Adjustments and Update

Periodic updates are great for my sanity.  Our homeschooling journey has evolved.  Courses I originally planned to incorporate fell by the wayside.  Other opportunities I didn't even know to consider cropped up.  I'll admit, sometimes I feel some degree of anxiety when I "switch things up" because changing something typically signifies that I've spent money on "unhelpful" curricula.  Also, I feel my OCD surface when we are not "on time" or "on target to finish" the course by the (arbitrary) "deadline" that the end of an academic year signifies.

When the children are new (or the parent is new) to homeschooling, there are lots of adjustments.  Therefore, it follows that Haley is "the most difficult" to homeschool because everything is "new" and "unfamiliar" with her.  Hana, is the "easiest" to homeschool because, Ian was just THERE 2 years ago (I still have the books, the "expertise," researched information is still relevant, etc).  Hana only requires slight "tweaks" and repurchase of consumable goods.  Additionally, at the younger ages, the curriculum that's provided by Hybrid School is adequately complete.  Very little supplementation (based on interests or talents) is necessary.

In this post, we will discuss the "more difficult" tasks of schooling Haley and Ian. 

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BIOLOGY

This year Haley had biology.  It is our plan to have her participate in the US Biology Olympiad, and take an end-of-year SAT Biology Subject test.  It is necessary for the biology curriculum to be secular (you cannot ignore reproduction, be ignorant to evolution or other 'evidence of science' and be successful in a scientific area as a student).  This required heavy supplementation to Hybrid school's course from the outset.  For that we purchased Barron's SAT II Biology study-guide.  From that, I integrated her Hybrid school lessons with the study-guide information.  Finally, I incorporated online videos from Crash Course and Khan Academy into the weekly lessons to coincide with the topics being discussed in class, exams being taken, and labs being done.

I also subscribed to Shmoop for added clarification and further explanation of topics and concepts (since the study-guide is only a *guide* and her class text book was inadequate).

This worked well enough until very recently.  Now, for the 2nd semester, we have been informed that the biology instructor at Hybrid school is no longer going to be at Hybrid school.  A substitute is stepping in until a permanant replacement is found.  The problem with a substitute teacher is....s/he isn't going to really take OWNERSHIP of the course.  Also, stepping in half-way through the year is difficult!!

So, we had to step up our home-supplementation game.  As such, we enrolled Haley into Thinkwell's online biology course.

Thinkwell is a GREAT course.  It is better organized than Shmoop.  Is more detailed.  Has printed notes, lecture transcripts, and offers test/quizzes for evaluation.  I'm not sure how long I have access to Shmoop (1 year?) but I feel like it was a "wasted" expenditure.

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LATIN and SPANISH

It was in the plan to have the children learn Latin.  Seems cool, and is very popular in homeschooling circles (particularly in using The Well Trained Mind/Classical Education Method).  I purchased a book and DVD a couple of years ago.  Haley started the course.  But, got busy with the other (more pressing) aspects of the curriculum.  I then realized (always learning and realizing new things on this journey) Haley didn't love foreign languages, and is not very interested in putting forth the effort to learn them.  Therefore, Latin is the "wrong" language to stuff down her throat as compulsory.  If I only get one, it HAS to be Spanish!  So she is in Spanish class at Hybrid School (this is actually her 2nd year).

Learning from experience (and decreasing the stress that accompanies attention divided) the younger 2 kids are *also* doing Spanish (at this time, foregoing Latin).  However, their Spanish classes are more "conversational" and at the home of a friend who hires una Professora to come to her home and teach a group of friends fun, easy-going, Spanish.  

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WRITING

I purchased a few books in The Complete Writer series:  Writing with Ease, and Writing with Skill set for Ian and Haley at their respective levels.  It was my intention to have them *write more* and *correctly.*  A change in the tutoring situation (we had an in-home tutor/English major graduate that is no longer a tutor for us) shifted the onus of going through the book/course on me.  For Ian (4th grade) the book sufficiently helps the parent instruct the child at a level considered superior for their age.  However, for Haley (middle school), I really wanted someone who "does English for real" to work with her.  So we now have a teacher that stays after school with her and works with her one-on-one with writing (planning, composition, etc).  This teacher prefers the book "The Power in Your Hands." So Writing with Skill is on the shelf.

Additionally, the Hybrid school's 4th grade teacher is from South Africa (and she is about business).  We LOVE her.  She is *serious* about writing, geography, and literature.  This is EXCELLENT because that leaves math to me (which works well because I am VERY familiar with mathematics resources, and having been through this with Haley, tutoring HER all the way up to algebra, I have fresh pre-algebra and at least intro algebra on the tip of my tongue!!).

However, this also means that the Writing with Ease book, while we ARE working our way through it, its going very slowly (because the priority in writing are his Hybrid school papers and exercises which doesn't leave much time to work through WWE).  So, it sits on the shelf quite a bit.

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HISTORY

Initially we started Haley out at Hybrid school in history.  The class was VERY project-heavy (read, time-consuming), to the detriment of her ability to fully participate in math and science (her forte).  So we pulled her out of that project class, and she was to read US History with Dad and discuss, etc.  Dad and Haley started discussing more modern history (for debate prep) and going to debate tournaments, leaving the US History books on the shelf.  This year, she is taking World History (which includes US History during the timeline) at Hybrid school.  She initially struggled with it because it is an Honors class, with heavy writing, and is a high-school class (she is in 7th grade).  But now after a semester focused on writing, and continued writing tutoring, she's doing MUCH better in World History.

History is being covered very well in Ian's Hybrid School curriculum.  Video links sent home.  Discussions and projects in class.  Presentations of historical figures.  There is no additional supplementation necessary for Ian.  The curriculum being used is The Story of the World.   For the US History component there is a supplementation with the Liberty's Kids Series.  

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MATH

Haley is doing FANTASTIC in Algebra 2 in Hybrid School using Holt Algebra 2 text.  She has almost a perfect grade.  She is "the best in the class" if she's telling it.  And she spends most of the time with her tutor now on *enrichment.*  Her tutor still comes to the home 3 times a week for 1 hour.

Ian:  we have stepped up Ian's study in math and is accelerating him.  In addition to continuing via a spiral technique toward mastery (which is good for him) with operations with rational numbers, we have introduced pre-algebra topics such as ordered pair graphing, solving simple 1 and 2 step equations, PEMDAS, exponents, square-roots, and problem solving (word problems, but also logic and competition math).

In addition to using Bob Jones Math via Hybrid school, we supplement with Holt Course 3, and Art of Problem Solving's Beast Academy level 4 (which is plenty challenging).  THIS semester, we intend to incorporate Thinkwell 8th grade math (I think I may like that better for HIM than Holt Course 3 at this time).

Math enrichment includes:

AMC exams (8, 10A, and 10B).  Her Awesome Math meetings have prepared her well for these competitions.  These exams are being organized and administered by her math club (Awesome Math) for $10 each.  A good score on AMC 10 or 12 results in an invite to sit for the AIME. [Haley]

MathCounts.  This competition is upcoming.  Entering was $30 for an individual (which is the only way a homeschool student can participate).  The advantage of being a homeschooled student is, she gets to go to "Local/Chapter" competition automatically.  Most students are competing *within* their school/districts with interal exams to ascertain who will represent the school and make the representing team.  Haley is on no team, and she is the "top" student in our School, so she gets to go.  [Haley]

Mathleague.  This competition is not very popular in this area, as such (or likely due to the fact that) there aren't many exam/competition administrations in the DFW area.  They DO offer 1 mail-in competition (cost is $30).  We are awaiting further instruction from the Mathleague on this. [Haley]

USAMTS (USA Math Talent Search).  Haley has completed all 3 rounds of this competition.  The children have an entire month to answer 5 questions.  They upload their answers.  Those who score well enough are invited to sit for the AIME.  This is free.  [Haley]

MOEMS (Math Olympiad for Elementary and Middle School).  This competition allows a homeschool to enter as a team.  There are some stipulations, and a fee ($99).  The exam is administered by a PICO (person in charge of olympiads) at our home.  It is open to other local homschoolers (but for now, its just Haley and Ian).  In the fee, the children get some goodies, and great practice.  [Ian and Haley]

Purple Comet.  Free.  Online.  Upcoming in Spring.

Math Kangaroo.  Upcoming (more information forthcoming).

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Lower Grammar School (2nd grade - Hana)

Note:  Hana is in 2nd grade, and her curriculum is almost exclusively covered by Hybrid School (handwriting, language arts, history, science, and math).  She has school days, and at-home days.  Projects, spelling tests, and quizzes.  Outside of Hybrid, she takes Spanish lessons.  She also does viola lessons, junior orchestra, and we are considering fencing vs. swimming/water polo.  She had swim lessons this summer, but is not comfortable swimming yet.  She LOVES the water, but she prefers to splash around.  She has no desire to be competitive (yet).  She is too young to join our local fencing club.  And there is a question of her maturity and ability to follow direction (for safety).  Therefore, we'll have to make an assessment after her next birthday.  We'll likely introduce the sport of fencing to her either this summer at a camp, or next summer.

Second Semester Ongoings: IAN

Ian:

Coding class - offered via UT Dallas on Hybrid School's campus this semester.

Spanish - privately hired teacher - offered with friend/colleagues at their home with other local kids.

Hybrid School -

• Writing, Spelling, Math - Bob Jones University
• Literature - I met you in a Story; plus readers (The Best Christmas Pageant ever and The Sign of the Beaver).
• History - Story of the World; Liberty's Kids
• Geography - Geography Trails 
• Physical Science - Usborne plus online videos, in-class hand-outs and experiments.

Supplemental math - Holt Course 3, Thinkwell 8th grade, Beast Academy Art of Problem Solving

Handwriting/cursive - Handwriting Without Tears - enjoy this book and he's learning quite well.

Music - guitar (private lessons); upright bass (private lessons); Junior String Orchestra

Sports/fitness - Swim team; Water Polo Team

Supplemental spelling - preparation for the Spelling bee (ended)

Lego Club - Ian didn't like it.  Felt like he wasn't included in the building.  So that is discontinued.

Second Semester Ongoings: HANA

Hana 

Curriculum entirely via Hybrid School (detailed below)

In addition:
Spanish - private Conversational Spanish introduction with local group classes.
Viola - private lessons
Junior String Orchestra

Hana is in 2nd grade, and her curriculum is almost exclusively covered by Hybrid School (handwriting, language arts, history, science, and math).  She has school days, and at-home days.  Projects, spelling tests, and quizzes.  Outside of Hybrid, she takes Spanish lessons.  She also does viola lessons, junior orchestra, and we are considering fencing vs. swimming/water polo.  She had swim lessons this summer, but is not comfortable swimming yet.  She LOVES the water, but she prefers to splash around.  She has no desire to be competitive (yet).  She is too young to join our local fencing club.  And there is a question of her maturity and ability to follow direction (for safety).  Therefore, we'll have to make an assessment after her next birthday.  We'll likely introduce the sport of fencing to her either this summer at a camp, or next summer.

Hybrid School Complete Curriculum

Ian is in FOURTH grade - Fall 2015

Ian is a 4th grader and is doing very well.  The teacher this year runs a tight ship, and the kiddos in her class are actually a fun group (because they are well-behaved and respect her as authority).  The projects have been creative.  They have a specialized math teacher, and science teacher - which is nice.  And the primary teacher is big on writing development, geography, and history.  So his education is quite well-rounded.

Ian has no desire to change anything about his experience being a Hybrid Homeschool student.  He feels "busy" enough, but has plenty of time for video games, MineCraft, and TV (his favorite things).  He is an enlightened child.  When I'm 'frustrated' with him (typically the "I don't wanna do it....its going to take too long..." whiny/sulky thing he does) I remind myself of HIS advice to me:

"Mommy, I will do anything you ask me to do. I understand this work is important. Just because I don't WANT to do it, it doesn't mean that I don't *understand* it's important. It doesn't mean I'm not going to do it. YOU are the Mommy, and you should just ignore my complaints and make me do what you know is best for me."

And so that's what I do....what I think is best for him.

Ian tends to stay to himself and his teachers, coaches, and tutors report very positive things
about his ability to thrive in almost any environment.  Unfazed by "social distractions" but able to "work well with others," he is a great student in groups.  Therefore, I think Ian is benefiting greatly from the balance we have going between group/social learning, and individual learning.

Hana Fall 2015 - 2nd Grade - Social butterfly

Hana is in the 2nd grade and loving the current arrangement of Hybrid Homeschool.  Hana actually particularly enjoys going to school (her social IQ is excellent) and she enjoys being with groups of people.

On an episode of Brain Games recently it is explained that we are hard-wired, via evolution, to feel more "comfortable" with conformation and being in the pack.  I can imagine that in South Ethiopia, the only people who survive long enough to procreate have a strong drive to remain in the pack, collaborate, cooperate, and conform.  While these attributes are particularly useful there, here those qualities aren't as celebrated.  People who "think outside of the box" and are innovators; those who march to the beat of their own drum, tend to be revered.  They tend to be the happiest, most successful, and better "suited" to the Western life-style.  So we need to blend her natural inclination to conform to peer-pressure and her need to please, with a celebration of her uniqueness and a development of her own individuality.

Hana is very interested in trying out a local charter school that we've visited many times (in an attempt to make a decision about whether to choose that option for Haley) and she really likes the idea of a full uniform, school 5 days a week, and "more friends."  However, she actually doesn't perform or learn well in social settings because she is very much interested in "being liked" and "making everyone feel good."  This is extremely distracting - from her own learning, but also that of the class (to the extent that she is a "behavior problem" because she is "disruptive.")  This takes place in orchestra currently, as it did in gymnastics and choir (both of which require focused attention to perform well - so she was a poor performer in both).  My concern is, if she isn't home actually learning (individually) she may not get what she needs academically in a group setting for being distracted (and being a distraction).  So while she feels the "pull" to want to attend a school with more students, and go more frequently, I'm not sure it'll be a great LEARNING environment for her.  And I don't want to introduce the idea that she's "misbehaving" and being penalized by teachers that may not 'understand' her (or care to investigate solutions, or 'tolerate' her 'socialization tendencies.'  [Because we know that in the classroom, talking out of turn, and visiting to frequently with your neighbor will warrant an ADHD evaluation and drugs to shut you up].

But we'll add her name to the lottery list and see what happens.  With each passing day, she matures a little.  And in maturation, perhaps she'll find her "off button" (as the orchestra participants joke) and be able to get what she needs academically in a group, without becoming overwhelmed with conformation and/or socialization.

Back to School 2015

Public and Private School

Hybrid School/Homeschool

Summer Curriculum in pictures

Hana

New York trip; horseback riding; wedding flowergirl; Unity Church Camp; reading for pleasure; Swimming lessons; water fun; history with family.

 Ian

New York trip; water polo; swim team; guitar lessons; bass lessons, Strings Camp; Unity Church Camp; Speech and Debate Camp; private swim lessons; water fun/family hang-out; tried fencing; and wedding party participant.

A School Year in Review via Collages

 Hana:  a year of firsts, and new experiences - 1st Grade.

 Physical:  gymnastics, basketball, afterschool organized PE, training wheels off her bike
Music:  Starts viola (after trying the piano briefly), with successful orchestra audition; and choir
Social:  Jack and Jill activities, Artemis conference, community service, travel
Academic:  as discussed here.


Ian:  3rd grade is the doorway into more sophisticated learning.

Sports:  Water polo and competitive swimming
Social:  Jack and Jill; Artemis conference, community service, and travel.
Music:  Guitar, upright bass, and successful orchestra audition; choir.
Academic:  Discussed here.

Ian in third grade

In third grade we focused on learning to LOVE learning.  As Ian expressed interest in certain subject, I incorporated that subject into our curriculum.  And at 9 years old, there were a ton of "adjustments."  One thing that has re-surfaced is the love of all things animals.  Also he is fascinated with astronomy (and therefore, as a natural extension, spirituality).

Academically *required* foci include math and reading.  Math is the metronome for the cadence of education.  We focus on math - regardless of the desired ultimate field of study.  Additionally, being able to read well is the foundation of being able to "self-teach."  Ultimately, "self-teaching" is how all teaching is done.  Instead of JUST reading, we focused on vocabulary development, spelling, handwriting, and an introduction to actual writing.


This is what we did for the 2014-15 academic year:

• Handwriting - A Reason for Handwriting
• Spelling - A Reason for Spelling; and Spelling U See
• History - Story of the World The Middle Ages Volume 2; plus activity book
• Math - pre-algebra readiness (long divisions/multiplication; fractions, decimals)
• Science - Astronomy
• Reading - E.B White books + electives
• Language Arts - First Language Lessons (parts of speech, sentence diagramming)
• Vocabulary - SAT Barron's Picture These SAT words in a flash

Extracurriculars

• Upright bass
• Guitar
• Choir
• Water polo
• Swimming
• Jack and Jill (volunteer, social education)

Summer plan

• Bass - bass camp
• Guitar lessons - continue
• Swimming
• Water polo
• Spiritual - church camp
• Fencing - trying out camp
• Pre-algebra (may do this for 2 years as necessary)
• Writing:  Writing With Skill
• Speech/debate:  Jr. speech camp
• Scat prep and exam

Activities to date (up until 2014)

First Grade

In 1st grade we focused on the fundamentals:  reading, writing, arithmetic.  Hana makes great progress, but learning all of this stuff isn't easy.  So time has been taken to make sure she fully understands how to add and subtract.  How to write her letters well.  Phonics for spelling.  And reading practice with comprehension.

At this stage, the schooling is very straight-forward.  Individual preferences aren't as highly regarded because there's still so much to learn on a basic level.  Also, much of the curriculum repeats (spiral method) so there's plenty of time to re-hash trouble spots (with a larger context later on).  


This is what we did for the 2014-15 academic year:

• Handwriting - A Reason for Handwriting (print version)
• Spelling - A Reason for Spelling
• Phonics - Explode the Code
• Language - First Language Lessons
• Reading - comprehension workbooks (various)
• Math - Math Mammoth (multiple digit addition, subtraction, and intro to memorization of multiplication)
• History - American Pioneers and Patriots
• Science - Various (seasons, animals)

Extracurriculars

• Gymnastics (semester 1)
• Basketball (winter)
• Viola
• Choir
• Jack and Jill (volunteer, social education)

Summer plan

• Viola lessons - continue
• Swimming lessons
• Spiritual - church camp
• Fencing - trying out camp
• Math - practice worksheets (Hana likes worksheets)
• Writing:  Writing With Skill

Activities from the past (until 2014)

Past Activities and what we have "settled" on (for now).

Over the years the children have had the opportunity to engage in many activities.  Some were compatible with their ability, interest, and natural talent.  I find it is often useful to take a look back and see what worked, what didn't, and what they're doing now.  

Haley has done most sports and after much 'exploration' as new parents, she has settled on:  Music [piano, harp, choir], debate, and fencing.  Upcoming is math.  Jack and Jill continues.

Haley through age 11 (above)

Haley from age 11 - 12

Hana has the benefit of more experience parents who are better able to recognize and hone in on targeted activities that coalesce with her natural talents.  After attempting piano (and briefly harp) we realized that it was too much information coming at her at once, and at 5 and 6 years old the return on investment was too low and time would be better spent focusing on something more time-sensitive - like gymnastics.  Of course gymnastics became all-consuming, and since it wasn't a perfect fit, the sacrifice to her (her family time, risk of injury, stress on her body), and the opportunity lost cost was just too high to reasonably justify continuation:

Hana has settled on:  Music [viola and upcoming choir] and Jack and Jill.  Basketball is only a introduction recreation, much like the afterschool PE she takes which explores all the sports.  We may continue that, depending on time, and how music practice goes.  If there is no time to "get together" with people, the children can always play in the backyard and go to the park.  It is our intention to have her ready to audition for the Junior String Orchestra in 1.5 years.

Hana age through 6

Ian has been quite content taking his sweet time before jumping in and becoming actively involved in extextracurriculars.  Jack and Jill has been great for various "cool" activities.  He tried flag-football and HATED it.  He actually made it quite clear that he didn't want to play sports, period.  So we had to find a sport sans all the testosterone:  swimming and water polo.  He didn't like piano at all, and violin was moving VERY slowly - so we opted to try something different.  He enjoyed horseback riding, so we did that for awhile, but ultimately he grew disinterested in taking care of the entire horse, and being that its expensive and time-intensive, if he wasn't really appreciating the sport, it was time to move on.

We attended a few junior 4H meetings, had various pets and animals, planted gardens, and he took trips to local vets to see what they do.  He lost interest in animals as his interest grew in computers and video games.

Ultimately Ian has settled on:  Swimming & water polo, Music [upright bass, guitar, choir], and Jack and Jill continues.  We are planning to rev up his math curriculum.  We hope he is ready to audition for the Junior String Orchestra in the Spring.

Ian through age 9

 May 2010 - Flag Footbal with i9

Observations and thoughts:  The youngest has the benefit of parents who are better able to select personality (and natural talent) activities for the child, and able to identify and discontinue activities that aren't "working" for one reason or another, timely.  This means wasting less time and money, and focusing *earlier* on high-yield options thereby allowing the child to excel sooner (i.e at an earlier age) and find more success in a particular activity.  

Appears that HALEY began her experiences at age 3 with itty-bitty sports (basketball, T-ball, and soccer at the local YMCA).  She started ballet at age 4 and continued until age 7 (3 years).  After a few false-starts with volleyball, gymnastics, and drama, basketball was more long-lasting.  She started basketball at age 9 and played for a year and a half before realizing that she wasn't having a good time.  Also at age 9 Haley started piano, which continues until today.  In the 3 years she's been playing piano, Haley has risen and demonstrated that music is indeed one of her natural talents.  

At age 10, harp was added to the repertoire, and at age 12 Haley made the Philharmonic Orchestra for harp (1.5 years later).  The kids all intermittently experienced horseback riding (more for fun), arts/crafts, and Jack and Jill events.*  

In the last year and a half (ages 11 and 12) Haley tried tennis (didn't like it) and ultimately picked up speech/debate, choir, and fencing.  

IAN was a little slower to get started with organized extracurricular.  Although we participated in Kindergym (more in order to acclimate to our new community, meet people, and make friends) Ian was not interested in socializing.  Jack and Jill helped (at age 4) but Ian's first organized team was the i9 flag football league he joined (and Daddy coached) when he was 5 years old.  He was no fan of football and really didn't play.

A year later, at age 6, he was introduced to the piano, swimming, horseback riding (which he did intermittently for 2 years), and violin.  He enjoyed horseback riding, but what 'stuck' was swimming.

Another year later, at age 7, Ian moved more towards arts/crafts and animals (junior 4H).  Ian also started kung-fu at age 7, and transitioned to more karate later in the year (in total, martial arts training lasted about 9 months, then his hip pain put impact sports on pause.  After a pause, he decided he didn't really like the fighting anyway, so we stopped).  

At age 8, after a false-start with the harmonica, he began his musical instruction with guitar and a year later (age 9) added upright bass and choir.  Few technology camps at age 8 were positive, and swimming was revved up (together with spalshball) - which is what he does now at age 9.  

HANA has had a precocious experience, being exposed to much more than the other two at the same age due to their experiences.  Hana had access to Jack and Jill at age 2.  Her first exposure to music (the piano) was at age 3.  She was also 3 when she started gymnastics (a sport she would continue until age 6) - for 3 years.  At age 6 she also experienced basketball, started the viola, and joined the choir.  

Summary:

At 6 Haley was doing ballet only (music study wasn't initiated until age 9).  At age 4 Haley performed in recital:  ballet.  

At age 6 Ian had played i9, and was introduced to swimming, but had not yet started *studying* music (but had a few exposures to various instruments).  At age 9, Ian has his first performance:  choir.

By 6 Hana has done gymnastics, played basketball, and is studying music (choir and piano). At age 6 Hana has her first performance:  gymnastics.

So it seems that we are "on track" with the children and their respective on-going activities:

Haley - Music [piano, harp/orchestra, choir], debate, fencing, and adding MATH [college prep]

Hana - Music [viola, choir] - going to diminish sports outside of recreational/PE.  Consider introducing LANGUAGES [?natural talent].

Ian - Music [bass, guitar, choir], swimming/polo.  Consider trying to find more technology training [natural interest].

*The family joined Jack and Jill in April of 2010 (Haley was 7, Ian was 4, and Hana was 2)

End of Semester update - little kids

As I investigate 'college prep' for Haley, I have learned about Talented Youth Programs.  It is my intention to see if Ian (now, Hana later) qualifies.  He has taken mental math, and is quite good.  I am also going to rev up his math curriculum.  He's too young for Mathclub - but with more practice, and in time, he'll be a great addition to the club.

Ian:  The weekly schedule (sample of the last week attached) outlines the recommended curriculum.

Handwriting
Spelling
*Spelling U See supplement
*Reading comprehension
Math
*Math supplements
First Language Lessons
History - Story of the World
Science - working on astronomy/planets
Music - guitar, bass, choir
PE - swimming and splashball (waterpolo)

Hana also works her curriculum at home as shown:

Handwriting
Spelling
Phonics - Explode the Code
First Language Lesson
Reading Comprehensive
Math
*Math supplement
History - American Pioneers
Science
Music - Viola and choir
Sports - Gymnastics, afterschool PE, basketball**



*supplements added above/beyond
**upcoming will be adjusted to allow more time to focus on STEaM;  considering adding a foreign language since Hana seems to have a very good ear for languages.

Update - adjustments to expectations

I am finding with the little kids....its pretty "easy" and straight forward. Basic math, reading, spelling words, handwriting, and reading science to them, etc. I did not learn how to diagram sentences, so that's new for me....but as I teach the 3rd grader, its very basic and the book actually provides a script for you to read to teach the student if you don't actually KNOW it yourself...which is working fine. (and with the time the spend in class, the entire "load" isn't on me/us to teach them *everything* all the time).

For my 8th grader, I'm finding myself *directly* working with her (reading to her, watching videos with her, explaining as we go....holding her accountable) for probably up to about 12 hours a week (approximately 3 hours on each of the home-school days) on ALGEBRA alone.

AND then she does 3 hours a week with a math teacher (not me).

And then she works *alone* (after our dual time) on her algebra problems for about an hour each home-school day. So she has 15 hours of direct (teacher or hovering mom) algebra instruction a week; she's spending SOME of that time PLUS an additional 3-6 hours/week on her own.

This is singularly the most time and labor intensive subject/child at this time with the homeschool curriculum.....

But her attitude about math is very positive. And she's doing well. She currently has an 88% in algebra as determined by the math teacher (not me). So....I'll take that....

And she's only TWELVE!!! And that's just algebra. She does debate (which is a combo of public speaking and arguing a point); she does fencing; she does music (harp and piano); orchestra; cotillion; and she DOES have other academic subjects (Language Arts, US History, Physical Science; and she's in 2 choirs....

....she's very busy. But her time is very well-spent.

Her TIME on homeschool days:

• Algebra - 2-4 hours/day (depends on difficulty, her focus, and time until the test).  
• Piano - performance plus theory time study (goal 2 hours/day; actual about 1.5 hours/day)
• Harp - performance/solo, technique, plus orchestra music (Sunday 2 hours.  Mon-Wed 1 hour/day. Friday 1.5 hours.  Saturday about 1 hour/day).  Goal is actually 1.5 hours/day but some days are too busy to work in more than 15 minutes.

How time is spent in general:

• Choir - 2.5 hours once a week of practice.  
• Cotillion - one meeting a month typically for 1.5 hours.
• recitals and performances
• Debate time - 3 hours one night a week with the group; 2 hours one night a week with her partner.  Then about 2 hours of work to do in her "own" time through-out the week to prepare for these "meetings."  
• Fencing - 2 hours, 3 times/week (sometimes less on one of the days). 
• Jack and Jill - community service, leadership.  She cannot attend the meetings since the time conflicts with orchestra practice, but she does participate in the once per month community service or other activity if possible. 

Action items:  

focus more on Language Arts (sentence diagramming and such along side Ian).
condence algebra study time to make it more efficient.
Still would like to start extra vocabulary, pick up Latin and Spanish again - but the math is more time/labor intensive than anticipated.