After 10 years of active participation in Home Education, hundreds of
interviews with education guru's during the UM days, lots of personal
research, trial, error and retry, a few dozen articles and a plethora of
super smart connections.... I am fairly well equipped to help out
newbies to life without school. I will do my best to answer or at least point you in a good direction.
I will respond with researched fact, experienced opinion and a combination of both, so feel
free to ask away.... Use the comment section. I will either respond directly or via post :)
Showing posts with label Application. Show all posts
Showing posts with label Application. Show all posts
June 1, 2015
December 11, 2013
Using Educational Materials without letting them use You.
I received this question via email. I'm very happy to hear that another family has chosen to avoid school in favor of healthy education and is looking for ways to enrich a natural and intellectually healthy experience for their child.
The nature of the question begs a response that in my opinion, provides a great example of blending the concept of flexible, natural learning with Trivium principles and how the two ideologies compliment each other. I am publishing parts of the question and my response here so that the concept can encourage others in similar matters of home-based learning along the Curve.
(snipped in parts for brevity and protection of privacy)
Response:(with minor alterations for general public application)
I usually concur with Gene Odening on these matters, and I do believe that a phonetic foundation is important to establishing good language thus communication skills. That said, I do not have experience with the first two suggestions, but I have used Explode the Code personally. One of my children responded well to it, the other two did not. They were not stimulated by the presentation and therefore it was not useful for them. I've also used remedial programs such as Hooked on Phonics and miscellaneous materials from various publishers.
Please remember that the specific "brand" is far less important. Keep the goal in mind and you'll find that you can get there with any program as long as you are paying attention to your child's cues and the way they are responding to the exercises. If your child is bored, frustrated, becoming agitated - it's a sign that whatever you are doing is not working. The child should be engaged, challenged (but not frustrated) and interested. Learning becomes a dreadful chore very quickly if we force a particular brand without considering the child's response.
This is not to say however that we should go to the other extreme of neglecting to foster healthy education. There is an important balance to be sought, met and exercised. The point at which that balance is found changes, alters and moves along with the natural flow of human development; hence "The Curve".
Again - it is very important to develop good phonetic foundation, but there are a variety of ways in which to accomplish this and a variety of materials to help. Use the program, materials, books that ignite your child and work well for him/her. Do not rely on the program to teach the skill. YOU will be teaching the skill, the program merely helps with organization and presentation; so with attention and creativity, you can help your child develop skills with any program at all. Try whichever one strikes you, or that you think your child will respond well to, and remain flexible enough to change programs or alter or Curve your approach according to your child's cues.
The nature of the question begs a response that in my opinion, provides a great example of blending the concept of flexible, natural learning with Trivium principles and how the two ideologies compliment each other. I am publishing parts of the question and my response here so that the concept can encourage others in similar matters of home-based learning along the Curve.
(snipped in parts for brevity and protection of privacy)
I have a question about what do you think is the best method of teaching phonics?
I have been in a email conversation with Gene Odenening. I asked him the same question. (Gene referred to the following programs)
1. Tatras
www.verticalphonics.com
2. Spalding
www.spalding.org
3. Explode the Code
www.explodethecode.com
Have you heard of any these methods? Do you concur with what Gene says?
Response:(with minor alterations for general public application)
I usually concur with Gene Odening on these matters, and I do believe that a phonetic foundation is important to establishing good language thus communication skills. That said, I do not have experience with the first two suggestions, but I have used Explode the Code personally. One of my children responded well to it, the other two did not. They were not stimulated by the presentation and therefore it was not useful for them. I've also used remedial programs such as Hooked on Phonics and miscellaneous materials from various publishers.
Please remember that the specific "brand" is far less important. Keep the goal in mind and you'll find that you can get there with any program as long as you are paying attention to your child's cues and the way they are responding to the exercises. If your child is bored, frustrated, becoming agitated - it's a sign that whatever you are doing is not working. The child should be engaged, challenged (but not frustrated) and interested. Learning becomes a dreadful chore very quickly if we force a particular brand without considering the child's response.
This is not to say however that we should go to the other extreme of neglecting to foster healthy education. There is an important balance to be sought, met and exercised. The point at which that balance is found changes, alters and moves along with the natural flow of human development; hence "The Curve".
Again - it is very important to develop good phonetic foundation, but there are a variety of ways in which to accomplish this and a variety of materials to help. Use the program, materials, books that ignite your child and work well for him/her. Do not rely on the program to teach the skill. YOU will be teaching the skill, the program merely helps with organization and presentation; so with attention and creativity, you can help your child develop skills with any program at all. Try whichever one strikes you, or that you think your child will respond well to, and remain flexible enough to change programs or alter or Curve your approach according to your child's cues.
November 16, 2013
Creative Synoptic Relationships and A Short Snark on King James
This is a part two to "Mary and her Hate Club" which was a creatively twisted summary that my daughter wrote after reading the associated section in Story of the World by Susan Wise Bauer.
I'm posting this as well because it tickled me just as much as the first one; again a humorously stretched retelling in which J exercises her creative writing muscle and simultaneously cements a memory that will provide the foundation for a healthy relationship with an understanding of society and behavior later on.
I'm posting this as well because it tickled me just as much as the first one; again a humorously stretched retelling in which J exercises her creative writing muscle and simultaneously cements a memory that will provide the foundation for a healthy relationship with an understanding of society and behavior later on.
Not all of my children do these morbidly fun little summaries, J does because that is her way. I'm sharing to exemplify and punctuate fun in learning as well as relationships and unnecessary barriers between "subjects".... and because J herself enjoys sharing her work :-)
An Extremely Short Description of King James
(with many creative liberties, and a smattering of snark)Meanwhile, in England, Queen Elizabeth is growing old. Since she never married, her only relative was James. She gave James the throne of England, and then keeled over in a ditch. Now James was the king of both Scotland and England; oh wouldn't Mary be proud!Since that terrible Black Death was going around, and people neglected to get their Plague Shots, no one showed up to James's English King coronation, because plague is easily spread in crowds. So, just him and his wife Anne went to Westminster Abbey and were just very careful about washing their hands.The Catholics wanted special treatment because James's mother had been a Catholic. English Protestants, called Anglicans, wanted James to stick to the Protestant ways he had learned in Scotland, while another group of Protestant Christians, called Puritans, wanted James to stop the Anglicans from copying their religion. (They were called Puritans because they wanted to purify the church.) But James rejected the Puritan ideas, and told them to get out of his face...So they got angry.There was a law that Catholics couldn't go to Anglican church without paying a fine, and that made two Catholics named Guy Fawkes and Robert Catesby angry. So they planned to blow up the house where Parliament met....until Parliament caught them and arrested them. Remember, remember the fifth of November.
James passed even more laws forbidding religious practice, so the Protestants, Catholics, AND the Puritans were angry at him.Then James kept insisting that he was a super awesome magic king, who deserved to rule above anything else, and Parliament didn't agree. When Parliament didn't do EXACTLY what James told them to do, James flipped out and sent all the members of Parliament home.Despite all the terrible things James did, he is remembered as good king because he translated the bible. Woop-de-doo.
Learning Curves Relevancy: We learn about Guy Fawkes here as he is mentioned in SOW. J remembers the name from the movie V for Vendetta and ventures elsewhere to learn more. A relationship is now being cemented between what she learned in the movie, what she read in SOW, what she is learning elsewhere and the discussions that are born regarding tyranny in history and the apparent repetition of political strife over time, and in today's society. THIS is how learning occurs, not by the arbitrary memorization of useless data.
Making the Grade
Learning can not be Graded
Grading is a school thing, meant to compartmentalize and measure only regurgitation, not comprehension or true understanding of a concept. Grades are also used to as a tool by which to evaluate the teacher. Grading relies upon standardized output, not the value of input. It's an arbitrary practice with a superficial foundation producing superficiality.
You may have noticed that when I offer advice to home educating families, even insofar as recommendations for materials, I do
not recommend “grade levels”. This is because when we learn without school intervention, we do not need grading and I strongly recommend that we dissociate ourselves from this fabricated need.
Grades are something invented and used by the school system to measure, not the intellect of a child, but their ability to absorb and regurgitate data. Very often the information, once successfully purged for the test, is not cemented and rarely recalled to be used later. Any data that is stored usually lacks cohesiveness and the significance of relationships between concepts are never appreciated or even recognized. However, learning is not about receiving a reward, it is a constant and perpetual experience that can not really be measured because the experience is personal and different for each individual.
Furthermore, grades are often associated with age as in 1st grade, 2nd grade etc. This further categorizes human beings perpetuating the paradigm of age segregation. Older children begin to assume (unjustified) intellectual (as well as physical) superiority to younger children making the latter feel subordinate. It is no wonder that freshman in high school have a hard time. Grading is a blatant exercise in social engineering.
Grades are something invented and used by the school system to measure, not the intellect of a child, but their ability to absorb and regurgitate data. Very often the information, once successfully purged for the test, is not cemented and rarely recalled to be used later. Any data that is stored usually lacks cohesiveness and the significance of relationships between concepts are never appreciated or even recognized. However, learning is not about receiving a reward, it is a constant and perpetual experience that can not really be measured because the experience is personal and different for each individual.
Furthermore, grades are often associated with age as in 1st grade, 2nd grade etc. This further categorizes human beings perpetuating the paradigm of age segregation. Older children begin to assume (unjustified) intellectual (as well as physical) superiority to younger children making the latter feel subordinate. It is no wonder that freshman in high school have a hard time. Grading is a blatant exercise in social engineering.
Instead of grading, open yourself and your family up to allow wealthy and varied treasure of ideas for teaching and discovery to continuously learn about the
world in a variety of different ways.
November 8, 2013
Mary and her Hate Club: History meets Creative Writing
As I discussed in my post about categorizing and relationships, many skills are sharpened doing any variety of activity. Learning happens on a curve, not in a straight line.
On that note I want to share something fun from our personal adventures in learning and living.
We enjoy Story of the World by Susan Wise Bauer. We usually read aloud and then talk about what we've read or sometimes journal a summary. Once in a while when inspired, one of the children will write an entire essay on a particular event or person that they found to be especially interesting. We don't rely entirely on SOW but we do enjoy reading through the summarized accounts in these wonderfully written volumes.
Today, we read a bit about Mary Queen of Scotland. We've been talking a whole lot lately about variances in religion and specifically, variances within Christianity itself and how humanity has been affected, socially and politically over time and still is today. The account of Queen Mary was timely.
My daughter, J enjoys writing. She often journals summaries of what we read aloud. Sometimes, J adds a little flair and creative spin to jazz up the story. The creative spin deviates from the historical account, but she has a good time.
(To satisfy that need in us Moms and Dads to tally the subjects covered, we've got history, politics, religion, social studies, technology (J used Evernote) and of course creative writing. ;) )
Since I mention it... Here I shall share the very abridged, very brief and swift account of Mary... with plenty of creative liberty.
Note: More humorous was the fast paced "Journalist" tone of voice J used to read it out loud.
Point? History matters, but have fun with it!
On that note I want to share something fun from our personal adventures in learning and living.
We enjoy Story of the World by Susan Wise Bauer. We usually read aloud and then talk about what we've read or sometimes journal a summary. Once in a while when inspired, one of the children will write an entire essay on a particular event or person that they found to be especially interesting. We don't rely entirely on SOW but we do enjoy reading through the summarized accounts in these wonderfully written volumes.
Today, we read a bit about Mary Queen of Scotland. We've been talking a whole lot lately about variances in religion and specifically, variances within Christianity itself and how humanity has been affected, socially and politically over time and still is today. The account of Queen Mary was timely.
My daughter, J enjoys writing. She often journals summaries of what we read aloud. Sometimes, J adds a little flair and creative spin to jazz up the story. The creative spin deviates from the historical account, but she has a good time.
(To satisfy that need in us Moms and Dads to tally the subjects covered, we've got history, politics, religion, social studies, technology (J used Evernote) and of course creative writing. ;) )
Since I mention it... Here I shall share the very abridged, very brief and swift account of Mary... with plenty of creative liberty.
Mary, the queen of Scotland, inherited the throne when she was only five days old. Her mother, Mary of Guise, ruled in her place. Mary of Guise was a good queen, but she was Catholic, and the Protestant noblemen didn't like that, oh no they didn't like it AT ALL.
So the Protestant noblemen created a hate-club-council against Mary of Guise. Mary of Guise was afraid that the noblemen's hate-club would try to turn her daughter, Little Mary, into a Protestant. So Mary of Guise sent Little Mary to France, where she would learn to be a good little Catholic, and always, always, always listen to the church. Mary of Guise died a few years later, without ever seeing her daughter again.
Little Mary lived in France for the next thirteen years, while the Protestant noblemen hate-club grew stronger and stronger. When Mary was eighteen, she returned to Scotland to take her throne back. But when the hate-club met Mary, they where charmed by her hypnotizing stare, and decided to turn their hate-club into a raving fan-club. Mary told the fan-club that she respected the Protestant ways, and decided to marry one of the fan-club members, Lord Darnley.
Lord Darnley and Mary lived happily ruling Scotland...for a little while. Lord Darnley missed the assortment of trolls he had in his hate-club, and he decided he wanted more power. Mary found out that Lord Darnley was getting the hate-club together, so she snuck away and began to gather herself an army.
When the hate-club found out that Mary was getting together an army, the members screamed and ran away, dispatching the hate-club. Lord Darnley decided the blame the whole hate-club scheme on the Lords who fled already. Queen Elizabeth of England found out about the hate-club, and was surprised Mary didn't stab him on the spot. Mary pardoned her husband because she was pregnant, and couldn't raise a baby with the constant threat of the evil Protestants.
After Mary's baby was born, she was staying in a castle, and across the town, Lord Darnley was in a separate castle. The castle that Lord Darnley was in blew up, and Lord Darnley was strangled. Everyone thought that Mary did it, so Queen Elizabeth sent her to live far, far away from civilization.
Mary sent her lots of needlepoint, but Queen Elizabeth threw them all in the trash. Mary was plotting to escape, so Elizabeth sent her to be beheaded. Mary's head was disconnected from her body, and the executioner revealed that her hair had turned white. Everybody cried. The end.
Note: More humorous was the fast paced "Journalist" tone of voice J used to read it out loud.
Point? History matters, but have fun with it!
November 6, 2013
Avoid Categorization: Appreciate Relationships
Relationships and Categorization
As home educating parents, it's impulsive for us to try and categorize each activity into a particular subject; spelling, math, social studies, science etc. This is mainly because we ourselves became acclimated to this process of categorization and we automatically try to implement the same concept, even though we often struggle to decide exactly which "subject" each experience falls under. It's worth realizing and accepting that we struggle to fit experiences into categories because they don't belong in categories. When we embrace the reality of education, we also embrace the reality that separation of ideas is necessary. An exercise in sharpening math skills can occur during an exploration of the stars; and writing skills can be utilized in journaling the constellations seen on a winter's night. Curiosity about how the constellations were named can lead to a fascinating read through ancient culture. These are relationships and the natural discovery of those relationships is so important and dreadfully missing from the standard school prescription.
One summer night can span math, history, spelling, grammar, science and more. It's perfectly normal for us to make a mental note of what is being covered - it's comforting to many of us parents who have experienced a categorized education; or for those of us who live in States that require reporting according to subject; but it's really unnecessary to draw actual lines in a child's exploration and discovery. Let the organic development of those connecting relationships be what they are because this is what strengthens deep understanding and reinforces a love of learning.
We are not meant to learn in categorized subjects. Why? Because life does not happen in categorized subjects and reality is not categorized into subjects. We don’t segregate our spouse and our children and friends. Perhaps we segregate our work from our play and enjoyment… and if so perhaps that is something to think about. Perhaps the categorization into segregated subject matter is a habit conditioned into us from our years of institutionalized schooling?
One summer night can span math, history, spelling, grammar, science and more. It's perfectly normal for us to make a mental note of what is being covered - it's comforting to many of us parents who have experienced a categorized education; or for those of us who live in States that require reporting according to subject; but it's really unnecessary to draw actual lines in a child's exploration and discovery. Let the organic development of those connecting relationships be what they are because this is what strengthens deep understanding and reinforces a love of learning.
We are not meant to learn in categorized subjects. Why? Because life does not happen in categorized subjects and reality is not categorized into subjects. We don’t segregate our spouse and our children and friends. Perhaps we segregate our work from our play and enjoyment… and if so perhaps that is something to think about. Perhaps the categorization into segregated subject matter is a habit conditioned into us from our years of institutionalized schooling?
Incorporating Everything
Subjects should not be segregated or categorized. "What’s your favorite subject?" should not be a
question we ask or one that children can answer. Life is
life. So you can follow your child's lead and help find fun ideas and activities to explore the topic, leaving the natural relationships in tact.
For the sake of practical examples, I'll use Ancient Greece. Many children become curious about ancient cultures because they truly are fascinating so it's a great way to practice the concept of whole learning. Here are some ideas using Ancient Greece as an example:
Read about ancient Greece from library books, online and/or watch documentaries (history, social studies, geography)
Read the Illiad or the Trojan war or any variety of historical fiction living books on Greece (history, literature)
Use The Oddessy for copy-work (reinforce good writing skills and a love of poetry)
Explore ancient architecture (art appreciation) or Make a Trojan horse (art, history)
Watch a movie set in Ancient Greek times (there are many good ones to choose from) and discuss the theatrics vs. what you've learned from other sources. (history, culture, media)
Older children can explore the intricacies of ancient architecture (geometry, math, physics, history)
Make Greek foods (cooking, math in recipe and also shopping for ingredients)
Learn the Greek alphabet (Foreign Language, reinforce English Grammar)
Compare the myths to modern religions and discuss the evolution of myth to religion and how humanity and cultures change – philosophize on why and lament on the variance of change as well as how some things remained the same.
Consider how ancient cultures still affect some modern habits (the use of many Greek terms and ideas and philosophies in our modern society).
I hope this helps provide a sounding board to help you learn to discover the opportunities in your child's own self-driving curiosities. If you have any suggestions, please feel free to share to help other readers discover more.
For the sake of practical examples, I'll use Ancient Greece. Many children become curious about ancient cultures because they truly are fascinating so it's a great way to practice the concept of whole learning. Here are some ideas using Ancient Greece as an example:
Read about ancient Greece from library books, online and/or watch documentaries (history, social studies, geography)
Read the Illiad or the Trojan war or any variety of historical fiction living books on Greece (history, literature)
Use The Oddessy for copy-work (reinforce good writing skills and a love of poetry)
Explore ancient architecture (art appreciation) or Make a Trojan horse (art, history)
Watch a movie set in Ancient Greek times (there are many good ones to choose from) and discuss the theatrics vs. what you've learned from other sources. (history, culture, media)
Older children can explore the intricacies of ancient architecture (geometry, math, physics, history)
Make Greek foods (cooking, math in recipe and also shopping for ingredients)
Learn the Greek alphabet (Foreign Language, reinforce English Grammar)
Compare the myths to modern religions and discuss the evolution of myth to religion and how humanity and cultures change – philosophize on why and lament on the variance of change as well as how some things remained the same.
Consider how ancient cultures still affect some modern habits (the use of many Greek terms and ideas and philosophies in our modern society).
I hope this helps provide a sounding board to help you learn to discover the opportunities in your child's own self-driving curiosities. If you have any suggestions, please feel free to share to help other readers discover more.
November 5, 2013
Tear Down the Wall: And Learning Happens
Learning is important. Academics are important. Language skills are crucial to life. Math is a language so that too is vital to our creative intellect and quality of life. These things are part of our world and so are there to be explored, understood, pondered, questioned and absorbed with the assistance and guidance and support of others. To compartmentalize and homogenize this process is like trapping the very essence of human nature by giant brick walls.
______________________________________________________________________
Sometimes my children help their schooled friends with projects or homework. I don't mind and they always seem delighted to offer assistance. Sometimes it's just fun, sometimes they help them finish up quicker so they can come outside sooner :) Either way, I'm cool with it and the other parents haven't complained.
It's interesting that these very natural, normal and healthy attributes of school-free living are considered strange. We aren't strange. We are simply more free. You see, life is full of restrictions and limitations and boundaries. The worst thing we do in today's world is lock these shackles onto our children intellectually, creatively and even physically, when they are young.
We think that by sending them to school we help them "reach their full potential" but the truth is that we are hindering them. We are putting their lives on a linear frequency when in fact life is not a straight line - life curves. Nature curves. Everything spirals and bends and ebbs and flows. To force a human being to live this way is to restrict the very thing that makes us human.
We simply cannot reach our full potential unless we are free to do so.
Here is a specific example that I will use to punctuate this point:
Recently, my daughters friend asked for help writing a short scary story as a Halloween themed assignment. J (my daughter) was asked to look over her friends first draft for potential spelling/grammar errors. J did so and made several suggestions on wording and prose. Together, they elaborated, expanded, collaborated and created a story that they were both happy with, and they had a great time.
Later, J told me that friend's Mom read it and became suspicious that friend plagiarized, so she pasted the story in a search. Alas, it was indeed an original. I'm not sure if friend told her Mom that J helped her, and ultimately it doesn't matter to J, but the point is that it was interesting to me that when something was done well, and the possibility that it was done as a collaborative effort, it raised suspicion that it was "cheating" which really quashed all the fun the child was having writing a story with her friend.
Sometimes when we enlist the help of other creative minds and ask for intellectual input, we expand our own potential and break our own walls down. It's really a wonderful thing, not a bad thing, to combine efforts. I dislike this schoolish idea that if help was used, it's somehow inauthentic.
As for the quality of the work raising suspicion, well the thing of it is that J does excel at creative writing. I wouldn't say she is a genius, but as John Taylor Gatto stated "...genius is as common as dirt. We suppress genius because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.” And that's just it. J manages herself in her pursuit of creative writing.
Please do not confuse this with the notion of radical unschooling. I don't mean that I never actively taught her to write. I did and do. Communication is VITAL in our world, especially in today's social climate and good skills are so very scarce. I have always made it a point to introduce my children to healthy writing skills and help them learn to develop and master the art of language, both written, oral and unspoken.
We appreciate the mechanics of language as well as usage. We read good literature and we write regularly. The thing is however, I have never forced my children to learn these things. I never had to. I simply discuss the importance and we move along. What they read, when they read, what they write and when they write is entirely up to them - but they read and they write. So essentially, they do "manage themselves". It is my role to introduce significant, healthy and beneficial skills and help them acquire,practice and master these skills, in whatever way(s) they need that help. And this is different for every child and every family. It is the Curve.
What is missing in school is this flexibility, allowance for self-management and FUN. The children are locked into specific assignments, written in specifically standardized styles and within a limited time frame. If they collaborate creatively to improve the quality of their work, they are punished and accused of cheating. It's really very sad and not at all healthy or productive. Which is why I continue to encourage Learning with a Curve... a natural flow of curiosity leading to healthy exploration and intellectual stimulation. Limitless... without boundaries... without walls.
Are home educated children smarter? Better? No. They are just freer.
______________________________________________________________________
Sometimes my children help their schooled friends with projects or homework. I don't mind and they always seem delighted to offer assistance. Sometimes it's just fun, sometimes they help them finish up quicker so they can come outside sooner :) Either way, I'm cool with it and the other parents haven't complained.
A few weeks ago my children helped their friend create a video project for school. The girl was praised for the video. A comment was passed sounding something to the effect of "...well they have all the time they want to learn video editing because they don't have to worry about school" Hmm. Yes, that's actually true.
***
Last Spring my son was shining during his baseball season. At one of the games I heard a Mom behind me tell another Mom that "sure, he's doing great because he can practice all day if he wants, they homeschool." Okay... and?
***
My other son's director was telling her cast parents that she promises to try and have rehearsals done by 7:30 PM. I said that it was fine. A Dad laughed and said "Sure, your kids don't have to get up for school in the morning". Yes. That's right.
***
We think that by sending them to school we help them "reach their full potential" but the truth is that we are hindering them. We are putting their lives on a linear frequency when in fact life is not a straight line - life curves. Nature curves. Everything spirals and bends and ebbs and flows. To force a human being to live this way is to restrict the very thing that makes us human.
We simply cannot reach our full potential unless we are free to do so.
Here is a specific example that I will use to punctuate this point:
Recently, my daughters friend asked for help writing a short scary story as a Halloween themed assignment. J (my daughter) was asked to look over her friends first draft for potential spelling/grammar errors. J did so and made several suggestions on wording and prose. Together, they elaborated, expanded, collaborated and created a story that they were both happy with, and they had a great time.
Later, J told me that friend's Mom read it and became suspicious that friend plagiarized, so she pasted the story in a search. Alas, it was indeed an original. I'm not sure if friend told her Mom that J helped her, and ultimately it doesn't matter to J, but the point is that it was interesting to me that when something was done well, and the possibility that it was done as a collaborative effort, it raised suspicion that it was "cheating" which really quashed all the fun the child was having writing a story with her friend.
Sometimes when we enlist the help of other creative minds and ask for intellectual input, we expand our own potential and break our own walls down. It's really a wonderful thing, not a bad thing, to combine efforts. I dislike this schoolish idea that if help was used, it's somehow inauthentic.
As for the quality of the work raising suspicion, well the thing of it is that J does excel at creative writing. I wouldn't say she is a genius, but as John Taylor Gatto stated "...genius is as common as dirt. We suppress genius because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.” And that's just it. J manages herself in her pursuit of creative writing.
Please do not confuse this with the notion of radical unschooling. I don't mean that I never actively taught her to write. I did and do. Communication is VITAL in our world, especially in today's social climate and good skills are so very scarce. I have always made it a point to introduce my children to healthy writing skills and help them learn to develop and master the art of language, both written, oral and unspoken.
We appreciate the mechanics of language as well as usage. We read good literature and we write regularly. The thing is however, I have never forced my children to learn these things. I never had to. I simply discuss the importance and we move along. What they read, when they read, what they write and when they write is entirely up to them - but they read and they write. So essentially, they do "manage themselves". It is my role to introduce significant, healthy and beneficial skills and help them acquire,practice and master these skills, in whatever way(s) they need that help. And this is different for every child and every family. It is the Curve.
What is missing in school is this flexibility, allowance for self-management and FUN. The children are locked into specific assignments, written in specifically standardized styles and within a limited time frame. If they collaborate creatively to improve the quality of their work, they are punished and accused of cheating. It's really very sad and not at all healthy or productive. Which is why I continue to encourage Learning with a Curve... a natural flow of curiosity leading to healthy exploration and intellectual stimulation. Limitless... without boundaries... without walls.
Are home educated children smarter? Better? No. They are just freer.
November 2, 2013
Methods and Materials Vs. "Natural Learning"
There is often much discourse and confusion over using methods and materials in home education and independent learning. I've heard the argument that "natural learners" do not use methods or materials and if you do - you are not a "natural learner". I disagree with this statement because (A) it's a fallacy and sets up the false dichotomy of two extremes, ignoring the more realistic and identifiable existence of the perpetually sliding scale wherein most families operate; and (B) because it denies the potential value in using tools to achieve a goal. It's very unhealthy to limit ourselves by limiting use and exposure based on a (weak) philosophical ideology. By refusing to use curriculum or certain books/tools, we are essentially enslaving ourselves to another methodology after all. In education, methods and materials are part of our world. Use them! Just don't be used by them. Aye there's the rub!
Methods
There are several methodologies available through home education networks that provide curriculum based on Trivium ideology. Most of these are labeled under a “Classical Education” heading.
Personally, I have used and/or reviewed several of these and while I can say that many of them do offer valuable tools and skill building exercises, I found them to still be boxed, and by boxed I mean that they are standardized curriculum and as such are limiting to a truly whole and natural learning experience or environment.
There are several methodologies available through home education networks that provide curriculum based on Trivium ideology. Most of these are labeled under a “Classical Education” heading.
Personally, I have used and/or reviewed several of these and while I can say that many of them do offer valuable tools and skill building exercises, I found them to still be boxed, and by boxed I mean that they are standardized curriculum and as such are limiting to a truly whole and natural learning experience or environment.
That said, it is always a good idea to start familiarizing
yourself with the methods, ideas, materials and curriculum that exist because
the information will help you discover what will be right for your child and
your family. Just don’t commit to any one at the exclusion of other
ideas. In fact it is wise to
avoid committing to any approach ever.
The best advice I ever received is the first advice I usually pass along and
that is to stay flexible! Allow the unique personality, needs,
desires and characteristics of your child to be the main factor in determining
the curve of your flow. Allow your own family dynamic, cultural habits,
personal ideals and beliefs to guide your decisions. Keep in mind that
this will change as your family grows and as your child grows and it’s
important that we grow with it. That
flexibility is precisely what school cannot offer and what you can.
I’m not saying that there is no room for methodologies or resources, certainly there is as most successful and healthy independent learners will mix-match and blend. I cannot tell anyone exactly which resources, methodologies or materials to use because in order to create a personal experience, this has to be a personalized experience. I encourage you to embrace your freedom and to use it to the advantage of your family.
Using books and
materials
Always use the world and
natural life to learn, and use workbooks only as supplements and
‘exercise’. Workbooks are for workouts;in the same way that dancing and playing are best for exercise, but a treadmill can be useful
too but we should never rely exclusively on the
treadmill.
Workbooks are helpful and should not be a “sin” in home learning. They can
be useful. We must simply remain flexible and we must use them and tailor our use to fit
our style and needs rather than be dictated by them. Skip pages, use them to help illustrate,
exemplify or for just plain practice.
Don’t follow directions
exactly, use creative judgement.
Following directions is a useful skill as well, but so is adaptation and
improvisation. Most workbooks assume the
audience is schooled so you have to be creative and adaptive. Perhaps just refer to the book for ideas,
then make up your own exercises.
If you remain flexible and keep in mind that in true natural learning, everything and anything can be utilized, then we can benefit from the organic world as well as the manufactured materials. Tools and materials can be very useful if we use them in ways that are helpful to us.
Simply put: When it comes to methods and materials - Use them as a tool, not a rule.
If you remain flexible and keep in mind that in true natural learning, everything and anything can be utilized, then we can benefit from the organic world as well as the manufactured materials. Tools and materials can be very useful if we use them in ways that are helpful to us.
Simply put: When it comes to methods and materials - Use them as a tool, not a rule.
October 29, 2013
The Art of Language
Learning Begins with Language
When we are young, we learn to speak as an organic consequence of natural human curiosity. We have an innate desire to understand our world and to commune with and relate to people and nature; and we use language to accomplish this.
We learn to talk by attaching words to objects and form phrases to express desires and thoughts. Later we discover the written language through symbols in the alphabet. Then we discover ways to put the symbols together to form words.... and then sentences.. then proper sentences… then complex sentences. Eventually we learn to put the sentences together into paragraphs and organized writings that express more detailed thoughts.
Verbal communication is a natural companion of written communication.
To help children continue to learn language skills, it helps to TALK. Practice speaking. Read a book then tell the story together. This process is fun, and also reflects the natural spiral or curve of learning. Discover by reading, understand by discussion and reinforce by reiterating the idea of the story later either orally or in writing.
Value of Good Speaking/Writing Skills
Be sure to incorporate healthy skills into conversation and avoid “lazy talk” lexicons. These may be popular culture but they are a detriment to, and stifle communication because they can so easily be misunderstood. Poor use of inflection and inadequate vocabulary limits communication options thereby limiting our ability to understand each other clearly. It is important to avoid perpetuating poor interpersonal relationships by avoiding pop-culture jargon and using clear and easily understood language instead.
Foreign language to understand our own
Learning a foreign language is a great boon to helping us understand the structure of our own language. When we translate words, phrases and especially grammar, we reinforce what we know about our linguistic structure.
While it is a 'dead' language, Latin is of especially great value in understanding our own language When we study the complexity of structure, tense, and case in Latin, we automatically relate it to our own language and begin to naturally recognize the architecture in everyday use. Even the simple use or non use of pronouns for example, helps us understand the proper use of pronouns in English.
What's more, learning to recognize the Latin (and/or Greek) etymology of English words helps to elucidate the meaning of our language and thus improves our vocabulary, expanding our ability to communicate more clearly... which enhances our relationships overall.
When we are young, we learn to speak as an organic consequence of natural human curiosity. We have an innate desire to understand our world and to commune with and relate to people and nature; and we use language to accomplish this.
We learn to talk by attaching words to objects and form phrases to express desires and thoughts. Later we discover the written language through symbols in the alphabet. Then we discover ways to put the symbols together to form words.... and then sentences.. then proper sentences… then complex sentences. Eventually we learn to put the sentences together into paragraphs and organized writings that express more detailed thoughts.
Verbal communication is a natural companion of written communication.
To help children continue to learn language skills, it helps to TALK. Practice speaking. Read a book then tell the story together. This process is fun, and also reflects the natural spiral or curve of learning. Discover by reading, understand by discussion and reinforce by reiterating the idea of the story later either orally or in writing.
Value of Good Speaking/Writing Skills
Be sure to incorporate healthy skills into conversation and avoid “lazy talk” lexicons. These may be popular culture but they are a detriment to, and stifle communication because they can so easily be misunderstood. Poor use of inflection and inadequate vocabulary limits communication options thereby limiting our ability to understand each other clearly. It is important to avoid perpetuating poor interpersonal relationships by avoiding pop-culture jargon and using clear and easily understood language instead.
Foreign language to understand our own
Learning a foreign language is a great boon to helping us understand the structure of our own language. When we translate words, phrases and especially grammar, we reinforce what we know about our linguistic structure.
While it is a 'dead' language, Latin is of especially great value in understanding our own language When we study the complexity of structure, tense, and case in Latin, we automatically relate it to our own language and begin to naturally recognize the architecture in everyday use. Even the simple use or non use of pronouns for example, helps us understand the proper use of pronouns in English.
What's more, learning to recognize the Latin (and/or Greek) etymology of English words helps to elucidate the meaning of our language and thus improves our vocabulary, expanding our ability to communicate more clearly... which enhances our relationships overall.
Spelling
Rather than rely on spell-check, it behooves us to encourage spelling mastery for our children. The old school way of writing words five times each however, is not useful or of any real benefit in understanding spelling. By using etymology for spelling rather than memorization, we can learn the formula for how words are structured. We begin to recognize the phonetic break down of letter combinations. If we learn to recognize roots, prefixes and suffixes, we can easily hear a word, acknowledge the parts and spell it with ease. One who understands etymology can hear a complex word they've never heard before and spell it with ease without ever having to memorize it. This is the difference between simply memorizing symbolic combinations, and understanding the relationship between the symbols. This is crucial to true intellectual growth and overall personal health; because after all, communication is about relationships (commune and relate).
Imagine two mechanics. One memorizes the parts of an engine and how they go together. The other studies combustion and how vehicles are propelled into motion. If presented with an entirely new and alternative type of motor, the latter is more likely to understand how to fix it while the former might be baffled because it is not in his file of memorization.
Simply put - when we understand what we are doing, there is no need for memorization.
Discover, understand, utilize. That is the curve. That is learning. That is living - free of the limitations of stale and stagnant and empty information. It is the difference between indoctrination and education and it all begins with understanding the complexity, beauty and value of skillful language arts.
Rather than rely on spell-check, it behooves us to encourage spelling mastery for our children. The old school way of writing words five times each however, is not useful or of any real benefit in understanding spelling. By using etymology for spelling rather than memorization, we can learn the formula for how words are structured. We begin to recognize the phonetic break down of letter combinations. If we learn to recognize roots, prefixes and suffixes, we can easily hear a word, acknowledge the parts and spell it with ease. One who understands etymology can hear a complex word they've never heard before and spell it with ease without ever having to memorize it. This is the difference between simply memorizing symbolic combinations, and understanding the relationship between the symbols. This is crucial to true intellectual growth and overall personal health; because after all, communication is about relationships (commune and relate).
Imagine two mechanics. One memorizes the parts of an engine and how they go together. The other studies combustion and how vehicles are propelled into motion. If presented with an entirely new and alternative type of motor, the latter is more likely to understand how to fix it while the former might be baffled because it is not in his file of memorization.
Simply put - when we understand what we are doing, there is no need for memorization.
Discover, understand, utilize. That is the curve. That is learning. That is living - free of the limitations of stale and stagnant and empty information. It is the difference between indoctrination and education and it all begins with understanding the complexity, beauty and value of skillful language arts.
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