figured it would be interesting. We went to the library to pick up a few books. Then I showed him how to gather the information on note cards. We made up cards for his sources...and away he went.
He came to me today and said, "Do I really have to list which source the information on each card comes from?"
I said, "Why would you not want to list it?"
"Well, I know that Yosemite Falls is the highest waterfall in North America. But, I don't know where I learned that."
I guess mom didn't make the purpose of a research paper entirely clear. :-)
Tomorrow he will start his rough draft. I would really like to see it done before next week. I want to start our last month of schooling with nothing but "our" stuff on the schedule.
EM was free and clear from his Calvert work awhile back. He spent the week reading new books, completing some workbook activities on pronouns, contractions and verb tenses. He also has been working his way through a 2nd grade math activity book. We also did a few experiments on states of matter.
Next week, I hope to give an update on our new Lego Mindstorm activities. The boys have been slowly working on putting together the alligator. It is motion activated. They have it almost ready to go. The poor cat was the victim of its initial attack. I guess we'll have to teach them to use their super powers only for good.
For now, I am happy to see the end of the school year right around the corner. It's been tough adjusting to teaching both the boys at once. I hope to write up an evaluation of how this year went for us. I want to look at the rough spots and try to come up with solutions for next year. If we improve each year...by the time they graduate, I'll be a pro!
Thursday, April 22, 2010
Confession
I know I have ranted and raved about the annoyances of PACyber...so this may come as a shock.
We are going to stick with them another year.
It took me most of the year to realize I am willing to jump through the hoops in order to gain some benefits the cyber school has to offer. JT and I sat down together and made a pros and cons list for staying with the school.
PROS
Once we put it all down in writing I felt like I had been whining far too much. At least, I felt that way for a couple days. Then I went in my office and saw the bookcase full of the stuff I so desperately would love to teach my kids but never feel I have enough time to fit it in the schedule. I tried to broker a deal with JT. It went like this...
me: "If you would set your mind to it, we could do all the Calvert material for the week in 1 or 2 school days. Then we'd have the other 3 days to work on all the fun stuff we have wanted to do."
JT: "Okay, no problem."
Two days later...
me: "Why don't you just work through these assignments quickly so we have time for the fun stuff this week?"
JT: "I don't feel like it."
Case closed.
We are going to stick with them another year.
It took me most of the year to realize I am willing to jump through the hoops in order to gain some benefits the cyber school has to offer. JT and I sat down together and made a pros and cons list for staying with the school.
PROS
- virtual enrichment classes (JT's main reason for staying with the school...these classes are non-credit fun stuff. He really enjoys them, but they are mostly fluff.)
- reimbursement for internet
- $75 a kid, per year, for PE
- free books and supplies
- free computer, printer and ink
- the school does all the reporting to the state; no portfolio to put together
- no need to deal with our local school district (if traditional homeschooling, they would be reviewing our plan and portfolio)
- Must take PSSAs every year from 3rd - 11th (homeschoolers are only required to test 3 times in their school career and parents can chose from a list of standardized tests)
- can't chose our own material (we can always supplement with our own, but often feel too strapped for time to pull it off)
- some of the curriculum we must use is inferior to what we would like to use...by a large margin
- inept grading of tests by the cyber school staff
Once we put it all down in writing I felt like I had been whining far too much. At least, I felt that way for a couple days. Then I went in my office and saw the bookcase full of the stuff I so desperately would love to teach my kids but never feel I have enough time to fit it in the schedule. I tried to broker a deal with JT. It went like this...
me: "If you would set your mind to it, we could do all the Calvert material for the week in 1 or 2 school days. Then we'd have the other 3 days to work on all the fun stuff we have wanted to do."
JT: "Okay, no problem."
Two days later...
me: "Why don't you just work through these assignments quickly so we have time for the fun stuff this week?"
JT: "I don't feel like it."
Case closed.
Thursday, April 15, 2010
Exercise
I just started reading an incredibly interesting book, "Brain Rules" by John Medina. He gives 12 principles to improve our 'brain health'. See more here. He makes some well-supported claims about exercise that really have me thinking. I need to get the boys more active WHILE they are learning. Part of me knows that exercise is important. But it often gets put on the back burner. My boys are very active on their own, so I generally don't feel I need to tell them they need to exercise. In the book, however, Medina argues that because aerobic exercise increases blood flow to the brain, children can learn better if they are being active. He is quick to point out that most classrooms are in no way designed to accommodate this. Guess what? My classroom can!
Now I need to find out how to make it all work. I already have an exercise ball. JT used to do most of his work sitting...well...bouncing on it. I put it away when I got tired of telling him to stop throwing it around the room. One idea I am considering is after presenting new material I could take the boys for a walk and discuss it. Maybe we could work in the garden while reviewing facts like states and capitals. I have had my eye on a recumbent exercise bike for awhile. Maybe they could be reading while riding the bike. All sorts of possibilities open up!
JT took his PSSA tests in reading and math today. He was in a small group of kids who were not doing the 'normal' 3 days of testing. He finished all 6 sections in just under 3 hours. When I asked him how it went he said, "I stood up for the whole test. The chair was not comfortable."
Maybe that bit of movement helped him work faster and smarter.
Traditional brick and mortar schools have moved away from the multiple recesses they used to have in a day. They argue the need for more time in the classroom. Maybe that time would be better spent if the kids were ready to learn. Sitting at a desk all day does not get blood flowing the way it should to provide the best learning opportunities. All of those fidgety kids know they need to get moving. Now we just have to convince the adults.
On Saturday: I just had to add something here. Tonight I read this post on exactly what I'm talking about! There's a link to an article about the school that is using exercise to help kids think better. Cool!
Now I need to find out how to make it all work. I already have an exercise ball. JT used to do most of his work sitting...well...bouncing on it. I put it away when I got tired of telling him to stop throwing it around the room. One idea I am considering is after presenting new material I could take the boys for a walk and discuss it. Maybe we could work in the garden while reviewing facts like states and capitals. I have had my eye on a recumbent exercise bike for awhile. Maybe they could be reading while riding the bike. All sorts of possibilities open up!
JT took his PSSA tests in reading and math today. He was in a small group of kids who were not doing the 'normal' 3 days of testing. He finished all 6 sections in just under 3 hours. When I asked him how it went he said, "I stood up for the whole test. The chair was not comfortable."
Maybe that bit of movement helped him work faster and smarter.
Traditional brick and mortar schools have moved away from the multiple recesses they used to have in a day. They argue the need for more time in the classroom. Maybe that time would be better spent if the kids were ready to learn. Sitting at a desk all day does not get blood flowing the way it should to provide the best learning opportunities. All of those fidgety kids know they need to get moving. Now we just have to convince the adults.
On Saturday: I just had to add something here. Tonight I read this post on exactly what I'm talking about! There's a link to an article about the school that is using exercise to help kids think better. Cool!
Thursday, April 8, 2010
The Heart of the Matter
I am blogging from the annual PDE Special Education Conference tonight. It is a wonderful thing to spend a couple days with other parents that are working together to find the best educational fit for their children.
As I type, I am at a table with 4 other moms that are sharing their experiences. The parents that have been dealing with these issues for some time are showing the 'newbies' the ropes. The big question of the night is, "Why doesn't the school help these parents understand what is going on with their children?" The sad but true answer is that the school does not know our children. They are not prepared to deal with the kids that don't fit the mold. Our teaching colleges are doing a poor job of training these educators. It is not the fault of the teachers. Most people that go to school to be a teacher go into that field because they want to help children. These are not mean-spirited people that are trying to hurt our kids. The teaching colleges need to be preparing their graduates to meet these needs. I am not sure if this is solely where the fault lies. But I'll tell you where the heart of the action is for change.
It's right here at this table.
As I type, I am at a table with 4 other moms that are sharing their experiences. The parents that have been dealing with these issues for some time are showing the 'newbies' the ropes. The big question of the night is, "Why doesn't the school help these parents understand what is going on with their children?" The sad but true answer is that the school does not know our children. They are not prepared to deal with the kids that don't fit the mold. Our teaching colleges are doing a poor job of training these educators. It is not the fault of the teachers. Most people that go to school to be a teacher go into that field because they want to help children. These are not mean-spirited people that are trying to hurt our kids. The teaching colleges need to be preparing their graduates to meet these needs. I am not sure if this is solely where the fault lies. But I'll tell you where the heart of the action is for change.
It's right here at this table.
Thursday, April 1, 2010
Recharging
Tonight, my husband and I got ourselves all fancied up and went out for dinner. "What does this have to do with successfully homeschooling children?" you may ask.
My answer...everything.
In order to have the patience to take on the education of my children, I believe it is essential to take care of me first. I love my children. However, if I have to spend 24 hours a day with them for the next 10 years, I might go insane. Quickly. The last 3 months have left very little time for my husband and me to spend time away from them together. Two days ago I called my oldest daughter (who is married and out of the house) and told her I NEEDED a date night. Being the wonderful offspring she is, she agreed to come over tonight.
As I plan what feels like an endless supply of activities for the boys, I sometimes forget how temporary my role as teacher will be. I will spend the next ten years (unless something drastically changes in the US system of education, HA!) teaching these boys. I will hopefully have many years after that to be me again. In the meantime, I need a few hours here and there to recharge my batteries before jumping back into the fray.
Next week is our week off in the 6 week on/1 week off cycle. This will be our last break before the end of the school year. I will be in Hershey for a 3 day PA Dept of Education Special Ed conference, paid for by a scholarship through the state for parents of children with a GIEP (Gifted Individualized Education Plan). I am looking forward to this chance to recharge and learn new things. It will give the boys some alone time with Dad. I will get to spend time with one of my homeschooling friends from across the state. When I return home, all of us will be fresh and ready for the final push to the end of another successful school year.
I am thankful that I have the opportunity to spend so much time with my children. I am also thankful that I have so many supportive friends and family members ready to give me a break when I feel worn down.
My answer...everything.
In order to have the patience to take on the education of my children, I believe it is essential to take care of me first. I love my children. However, if I have to spend 24 hours a day with them for the next 10 years, I might go insane. Quickly. The last 3 months have left very little time for my husband and me to spend time away from them together. Two days ago I called my oldest daughter (who is married and out of the house) and told her I NEEDED a date night. Being the wonderful offspring she is, she agreed to come over tonight.
As I plan what feels like an endless supply of activities for the boys, I sometimes forget how temporary my role as teacher will be. I will spend the next ten years (unless something drastically changes in the US system of education, HA!) teaching these boys. I will hopefully have many years after that to be me again. In the meantime, I need a few hours here and there to recharge my batteries before jumping back into the fray.
Next week is our week off in the 6 week on/1 week off cycle. This will be our last break before the end of the school year. I will be in Hershey for a 3 day PA Dept of Education Special Ed conference, paid for by a scholarship through the state for parents of children with a GIEP (Gifted Individualized Education Plan). I am looking forward to this chance to recharge and learn new things. It will give the boys some alone time with Dad. I will get to spend time with one of my homeschooling friends from across the state. When I return home, all of us will be fresh and ready for the final push to the end of another successful school year.
I am thankful that I have the opportunity to spend so much time with my children. I am also thankful that I have so many supportive friends and family members ready to give me a break when I feel worn down.
Thursday, March 25, 2010
No Wonder The Kids Can't Do Math
We are in the height of PSSA fever. Pennsylvania System of School Assessment- PA's answer to No Child Left Behind. Our cyber charter can't go a day without reminding us that "The test is only __ days away!" Having a child that is operating above grade level generally makes me immune to their endless nagging. But this week, they got me. This week they sent me a package in the mail that sent me reeling.
The mysterious package arrived from our school Tuesday afternoon. I had to sign for this one...so I knew it was something significant. Inside I found...a calculator! ? The only other item in the envelope was a disc titled '2010 PSSA Preparation'.
I thought, "Surely 4th graders can't use calculators on the PSSAs! Surely!"
Turns out, 3rd graders are the only kids that CAN'T use them. Is it just me, or is it ridiculous to think 4th graders need a calculator to take a math test? This is not advanced math. This is addition, subtraction, multiplication and division...the fundamentals. Kids should be able to do these without assistance. Maybe this explains why we are in such a mess. If the students of PA can't make AYP (Annual Yearly Progress) with their calculators...we are in big trouble.
Considering the fact that JT has never really used a calculator, I guess I'll need to start some remedial work with him before his testing day.
The mysterious package arrived from our school Tuesday afternoon. I had to sign for this one...so I knew it was something significant. Inside I found...a calculator! ? The only other item in the envelope was a disc titled '2010 PSSA Preparation'.
I thought, "Surely 4th graders can't use calculators on the PSSAs! Surely!"
Turns out, 3rd graders are the only kids that CAN'T use them. Is it just me, or is it ridiculous to think 4th graders need a calculator to take a math test? This is not advanced math. This is addition, subtraction, multiplication and division...the fundamentals. Kids should be able to do these without assistance. Maybe this explains why we are in such a mess. If the students of PA can't make AYP (Annual Yearly Progress) with their calculators...we are in big trouble.
Considering the fact that JT has never really used a calculator, I guess I'll need to start some remedial work with him before his testing day.
Thursday, March 18, 2010
Spring is in the Air
The weather here has been simply beautiful for the last week. I finally have a method to motivate the boys. They want so badly to play outside, they will do just about anything to get there. This has led me to believe that schooling through the summer might be more beneficial than winter schooling. I doubt I can win converts with that doctrine.
With the improving weather, our thoughts are turning to gardening. JT loves plants. He's always been actively involved in my flower beds. Last year, we made our first foray into vegetables. This year, we plan to expand. Today the kids were outside with paper and markers drawing up a plan for their portions of the garden. I quickly realized we are going to need to dedicate more space to this endeavor. Pumpkins, cantaloupes, beans and cucumbers on top of what I had already planned will be way too much for our little garden.
I told the boys we would need to scout out a new location. One prime spot had questionable sun exposure. The boys came up with a plan to keep a chart of how many hours this patch of yard has sun for the next few weeks. Then we can decide if it will be acceptable. JT said, "Hey mom! This can be like a science experiment!"
Good boy!
One more thing...if you follow Pioneer Woman's blog, you may have already seen the link to FreeRice.com. If not, I highly recommend it. It is a quiz site with many different subjects available. When you answer a question correctly, rice is donated to the World Food Programme. It is highly addictive and educational. When you miss a question, it is thrown back in the mix to give you a second chance. JT was able to use the knowledge he has gained studying prefixes, suffixes and word roots to do very well in the vocabulary category. It felt good to know that not only had I provided him with a tool he could use to expand his vocabulary, I had also given him the opportunity to help others with that knowledge.
Thursday, March 11, 2010
Time is at a Premium
Is it so very hard to understand if I say, "When you finish your work you can go outside," that the more time you spend delaying your work, the less time you'll have outside? I don't think so, but I could be mistaken. Apparently this concept is difficult for the six and nine year old members of our household.
It was absolutely gorgeous outside today. Sunny, 65 degrees, slight breeze... perfect weather. JT had very few things on his list to accomplish. There were no compositions or brain surgery labs. A little math, a little grammar, 15 pages of science and a worksheet to go with it, and he could be on his way. FOUR hours later he finally wrapped it up and went outside. Unfortunately, we had to leave for Odyssey of the Mind practice 45 minutes later. When the moaning and whining started, I said, "If only you had done your work more quickly earlier, you would have had more time to play."
Is this a developmental milestone he may not have reached? Should I be concerned? I played with an idea for hammering it home. What about a jar with beans representing segments of time for play that slowly deplete as the time is being wasted? That just seems like it would teach him to rush through the work. I feel like I spend too much time saying 'I told you so'. I guess I'll have to brainstorm on this one. Now that the weather is nice, it will certainly be coming up more often.
The funny thing was, when they finally got out there, he gathered up his entomology 'supplies'. He took a jar, tweezers, a magnifying glass, notebook and his field guide and loaded them into a backpack. He collected several insects and wrote very detailed journal entries including sketches into his book. He did more for his education in that time than in the 4 hours I had him. Maybe today should have been focused on the great outdoors from the start. However, I know if I had suggested he do that, it never would have happened.
One more quick thing...while the boys were outside, their differences became so apparent. EM was dribbling the basketball in the driveway while JT was lying on the sidewalk writing in the notebook. EM yelled, "Are you open, are you open?!"
The entomologist made no reply.
It was absolutely gorgeous outside today. Sunny, 65 degrees, slight breeze... perfect weather. JT had very few things on his list to accomplish. There were no compositions or brain surgery labs. A little math, a little grammar, 15 pages of science and a worksheet to go with it, and he could be on his way. FOUR hours later he finally wrapped it up and went outside. Unfortunately, we had to leave for Odyssey of the Mind practice 45 minutes later. When the moaning and whining started, I said, "If only you had done your work more quickly earlier, you would have had more time to play."
Is this a developmental milestone he may not have reached? Should I be concerned? I played with an idea for hammering it home. What about a jar with beans representing segments of time for play that slowly deplete as the time is being wasted? That just seems like it would teach him to rush through the work. I feel like I spend too much time saying 'I told you so'. I guess I'll have to brainstorm on this one. Now that the weather is nice, it will certainly be coming up more often.
The funny thing was, when they finally got out there, he gathered up his entomology 'supplies'. He took a jar, tweezers, a magnifying glass, notebook and his field guide and loaded them into a backpack. He collected several insects and wrote very detailed journal entries including sketches into his book. He did more for his education in that time than in the 4 hours I had him. Maybe today should have been focused on the great outdoors from the start. However, I know if I had suggested he do that, it never would have happened.
One more quick thing...while the boys were outside, their differences became so apparent. EM was dribbling the basketball in the driveway while JT was lying on the sidewalk writing in the notebook. EM yelled, "Are you open, are you open?!"
The entomologist made no reply.
Thursday, March 4, 2010
Whose fault is it, anyway?
"These kids are driving me nuts!"
You may be surprised to know I have said this several times this week. Maybe 'said' isn't the most descriptive word I could chose.
Shrieked, yelped, bellowed?
I can't put my finger on what did it this week. The boys were less than cooperative out of the gate Monday morning. We still use our reward system where each boy has a cup of 12 stones to start the week. Usually they lose between one and five by Friday. Tuesday, EM had 4 left in his cup. JT wasn't far behind.
I knew going into it that this might be a trouble week for many reasons. JT had to complete the composition portion of his Calvert tests by Wednesday. One was a three paragraph creative writing assignment. The other was his first attempt at a book report. Fun for all! I also knew we were pretty tightly scheduled with activities for the week, so free time would be rare.
But I think I have decided that the biggest contributor to the weeping and gnashing of teeth was me. I have not been getting to bed at a reasonable time for months. When I go to bed late, I am less than motivated to get going in the morning. When I am not motivated, big surprise(!) my kids aren't motivated. Things go downhill quickly from there.
How to solve this problem?
It seems simple enough, "Go to bed earlier, stupid!" Here's the kicker...I don't want to. I want time for me. I need time for me. Often the only time I have is late at night. After the kids are in bed and the chores that get pushed aside all day are finished, I have time for me. I don't know if this problem is worse for homeschooling moms than others. I am sure that moms who go to work all day have the same time crunch. I think they might be more likely to go to bed and skip some of the me time out of necessity. Face it, if you are homeschooling you don't have to do much to pass as 'ready for the day'. Getting up and physically going to work takes a bit more preparation.
So where will I find the balance to serve my kids and my needs which in turn will serve my kids since I won't be driven to insanity?
I'll let you know when I figure it out.
You may be surprised to know I have said this several times this week. Maybe 'said' isn't the most descriptive word I could chose.
Shrieked, yelped, bellowed?
I can't put my finger on what did it this week. The boys were less than cooperative out of the gate Monday morning. We still use our reward system where each boy has a cup of 12 stones to start the week. Usually they lose between one and five by Friday. Tuesday, EM had 4 left in his cup. JT wasn't far behind.
I knew going into it that this might be a trouble week for many reasons. JT had to complete the composition portion of his Calvert tests by Wednesday. One was a three paragraph creative writing assignment. The other was his first attempt at a book report. Fun for all! I also knew we were pretty tightly scheduled with activities for the week, so free time would be rare.
But I think I have decided that the biggest contributor to the weeping and gnashing of teeth was me. I have not been getting to bed at a reasonable time for months. When I go to bed late, I am less than motivated to get going in the morning. When I am not motivated, big surprise(!) my kids aren't motivated. Things go downhill quickly from there.
How to solve this problem?
It seems simple enough, "Go to bed earlier, stupid!" Here's the kicker...I don't want to. I want time for me. I need time for me. Often the only time I have is late at night. After the kids are in bed and the chores that get pushed aside all day are finished, I have time for me. I don't know if this problem is worse for homeschooling moms than others. I am sure that moms who go to work all day have the same time crunch. I think they might be more likely to go to bed and skip some of the me time out of necessity. Face it, if you are homeschooling you don't have to do much to pass as 'ready for the day'. Getting up and physically going to work takes a bit more preparation.
So where will I find the balance to serve my kids and my needs which in turn will serve my kids since I won't be driven to insanity?
I'll let you know when I figure it out.
Thursday, February 25, 2010
Self Motivation
Last week was the week off in our 6 week on/1 week off routine. I once again failed to spend those days making excellent plans for the next 6 weeks. In fact, I made no plans. Sunday night I shuffled some books around on the desk and said, "Hmmm. This looks good."
We had much running around to do on Monday anyway, so I knew it was pointless to plan too much. By Tuesday I did have a more concrete plan for the week. Then JT took matters into his own hands.
He decided it was about time he gets faster at multiplication facts. Multiplication was not on my plan. I walked in the room Wednesday morning and EM was holding a stop watch while JT was quickly working his way through the math problems he had on the white board. They did this themselves! It took longer than I wanted to spend on math so I felt the need to rush through some other work later that day.
Again, Thursday morning....same thing. I was a bit annoyed now. I had PLANS. But then I noticed something. JT's times were HALF what they were the day before. He had found a way to motivate himself. I didn't have anything to do with this idea. He even had his brother's total cooperation. (He loves the stop watch.)
Now I can just hope he decides he'd like to write more compositions.
We had much running around to do on Monday anyway, so I knew it was pointless to plan too much. By Tuesday I did have a more concrete plan for the week. Then JT took matters into his own hands.
He decided it was about time he gets faster at multiplication facts. Multiplication was not on my plan. I walked in the room Wednesday morning and EM was holding a stop watch while JT was quickly working his way through the math problems he had on the white board. They did this themselves! It took longer than I wanted to spend on math so I felt the need to rush through some other work later that day.
Again, Thursday morning....same thing. I was a bit annoyed now. I had PLANS. But then I noticed something. JT's times were HALF what they were the day before. He had found a way to motivate himself. I didn't have anything to do with this idea. He even had his brother's total cooperation. (He loves the stop watch.)
Now I can just hope he decides he'd like to write more compositions.
Thursday, February 18, 2010
Big Brother is Watching
School used student laptop webcams to spy on them at school and home.
This statement is alarming in so many ways. It is the title of an article found here.My reason for pulling my children out of the public school system was a common one. My son was not finding challenge in his placement. Simply put...he wasn't learning. I spent time and energy trying to make it work where he was. I met with teachers. I met with administrators. I hired a lawyer. It was so much easier to homeschool. Our problem was mild. Our district did not spy on my child IN HIS OWN HOME!
I think the thing that upsets me the most about this whole situation, is the idea that the school Vice Principal that used the photo from a webcam as evidence, was trying to discipline the student for "improper behavior in his home". Since when did public schools have the right to monitor behavior in the student's homes? Did parents give them this right?
When my child went to public school, I understood that he was under their supervision while he was on their property, including the bus ride. I expected them to follow their handbook and discipline my child accordingly. But when my child got off the bus and entered my home, he was under my authority.
Some people would say the homeschoolers have too much leeway with their kids. They don't have enough supervision from the state. If my child is in my home, he's under my supervision. I have a parental responsibility to make him a productive member of society. I need to educate him so he does not become a burden on others. If I am meeting those goals, what do I lack that the public system has?
Surveillance equipment.
Thursday, February 11, 2010
Polar Opposites
"I hate math!, I hate math!"
The sound of my 9 year old in the midst of a unit on decimals. I was in our classroom with my younger son. JT was out in our library chanting his mantra.
EM yelled back, "I love it!" In the meantime, EM was struggling with a card game I made for him. The cards have sets of rhyming words that need to be matched. EM has a horrible time hearing the rhymes. (I am starting to consider having him evaluated for auditory processing problems, but that's another story.) JT has always excelled in everything related to language, so for him, that game was always a piece of cake.
Five minutes later, JT burst into the room and said, "Can't I please just sit and read the dictionary all day?!"
Now, I can really relate to that sentiment. I was competent in math in elementary and middle school. When I reached high school things went down hill. I have always loved reading, language and history. I like science, if it doesn't involve too many equations. :-) Like, JT, a day with the dictionary would be far superior to math.
I believe it's okay to not like math. (Gasp! I've said it out loud!)
The question is...does he dislike this subject because he just can't relate to it, or is he honestly struggling with the math? Sometimes it's so hard to tell. He wants to be an entomologist when he grows up. Will math play such a vital role in his future? If he can pass math without honors, will it really matter? If I push him to excel at something that isn't his cup of tea, will he hate it more?
In the meantime, I have to find a way to teach these two boys with completely opposite styles and strengths. I really can't imagine how a classroom teacher has a chance at reaching a room full of a kids. I have enough trouble with only two.
The sound of my 9 year old in the midst of a unit on decimals. I was in our classroom with my younger son. JT was out in our library chanting his mantra.
EM yelled back, "I love it!" In the meantime, EM was struggling with a card game I made for him. The cards have sets of rhyming words that need to be matched. EM has a horrible time hearing the rhymes. (I am starting to consider having him evaluated for auditory processing problems, but that's another story.) JT has always excelled in everything related to language, so for him, that game was always a piece of cake.
Five minutes later, JT burst into the room and said, "Can't I please just sit and read the dictionary all day?!"
Now, I can really relate to that sentiment. I was competent in math in elementary and middle school. When I reached high school things went down hill. I have always loved reading, language and history. I like science, if it doesn't involve too many equations. :-) Like, JT, a day with the dictionary would be far superior to math.
I believe it's okay to not like math. (Gasp! I've said it out loud!)
The question is...does he dislike this subject because he just can't relate to it, or is he honestly struggling with the math? Sometimes it's so hard to tell. He wants to be an entomologist when he grows up. Will math play such a vital role in his future? If he can pass math without honors, will it really matter? If I push him to excel at something that isn't his cup of tea, will he hate it more?
In the meantime, I have to find a way to teach these two boys with completely opposite styles and strengths. I really can't imagine how a classroom teacher has a chance at reaching a room full of a kids. I have enough trouble with only two.
Thursday, February 4, 2010
Education Trends
I read an excellent article this week, recommended by Annie at Learn at Every Turn. The article, Playing to Learn, made me think how different public education would be if someone would be daring enough to think outside the box.
From the article:
What they (students) shouldn’t do is spend tedious hours learning isolated mathematical formulas or memorizing sheets of science facts that are unlikely to matter much in the long run. Scientists know that children learn best by putting experiences together in new ways. They construct knowledge; they don’t swallow it.
Not two days later, I was listening to a local radio talk show. The guests were a former school superintendent and a former school board member. They were discussing the need to allow children more time to learn through experiences. The school board member brought up the point that we have built such a structured system in education that we have made it impossible to adapt our classrooms to better serve the children. We can only serve the system.
I have good news! In my home, I can adapt day to day based on what my boys need. This week, we spent about 2 hours a day focusing on your typical 'school' activities...worksheets, math problems, spelling practice. The rest of the time we - read for enjoyment, looked up things online that we were curious about and we traveled to practices and lessons. Perhaps the most educational time all week was yesterday afternoon. I was trying to get my house cleaned up a bit and the boys were on their own. They tried going outside...too chilly. They couldn't agree on a video. Did anyone come to me and say, "We're bored!"? Nope.
They planned an expedition to Mars.
They found their sleeping bags and backpacks. They loaded up on necessary supplies. (If you ever go to Mars, don't forget your stuffed animals!) They carried it all downstairs and had a blast. When there was a question over how long night would be on Mars, I threw our copy of "Atlas of the Stars" into the room and they found their answer.
Did they pick up skills they will need someday in the corporate world planning this trip? Maybe not. But I beg to differ...
From that same article:
"During the school day, there should be extended time for play. Research has shown unequivocally that children learn best when they are interested in the material or activity they are learning. Play — from building contraptions to enacting stories to inventing games — can allow children to satisfy their curiosity about the things that interest them in their own way. It can also help them acquire higher-order thinking skills, like generating testable hypotheses, imagining situations from someone else’s perspective and thinking of alternate solutions."
Well, my classroom passes that test.
From the article:
What they (students) shouldn’t do is spend tedious hours learning isolated mathematical formulas or memorizing sheets of science facts that are unlikely to matter much in the long run. Scientists know that children learn best by putting experiences together in new ways. They construct knowledge; they don’t swallow it.
Not two days later, I was listening to a local radio talk show. The guests were a former school superintendent and a former school board member. They were discussing the need to allow children more time to learn through experiences. The school board member brought up the point that we have built such a structured system in education that we have made it impossible to adapt our classrooms to better serve the children. We can only serve the system.
I have good news! In my home, I can adapt day to day based on what my boys need. This week, we spent about 2 hours a day focusing on your typical 'school' activities...worksheets, math problems, spelling practice. The rest of the time we - read for enjoyment, looked up things online that we were curious about and we traveled to practices and lessons. Perhaps the most educational time all week was yesterday afternoon. I was trying to get my house cleaned up a bit and the boys were on their own. They tried going outside...too chilly. They couldn't agree on a video. Did anyone come to me and say, "We're bored!"? Nope.
They planned an expedition to Mars.
They found their sleeping bags and backpacks. They loaded up on necessary supplies. (If you ever go to Mars, don't forget your stuffed animals!) They carried it all downstairs and had a blast. When there was a question over how long night would be on Mars, I threw our copy of "Atlas of the Stars" into the room and they found their answer.
Did they pick up skills they will need someday in the corporate world planning this trip? Maybe not. But I beg to differ...
From that same article:
"During the school day, there should be extended time for play. Research has shown unequivocally that children learn best when they are interested in the material or activity they are learning. Play — from building contraptions to enacting stories to inventing games — can allow children to satisfy their curiosity about the things that interest them in their own way. It can also help them acquire higher-order thinking skills, like generating testable hypotheses, imagining situations from someone else’s perspective and thinking of alternate solutions."
Well, my classroom passes that test.
Thursday, January 28, 2010
Spelling
We have a pretty traditional approach to teaching spelling in our home. Mondays are pretest day for both boys. Corrections are made immediately after the test. For the next three days, we approach the words from different angles. We look at definitions, we play games, we use the SpellingCity site. On Friday we have a final test. This year EM has been using his Calvert spelling words. I have found that they are pretty on target for him as far as challenge goes. JT is a pretty advanced student in spelling. We zip through the Calvert spelling tests at the beginning of the school year, then we move on to some REAL spelling!
Have I said before how much I LOVE the English From the Roots Up flash cards? (Maybe once or twice?) I have finally worked them into our spelling routine. This week the results were evident.
Every week I pull 2 or 3 of the cards from the deck to put together a spelling list. We have used 6 cards so far. Each card has a root on the front, Greek or Latin. On the back is a list of words containing that root, complete with definition. They also identify other roots in the word that are not the focus of that card. For example, the 'tele' card has the word 'telegraph' on the back. Following the word in parentheses is (graph - write). So every week we focus on a couple cards, but also have contact with other roots. This week the cards were 'philia' and 'phobos'. All of the words for the list would have these roots. As JT was taking his pretest, he started dissecting the new words he was hearing. When I read the word, hydrophobia, he said, "That must be fear of water because it has hydro in it." Hooray, connections! We went through the rest of the list with him making similar observations.
These are the tools I want to give my children. I want them to have the ability to take their knowledge and apply it. I want them to know the satisfaction that comes when they are presented with a puzzle and know right where to start in order to solve it. I want them to feel confident that if they don't know an answer, there will be a way to find it. The best place to start is at the beginning...or maybe...the roots!
Have I said before how much I LOVE the English From the Roots Up flash cards? (Maybe once or twice?) I have finally worked them into our spelling routine. This week the results were evident.
Every week I pull 2 or 3 of the cards from the deck to put together a spelling list. We have used 6 cards so far. Each card has a root on the front, Greek or Latin. On the back is a list of words containing that root, complete with definition. They also identify other roots in the word that are not the focus of that card. For example, the 'tele' card has the word 'telegraph' on the back. Following the word in parentheses is (graph - write). So every week we focus on a couple cards, but also have contact with other roots. This week the cards were 'philia' and 'phobos'. All of the words for the list would have these roots. As JT was taking his pretest, he started dissecting the new words he was hearing. When I read the word, hydrophobia, he said, "That must be fear of water because it has hydro in it." Hooray, connections! We went through the rest of the list with him making similar observations.
These are the tools I want to give my children. I want them to have the ability to take their knowledge and apply it. I want them to know the satisfaction that comes when they are presented with a puzzle and know right where to start in order to solve it. I want them to feel confident that if they don't know an answer, there will be a way to find it. The best place to start is at the beginning...or maybe...the roots!
Thursday, January 21, 2010
Looking to the Future
This week I started really thinking what life would be like without the cyberschool. It left me a bit weak in the knees.
What if I can't do this on my own!?
Part of this concern came from the fact that JT was working on an assignment in his Grammar and Usage book. I really like this book! It is a Calvert book. From what I can find, it will be difficult to buy another copy anywhere. Then I started thinking of other books Calvert provides that I like. Luckily, those are readily available on the web. What is kind of funny about the whole thing is the fact that so far, EM shows no signs of learning in the same ways that JT does. I am sure books that worked for JT will more than likely be a flop with EM. Maybe I should also mention that I currently have 2 large bookcases FULL of school materials that have never been opened by a child. I might just have enough there to educate several dozen children.
After a chat (maybe more of a "How in the world am I going to do this!!" rant) with a homeschooling friend, I realized part of my problem is that I know very few people in my area who homeschool without a cyber. I have no support network. So, this morning I went to work to find myself some friends. I found a website for a local homeschoolers group. I made a contact and am now receiving their group emails. Based on their blog, they seem to have a decent number of members and offer many activities every month. They even have gym days at a local community center. Hooray! More socialization! Just what we needed.... (see last week's post) :-)
Another good point my friend made was that this doesn't have to be permanent. If it doesn't work, we can always go back. I'm sure the cyber school will be more than happy to welcome us (and our tax dollars) back into their over testing, rigid and controlling arms.
See...I won't miss them.
Nope.
What if I can't do this on my own!?
Part of this concern came from the fact that JT was working on an assignment in his Grammar and Usage book. I really like this book! It is a Calvert book. From what I can find, it will be difficult to buy another copy anywhere. Then I started thinking of other books Calvert provides that I like. Luckily, those are readily available on the web. What is kind of funny about the whole thing is the fact that so far, EM shows no signs of learning in the same ways that JT does. I am sure books that worked for JT will more than likely be a flop with EM. Maybe I should also mention that I currently have 2 large bookcases FULL of school materials that have never been opened by a child. I might just have enough there to educate several dozen children.
After a chat (maybe more of a "How in the world am I going to do this!!" rant) with a homeschooling friend, I realized part of my problem is that I know very few people in my area who homeschool without a cyber. I have no support network. So, this morning I went to work to find myself some friends. I found a website for a local homeschoolers group. I made a contact and am now receiving their group emails. Based on their blog, they seem to have a decent number of members and offer many activities every month. They even have gym days at a local community center. Hooray! More socialization! Just what we needed.... (see last week's post) :-)
Another good point my friend made was that this doesn't have to be permanent. If it doesn't work, we can always go back. I'm sure the cyber school will be more than happy to welcome us (and our tax dollars) back into their over testing, rigid and controlling arms.
See...I won't miss them.
Nope.
Thursday, January 14, 2010
Chaos Reigns
My doctor appointment.
Allergy shot appointment.
Piano lessons.
Cub scouts.
Bible study night.
Basketball practice.
Odyssey of the Mind practice.
Trip to the library.
...Schooling?
How did I get here? I want a week, and I mean a complete 7 days, when we can stay home. I don't see it happening. Not until the middle of March. At the earliest.
Amazingly enough, we had a very productive week of learning. I think I may have set fewer goals going into this week so it felt like we accomplished more than usual. The boys both made progress in math. JT has been on an obsessive streak writing poetry. EM wrote a short but complete paragraph on volcanoes. We moved ahead in social studies and science. JT read a stack of books.
I still want a week.
If you need a break and are also a homeschooling mom, check out the Homeschool Break Room on BlogHer. Annie Peters from Learn at Every Turn has created a place for worn down mommas like us.
Allergy shot appointment.
Piano lessons.
Cub scouts.
Bible study night.
Basketball practice.
Odyssey of the Mind practice.
Trip to the library.
...Schooling?
How did I get here? I want a week, and I mean a complete 7 days, when we can stay home. I don't see it happening. Not until the middle of March. At the earliest.
Amazingly enough, we had a very productive week of learning. I think I may have set fewer goals going into this week so it felt like we accomplished more than usual. The boys both made progress in math. JT has been on an obsessive streak writing poetry. EM wrote a short but complete paragraph on volcanoes. We moved ahead in social studies and science. JT read a stack of books.
I still want a week.
If you need a break and are also a homeschooling mom, check out the Homeschool Break Room on BlogHer. Annie Peters from Learn at Every Turn has created a place for worn down mommas like us.
Thursday, January 7, 2010
Best Laid Plans...
I had plans. I was going to be especially productive the week between Christmas and New Year's Day. I was going to organize. I was going to clean. I was going to be prepared to teach the next 6 weeks of material.
I got sick.
So...the day before we started back to schooling (Sunday afternoon), I scraped together a vague idea of what to do Monday morning. This turned out to be a great new method. We had a very productive Monday. Part of this can be credited to the fact that we introduced new materials into the mix. (more on new stuff in a minute) After the success of the 'no-plan is a good plan' idea, we continued the week in much the same style. Wednesday night I decided I didn't want to spend EVERY evening planning, so I did the rest of the week in one sitting. I did realize a few things.
1. I have been over planning since day one.
2. I am perfectly capable of teaching my children something meaningful every day as long as I keep my long term goals in mind.
That said, I will probably make a plan for all of next week on Sunday. But this time, I won't be quite so obsessive.
New stuff:
Before the holiday break, EM had wrapped up the remaining Calvert math. I presented him with his new Singapore Math books Monday. We worked our way through several lessons. I started him with 1B. He is a bit beyond the concepts, but I wanted to show him how the books work and more importantly, make sure he is seeing how these books present concepts he already knows. He really likes the layout. I like the way visual learners are approached.
JT has completed almost all of the Calvert spelling tests for this year. I decided to pull out one of my new favorite toys...English from the Roots Up Flashcards and make a plan. I took the first two cards (photos and graph) and made a spelling list using all the words on them. There were 15 words all together including things like, photosynthesis, photophilia, photophobia, telegraph, etc. JT only missed one on our spelling pretest. For the rest of the week we focused on the meanings of all the roots from the list. There were 10 different roots. Tomorrow he will take a test matching the root to it's meaning and defining the words on the list. That test was created at this fantastic site I found, Easy Test Maker.
The boys also spent some time working with a new book my dad bought them. It's a book on how to tie knots. JT, who can't tie his shoes at age 9, is tying the first 20 knots in this book without a problem. When I asked him why he could do this and not tie shoes, he said, "I have no problem with knots...it's the bows that are a problem." ?!
One other thing...I decided to give in and allow both boys to do the online testing the cyber school requires at this point in the year. EM skipped the last round in November. I thought I'd let him go ahead and see what gains he has made. Watching him do the testing today, I realized he has really made improvements since the start of the year. I wouldn't credit the Calvert curriculum with much of that change. I'm glad I was able to ignore most of their prescribed curriculum and do my own thing with him. The first grade daily work has little tie-in to the tests that are sent in to the school. It is much easier to pick and choose with his than with JT's.
Tomorrow we have to finish the testing. Sitting still was not in his cards today. I'm guessing they might not be tomorrow, either.
I got sick.
So...the day before we started back to schooling (Sunday afternoon), I scraped together a vague idea of what to do Monday morning. This turned out to be a great new method. We had a very productive Monday. Part of this can be credited to the fact that we introduced new materials into the mix. (more on new stuff in a minute) After the success of the 'no-plan is a good plan' idea, we continued the week in much the same style. Wednesday night I decided I didn't want to spend EVERY evening planning, so I did the rest of the week in one sitting. I did realize a few things.
1. I have been over planning since day one.
2. I am perfectly capable of teaching my children something meaningful every day as long as I keep my long term goals in mind.
That said, I will probably make a plan for all of next week on Sunday. But this time, I won't be quite so obsessive.
New stuff:
Before the holiday break, EM had wrapped up the remaining Calvert math. I presented him with his new Singapore Math books Monday. We worked our way through several lessons. I started him with 1B. He is a bit beyond the concepts, but I wanted to show him how the books work and more importantly, make sure he is seeing how these books present concepts he already knows. He really likes the layout. I like the way visual learners are approached.
JT has completed almost all of the Calvert spelling tests for this year. I decided to pull out one of my new favorite toys...English from the Roots Up Flashcards and make a plan. I took the first two cards (photos and graph) and made a spelling list using all the words on them. There were 15 words all together including things like, photosynthesis, photophilia, photophobia, telegraph, etc. JT only missed one on our spelling pretest. For the rest of the week we focused on the meanings of all the roots from the list. There were 10 different roots. Tomorrow he will take a test matching the root to it's meaning and defining the words on the list. That test was created at this fantastic site I found, Easy Test Maker.
The boys also spent some time working with a new book my dad bought them. It's a book on how to tie knots. JT, who can't tie his shoes at age 9, is tying the first 20 knots in this book without a problem. When I asked him why he could do this and not tie shoes, he said, "I have no problem with knots...it's the bows that are a problem." ?!
One other thing...I decided to give in and allow both boys to do the online testing the cyber school requires at this point in the year. EM skipped the last round in November. I thought I'd let him go ahead and see what gains he has made. Watching him do the testing today, I realized he has really made improvements since the start of the year. I wouldn't credit the Calvert curriculum with much of that change. I'm glad I was able to ignore most of their prescribed curriculum and do my own thing with him. The first grade daily work has little tie-in to the tests that are sent in to the school. It is much easier to pick and choose with his than with JT's.
Tomorrow we have to finish the testing. Sitting still was not in his cards today. I'm guessing they might not be tomorrow, either.
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