Ready for school. Before/after.

Meet the teacher at Hybrid School

Lessons in: Spirtuality. Speech. Death. Healthy living.

What a great demonstration of the value of Speech Camp expressed at Grandma Carolyn' funeral when Haley learned a poem in 2 days and got up in front of 100+ family members and expressively recited the poem When Great Trees Fall (below).  Ian and Hana stood up and recited Bible verses (below).  Poised, in command, projecting their voices, and totally impressed the entire crowd!!  Yay public speaking training!!

Additionally, we had plenty of lessons and discussion about Life, Death, God, Health and Wellness.  This allowed us to explore our spirituality, review the lessons of our spiritual beliefs, and make health modifications (with this new family health information) to decrease inflammation in our diets.

When Great Trees Fall

Maya Angelou

 When great trees fall,

rocks on distant hills shudder,

lions hunker down

in tall grasses,

and even elephants

lumber after safety.

When great trees fall

in forests,

small things recoil into silence,

their senses

eroded beyond fear.

When great souls die,

the air around us becomes

light, rare, sterile.

We breathe, briefly.

Our eyes, briefly,

see with

a hurtful clarity.

Our memory, suddenly sharpened,

examines,

gnaws on kind words

unsaid,

promised walks

never taken.

Great souls die and

our reality, bound to

them, takes leave of us.

Our souls,

dependent upon their

nurture,

now shrink, wizened.

Our minds, formed

and informed by their

radiance,

fall away.

We are not so much maddened

as reduced to the unutterable ignorance

of dark, cold

caves.

And when great souls die,

after a period peace blooms,

slowly and always

irregularly.  Spaces fill

with a kind of

soothing electric vibration.

Our senses, restored, never

to be the same, whisper to us.

They existed.  They existed.

We can be.  Be and be

better.  For they existed

Ecclesiastes Chapter 3
There is an appointed time for everything, and a time for every affair under the heavens.
A time to give birth, and a time to die; a time to plant, and a time to uproot the plant
A time to weep, and a time to laugh;  a time to mourn, and a time to dance.

Where we are

To do list:
Finish our extra room
Discover learning type project
Continue reading "homeschooling books."
Transition kids to more paleo diet.
Don't forget to plan and implement the Spiritual curriculum
All curriculum planned and materials purchased!!
Camps - Writing, Math, Speech/Debate, Art 

School begins - Late August
Plan daily activities based on spreadsheet of curriculum.
Get all supplies


Activities
Visiting friends and lots of water fun
Links Gala - formal ball
High noon tea
Spa day:  Mommy and Haley
Lessons ongoing - Horseback riding, Piano, Harp, Karate/kung-fu

Trips
Portland, OR - July
Atlanta, GA - August
Washington DC - September
Waco, TX - October

Summer Spa Day with the girls!!

Of course there's time for fun and TRAVEL: Portland, OR

Summertime is a time for fun and relaxation.  Time with family and friends.  Great time to travel and see new places.  Here are a few pictures of the kiddos bonding with friends, and having fun in the sun!!  

Snacks and swimming with friends.

The Fourth of July celebration with swimming, BBQ and fireworks with friends and family.


AND we took a trip to Portland, OR.  Educational experiences included a short visit to the Louis and Clark expedition trail end-point at Seaside.  Shark hotel where they were giving out real, live shark teeth!!  AND finally to Evergreen Waves and Wings waterpark AND Museum to see the Spruce Goose.  Honestly, we swam too long to actually go INTO the Museum, so we circled around the outside, peeking thru window...and learned about WWII and the airplanes on the lawn.

Seaside Beach, Oregon.  Lovely day.  Warm sand.  Fun times in the Pacific Ocean.

Landmarks and common places:  Voodoo Doughnuts was a wonderful experience.

And this is Evergreen Aviation & Space Museum located in McMinnville, Oregon.  Daddy gives the kiddos the rundown on this fabulous plane!!  

The Summer Curriculum CAMPS and adjustments

Haley has a new harp instructor.  The wonderful thing is, she comes to the house.  So Haley can learn to play on HER own harp, and take care of her harp.  This young woman is super sweet, and was homeschooled herself, locally.  So it feels like a much better "fit."

In the spirit of "keeping it easy" so we can fully engage in the home-education without feeling frazzeled as things (expectedly) pick up in August with the part-time school for the older 2, and public kindergarten for Hana - we switched Ian from a kung-fu/karate studio way across town (45 minute drive) to one within the city (10 minute drive).


Class is slightly shorter (45 minutes vs. 1 hour) so the amount of time-resource that is utilized on this activity has diminished from 3+ hours, to 1 hour and 10 minutes!!  And the new guy came highly recommended by colleagues.  As an added bonus, there are a few local Jack and Jill friends in his studio as well.  The fact that the head-guy is African American is a benefit as well as it allows Ian to interact with a diverse educational "team."

This studio is new and wasn't an option when I first started my search.  Nonetheless, it is not purely kung-fu, which we actually preferred.  However, the Universe has led us to karate (mixed martial arts minus tae kwondo) so we're happy to give it a try.


We have considered letting Haley take Karate/kung-fu.  However, currently her schedule is full.  And she likes her "free time."  It's important to not over-schedule the children, so we'll wait and see how school (and homeschooling) goes.

Likewise, we'll wait until early next year to put Hana in swim lessons because she's advancing to 2 day a week pre-team gymnastics AND will have public kindergarten everyday. 

On the other hand, Ian could use a few additional activities (or at least one more).  But we will see how school goes, and seek out opportunities as he expresses interest (rather than sign him up for random 'stuff' just so we feel like 'things are equal.'  Because equality isn't our goal.  Providing to each child exactly what THEY need, individually, is the goal.  And that may not be what seems 'equal.'

Haley and Ian have completed their summer Art Camps with a home Art Show.  They made sculptures, beads, learned about arts around the world.  They painted, and drew.  They used materials, and the group was only 6 children.  They had a blast.  And the great thing was...the art teacher is going to be Ian's 2nd grade teacher.  So they had a chance to bond in a fun, informal setting.

The kids are quite comfortable on the horse - which is outstanding.  It is our goal to get them horseriding-competent (being from Texas and all).  Soon they trot.  They are SO excited.

And Speech/Debate camp.  I am looking to continue this for Haley, however its not easy finding Debate teams for 11 year olds.  So far there's on that seems great, but it's way way across town.  I know better than to take that bait...

...so our search continues.

Of note:  We did not get to do formal photography lessons.  Nor did we do IT (because I couldn't find a local instructor that worked with young children.  Ditto with American Sign Language (for a reasonable fee).  My preference is actually to utilize someone who isn't deaf, and that course was offered through a local homeschool center for quite a hefty price.  Resources better spent for summertime fun went to art camp.  And finally, music camp was canceled.  Which was okay because Haley continued her piano and harp privately nonetheless.  

Summer Curriculum In Action

Math camp continues, and Haley is working on exponents and negative numbers...order of operations, and even a short introduction to square roots!!  She's feeling like a math whiz, and her teacher emailed me to share that Haley is engaged in class, asking lots of questions, and seems to be excited about learning!!

Writing camp continues.  Haley has learned how to write a theses statement, and is working on grammar.  Additionally, she is reading The Lion, the Witch, and the Wardrobe.  During week 1 of her Art Camp, she was scheduled to miss writing camp, BUT the writing teacher agreed to teach Haley one-on-one so she wouldn't be behind the following week.  He said, Haley was very engaged in the 1-on-1 session.  And Haley said she prefers the 1-on-1 session.

Art camp was a HIT.  They painted, did paper mache' and sculptures.  Spent 2 hours each day with an art instructor and 4 other children was time they enjoyed.  There's one more session later this month.

Horseback riding continues.  Haley has already "graduated" to a larger horse.  They are comfortable on the horse, and know horse etiquette.  Ian and Hana are there as well, learning side-by-side.  Just them with the teacher.

Homesteading:  All the children continue to nurture our garden, care for the hens and dogs, and do light chores around the house.

Hana continues gymnastics.  The teacher said she needs to practice "following directions"...so we're working on that at home so she can make the Team in December.

Martial Arts:  Ian continues kung-fu, HOWEVER, we have moved him to a studio closer to home.  As the girls get busier, and Dad gets more contracts, it became increasing burdensome to go way across cities for him to do something that he can very well do a mile or two from the house.  Additionally, I appreciate the diversity and African American leadership at the studio close to the house, which I think is great for Ian since my own father (his grandfather) is dead.

The kung-fu place by the house ALSO teaches a karate component - so really it's "martial arts."  But NOT Tae Kwondo.  So, it works!!

Leadership training and Music:  Haley has started teaching Hana piano. This allows Haley to establish her teaching style, practice being a fair and effective instructor, and start working on writing her Intro to Piano book with her piano teacher!!

Haley watched an Artemis webinar on Branding YOU.  So she can begin learning about her *reputation* and personal style and brand (because its never to early).

Time management:  Haley has been introduced and is utilizing a *schedule*!!  It looks something like this:
10:00a - wake up/use bathroom
10:10 - make breakfast/get dressed
10:30 - Math assignments (or move ahead)
11:30 - break
11:40 - Writing assignments (or read if completed); speech
12:30 - Lunch
1:00p - Piano (for 2 hours)
3:00p - Harp* (for 30 minutes)
3:30 - DONE with schedule

Of course she can modify as necessary.  And on days that she actually has lessons or class, THAT is the time that is used for that activity.  She realizes she may need to "borrow" time from one subject if another is due sooner.  And on some days, her days are going to be longer (if her motivation to complete the assignments is lower).  It's lighter on the weekends.  But, essentially, this is her daily schedule (that she can modify, as mentioned).

*We have a new harp teacher that comes to our home - further attempts to maximize our time and avoid spending/wasting it in the car.

Ethics/Spirituality:  We have TONS of "Mommy Wisdom Lectures" whereby at teaching moments, particularly when it comes to leadership training (don't make your sister cry), and concept of humanity/ethics (sharing cautionary tales from the news, or delving into deeper conversations about self-image, self-respect, state of the World politically, socially, etc) we can engage in long (sometimes hours at a time a couple of times a day) exchanges that only a Mommy can with her Daughter!  I estimate at least 30 minutes of "this time" a day.  Always impromptu.  Primarily because I'm HOME and and TIME...so as things happen or issues arise, I am there and available to talk it out with her (and SHE is present and available to receive it).  As I spiritually feed myself (though various means, including Church and personal reading, Earthing and meditating) I allow myself to be a channel so I can share it with her.  (Of course its age-appropriately adjusted for the younger children).

Social etiquette:  We've been to, and plan to attend a few deliberately different social settings (scholarship dinner, formal dance, pool party with colleagues, dining out, being thoughtful and helpful, etc).

Of course there's plenty of time for fun socialization - water fun, pool fun, fun with friends, going out to eat, bowling, birthday parties, and church (socialization at its most effective).

Financial literacy:  Renewed bond with Grandma yielded cash gifts that were used to learn about shopping and saving.  For Haley, this entailed going to the bank and opening a checking account - with a real debit card!

Safety:  We practice water safety.  Hana now knows how to swim!!  (Still not super strong, but she doesn't sink to the bottom.  She only needs to practice breathing while she swims - coming up for air, dog-paddle, etc).

Debate:  Haley is doing a Speech/Debate Camp as well, which is scheduled for next week.

Homeschooling Workshop:  I attended a homeschooling workshop and discovered an entire university-type facility that offers classes in almost everything!!  Theater and social opportunities as well (such as dances and sports teams for homeschooled children).  At this workshop it was emphasized that we should really take time to get to KNOW our child's learning style.  So I'm reading this great book:  Discover Your Child's Learning Style.  The kids and I have been taking "quizzes" so we can all learn about our learning styles.  It has been enlightening.  One of those elements of being human that you tend to under-acknowledge, but it is SO important!!

Preparation for Fall:  I have purchased ALL OF THE TEXT BOOKS (except one book for Haley, and the supplies/books that need to be purchased at registration) for Haley and Ian for the 2013-14 academic year.  I also completely organized and created excel documents for the children's curricula.



***
To do:
Get Classroom Ready
Finish Discover Your Child's Learning Style
Purchase that last Life Science Book for Haley
Try to find/connect with Secular Homeschoolers locally

Upcoming:
Debate Camp
New Karate/Kung-fu (consideration for Haley to take lessons as well, but possibly in the Fall)
Trips:  Portland and Atlanta (then later Washington DC) - that takes planning and preparing to maximize the learning time.

Horseback Riding

Introduction to the horse and proper care and etiquette.  

 Brushing the horse, grooming the horse, loving on the horse.

 Warm up for the horse by the trainer.

Haley learns how to guide the horse

 Haley learns how to STOP the horse.

 Ian's turn to guide the horse

 And be calm on the horse.

 Hana's turn ride the horse.

 She is SO happy that, eventhough she's "technically" too young, they let her ride anyway!

 Good times!!

 Now, lets take off the saddle and put the horse away properly.

Summer Curriculum

So, Haley has started her summer curriculum.  She's had 2 sessions of pre-algebra.  This is a once a week class that meets for 2 hours on Friday morning.

She also had her first writing class session today.  She was so excited to have learned about "thesis statements."

"Mommy, I KNOW I should have already learned about thesis statements, but I didn't at Public School.  It feels so good to LEARN something new."

Mommy score!!

She continues her harp and piano.  The piano teacher has tightened up her music curriculum, and Haley practices 2 hours/day.  AND she attended a couple of sessions of the Van Cliburn International Piano Competition.  A very special event, indeed, as Grandma Carolyn went with her!

Haley also has upcoming music camp.  Upcoming art camp.  AND she has an upcoming Intro to Speech (and debate) camp.  I'm thinking that we'll extend this throughout the year if it proves beneficial.

Additionally, there's horse-back riding tomorrow!!

(and we are on day 4 of summer)

We've established a "schedule" whereby Haley wakes up at 10a.  By 10:30 she does math for an hour.  Then short break.  Followed by Writing (and or reading) for an hour.  Lunch.  Then 2 hours of piano, and 30 minutes of harp.  Her "day" ends at 3:30p when there's no other scheduled events.

Otherwise, we fit those subject in around the scheduled activity.

And she's been doing VERY well with this structure.  PLUS she has the rest of the day to play and enjoy doing whatever she wants to do...until midnight, when she naturally falls asleep.

***

Ian does kung-fu, horseback riding, and art camp.  
We considered speech camp, but for his age group (at the same location as Haley) the meeting time conflicted with our summer trip.  And, he's too young for robotics or other "cool" tech camps at age 7.

So, for now, we are focused on Haley, as she is older, and she needs more structure and varied activities.  Ian, as a first grader, still has plenty of time to "stress" over academics.

Last days of school; math camp begins.

Today is the last day of Public school for Haley and Ian.  Since we've had out-of-town guests at home for the last week, the children have had the opportunity to pause their school activities and value this family time.

Paused school activities included:  sitting in a tent reading alone (DEAR - drop everything and read) play camping and messing around with people she don't like as they've moved all of her "friends" to the other homeroom.  And when there IS discussion, they have her "sick with Malaria" for play...in the tent.  How is that educational...for my child to be asked to lower her vibration and take on the role of illness so other kids can avoid having to do so ("someone HAS to have malaria...how about the black girl?  That's in Africa, right?")

Or, for Ian, the teacher straight-up told us:  "we are only playing games."

So miss Grandma visit, Uncle visit, Cousins visit (and the associated activities) to DEAR or play games with insignificant people?

Yesterday they went to the awards ceremony (they each got an award).  Today Haley will go and get yearbook and have fun exchanging signatures.  And tomorrow, both kids will go and say bye and gather their things on the last half day!

Side note:

Haley HAS started math-camp already....and already, she is feeling better about math.  BECAUSE, all the kids are happy and relaxed.  Their attitude is like "lets do this."  And that, is contagious.



Update:  6/7/13
Final Grades for Haley:

Final Grades for Ian (M="Mastery" which is the highest mark)

Finishing Strong.

The summer curriculum is shaping up.

Haley has both art and music camp for a week. Haley also has a pre-algebra math course and (a likely) weekly creative writing class.  I've found what seems like a great horseback riding teacher locally (and inexpensively).  And, she will continue her harp/piano throughout the summer.

Ian, has more "relaxation time" (which he'll enjoy) with 2 weeks of art camp, and continuation of kung-fu.  He'll also do horseback-riding (as will little sister, Hana).  And, so far, that's where we are.

I'm looking for an IT course of some sort (I think he'll like that).  And maybe...a photography course.

We have a few trips planned:  Portland, OR; Atlanta, GA; and Washington DC (July, August, September).  We intend to host out-of-town guests (Grandma and Auntie).  We are planning to train our dog in a structured fashion (albeit this is low on the priority list right now because Ian is a bit young).

Ian and Haley both have their study tablets (that they mostly play games on currently).  The outside room is coming along slowly (had other priorities INSIDE the house before working outside of our living space).  And as Haley finishes up her (exceedingly unproductive) last days of school (where, now that the STAAR test is over, she spends all day sitting on the floor or a tent, reading) we are excited to be moving on to the next thing.

I did inquire about absences (more for Hana next year), because this may be a reason to pull Hana out of public school.  Afterall, they threaten to call CPS if the child misses "too many days" of *optional* kindergarten?!!  OR...we can just keep her home.

Turns out the kids can miss 17 days of school.  They have only missed 5.  So, we could keep them home the rest of the year and not get to 17 (which is nice).  Especially since, I have plans for them and will likely keep them home a few of these days (Grandma in town, math camp begins, etc).

So, in the spirit of "finishing strong" and "stick-to-it-ness" the kids finish out their academic year in Public school.

It's Spring time - Garden, swimming, riding bikes.

 Creating drainage holes.  Pebbles at the bottom of the container help with irrigation/drainage.

Sowing the seeds

 New baby chicks (and practicing photography).  

Ian and Hana learn about water safety.

 Life without training wheels is a life well-lived.  

Ian learns to ride his bike

The Year of Learning Dangerously

When we started this experiment, I thought I knew what a typical homeschooling family looked like. Homeschoolers were either fundamentalist Christians who wanted to isolate their children from the corrupting influence of modern society or off-the-grid hippies with a reflexive fear of authority and an inclination to make their own yogurt and shoes.

http://www.takepart.com/article/2013/04/26/homeschooling-harmful-myth-debunked?cmpid=wfs-fb

Thinking about buying this book (when it comes out in paperback sometime in the Fall).  Right now, I have enough reading material to keep me busy until then (so why purchase the hard-back right now?).  Besides, I like paperbacks better.


Update:  7/3/13
Got the book on sale from Amazon.  About a third of the way done.  LOVING IT!!

Learning styles and nuances of intention

I'll shamelessly admit that so many of my blog entry inspirations this early in the game arise from other blogs. A few days ago I read "School is a competition where winners get nothing" and felt motivated to share these ideas on my own blog (more for future reference for myself, which is the singular purpose of this entire blog, actually).  

What was particularly interesting to me is how Penelope states the obvious:  

You already know that everyone learns differently.  You already know that each kid has different interests, and you know that kids learn at different rates.  So you know, intuitively, if you set up school to be a competition, it will not be close to a fair fight.

You won't have all the math kids competing against each other in math and all the artists competing against each other in art.  You actually have the math kids competing in art and the art kids competing in math, because the idea of school is not only competitive, but also pushes the idea of well-roundedness.

1.  Testing gives people a way to rank kids.

2.  Report cards give parents a way to rank themselves based on how well their kids learn.

3.  School measures IQ not only with testing, but by setting up discrete subject matter that requires basically one type of IQ.

So obviously true.  Last night, when I explained this to Haley, she understood immediately.  See, Haley has a friend who does VERY well in school.  Her learning style is conducive to how information is presented in school.  She has the natural personality to accept what's said as fact, doesn't have tons of questions about "why?" and is able to memorize and regurgitate those facts on a multiple choice survey.  

And that makes her "gifted."  That makes her "intelligent."  

Haley has TONS of questions.  And takes nothing as a 'given fact' just because some 'random' person tells her it's truth.  She's a thinker. 

Additionally, I believe, in addition to the various *known* learning styles (see below) there are subtleties and nuances that are not being accounted for.  Such as complementary energy, intention, interpersonal interaction, and other influences that are difficult to articulate, much-less analyze.  

Take for instance a dog.  If you love the dog (and the dog *knows* you love him), he is more eager to please.  And even when you're having a "bad day" and being impatient, the dog KNOWS you love him, and will happily tolerate you, and try even harder to please you...to make you feel better.  The dog is more responsive, and feels like he's important to you.

On the contrary, if the dog senses animosity or resentment from you...or if the dog doesn't feel like you like him, he will be less enthusiastic about learning from you.  Even a smart and motivated dog will sense the negative energy from it's trainer, and that trainer will be less likely to pull excellence out of that dog.

Of course children has this ability as well.  The ability to sense the *motives* of the person who's offering the advice or teaching the "lesson."  And the more sensitive the child to this energy, the less likely they are to wholeheartedly accept information as truth in their lives from "negative" people.  

School teachers (while intentions may start out altruistic and genuine) are jaded and cynical.  Especially when interacting with a child who may be from a family that coincides with their own beliefs.  Or, they may begin to put of an emotional wall when interacting with "problem" children (i.e. children who ask 'why?').  Because, answering the "why?" isn't always easy.  Because answering the "why?" requires the teacher to think.  And they aren't rewarded for thinking...

Parents, on the other hand, (barring those rare parental misfits) care the MOST about their children.  No one cares more.  Therefore, the chances of your child performing better for you (even in a 'weaker' subject) are much greater.  The energy is not weird.  And the environment is not competitive for the sake of ranking students (and parents) based on arbitrary criteria that do not result in success, peace, or any other relevant "happiness indicator" in the world.  So what's the point?  

My children have talents that are not measured on the STAAR test.  My children have attributes that go unappreciated in traditional school classrooms in this country.  My children are bright, funny, caring, helpful, artistic, athletic, compassionate, honorable little people...and their life light shines bright.  

In the early years (kindergarten, 1st grade, etc) the teachers tend to be nice and more understanding of the innate genius that each child possess.  And traditional school may work well - and actually prove beneficial in allowing the proverbial socialization (especially for the oldest/only child).  However, as children get older, and their uniqueness really takes center-stage (coupled with *many* social outlets via siblings and extracurriculars  the traditional model may be less beneficial.  Especially in the setting of test-overemphasis and focus on grades and memorization...traditional school can become very detrimental to many children. 

Learning Styles:

• Visual: The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation.
• Aural: The temporal lobes handle aural content. The right temporal lobe is especially important for music.
• Verbal: The temporal and frontal lobes, especially two specialized areas called Brocas and Wernickeïkis areas (in the left hemisphere of these two lobes).
• Physical: The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement.
• Logical: The parietal lobes, especially the left side, drive our logical thinking.
• Social: The frontal and temporal lobes handle much of our social activities. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression.
• Solitary: The frontal and parietal lobes, and the limbic system, are also active with this style.

Observations

For some (odd) reason, I feel the need to emphasize that this entire home-schooling decision was prompted by Haley, and solely fueled my desire to see her ENJOY learning (and realizing I can't do *worse* than the intermediate school she currently attends.  There is no "problem" per se.

The Public elementary school that Haley attended, and Ian currently attends, has been great.  But as I investigate homeschooling, it's becoming clear that this might be the way to go for Ian as well (considering his personality).

Additionally, (again, for some odd reason) I feel the need to 'justify' why Hana's going to the Public school while I pull the older ones out.  The short answer is, it worked well for the other two children, and I don't anticipate it won't be equally (if not MORE effective) for Hana (based on her personality and learning-style).

Besides, if Hana begins to regress back into her RAD, that may be an indication to go ahead and pull her out of Public school too.  She's done so well at home.  I must admit I'm a tiny bit concerned about sending her to another 'institution' if she hasn't fully recovered from earlier childhood adversities and issues.  But, because the school is a good school, I feel its worth giving it a try.  With a small element of RAD, she may be 'protected' from the opinions of others (as she doesn't really care what they say), and with the dishibited form she displayed, residually that may serve to enhance her ability to make friends, "fit in" and enjoy it fully.  Bottom line, she just might excel and thrive.  And that would be a great thing!

Anyway...

I read this story today, and it really resonated with me.  As I try to work through my thoughts, ideas, expectations, justifications, uncertainties, and excitement about home-schooling, I find myself full of "words." So many words that it takes awhile to prune my thoughts into coherent aliquots that can be subsequently expressed verbally (or in writing)!

Therefore, I was *delighted* to see "my words" so succinctly stated:

Unless you have lived through academic struggles with a child who is a misfit for school, it is hard to describe the impact on the family. Tears, sobbing, pleading, punishment, crumpled & torn paper strewn across the floor, pencils cracked in frustration & anger, books thrown across the room, yelling, doors slamming, sullen eyes, silent treatment….entire afternoons and evenings derailed by academic drama.

And that's just after school. There's also the mornings of pulling them out of bed over and over again, threatening to leave them home, skipping breakfast, begging, pleading, water thrown on their head to get them to wake up. Something that is so simple (get up, go to school, do homework) becomes so complicated, so dramatic, clouding everything in your world. It's a full time, exhausting, no-reward effort, debilitating for everyone....

My son has good intentions—always a willing participant in trying a new approach. He wanted the positive glow of a great grade. But he could not sustain the effort needed to achieve it. So every new attempt would last a day or a week or a month until he lost interest... 

Looking back, I have known for years that he was in the wrong place academically. And I feel deep shame that I didn't take action sooner...

My observations coincide with hers in many respects.  While my child didn't have the issues her child does (perhaps because she's younger and female) I can see some of the positive changes in Haley *already*, just with the prospect of home-schooling.  It's amazing, actually.  And maybe...the change isn't JUST with Haley.  Maybe the entire family has been affected by the *prospect* of homeschooling.

Like the author, I do wonder 'what took me so long' to realize (after multiple schools and educational home supplementation) that traditional wasn't really yielding expected results?  I think I kept waiting for it to get better.  "Fourth grade is when you learn all the really important stuff....so we'll see how 4th grade goes."  And when it didn't happen in 4th, the thought became, "Well, maybe in fifth grade the magic happens these days, when she finally breaks off and goes to *intermediate* school..."

One HUGE, very specific change I've noticed with my child *already* (even though nothing else has changed.  She still attends Public school.  She has the same 'friends.') is she's so relaxed and treats her siblings much nicer.  She went from "No one in my room!!" to "Can Hana and I have a slumber party?"

And as further evidence of her 'more relaxed state', I've noticed that she's not so stressed out (frustrated, asking questions before thinking for herself, crying, etc.) when WE go over things together at home.  I was able to teach her the Spanish verb conjugations with a few tears.  I was then able to teach her the Spanish alphabet with NO tears.  And just last week, I was able to teach her percents, proportions, ratios, and review long division via Khan Academy...and it was AWESOME.  Not only were there no tears...we actually had a good time.

After the time was up, she wanted to keep going!!  I think she realizes that...there is no hurry to learn it before "the class moves on."  There is no reason to "slow down" in order to not leave a kid behind.  She has as much (or as little) time as she needs.  She can take the lesson in a completely different direction that what was initially intended....and learn with enthusiasm.

We both had a good time.  AND, when we went grocery shopping, she was able to actually figure out "which one is the best deal."  This has been a sore spot for 2 years with us (whereby she couldn't think of the math 'fast' enough so she'd immediately become anxious and frustrated.  Eventually, she didn't even want to try...).

This is encouraging because...we haven't even started our home-schooling yet.

Backwards Math

[After teaching my child backwards math] "I assumed that the next logical step would be to teach the standard algorithm for addition, whereby the numbers are stacked and added one column at a time (as students have been taught to add since time immemorial). Yet to my horror, the bottom of the page had the standard algorithm written with a big “X “over the top. The page encouraged parents not to teach their child to use this method...." (??!!)"She informed me the district had adopted a math program where they were focusing on “deep understanding,” ...I realized that I was not going to change her mind about the value of standard algorithms. ... I decided to supplement my son’s math instruction at home. This plan absolutely backfired. Supplementing, it turned out, became a nearly impossible task. Our tutoring sessions become increasingly adversarial, with my son ending up in tears multiple times because I was telling him to solve the problem one way and his “teacher doesn’t do it that way,” because she discouraged him from using the standard algorithm...."

THIS, is our story too!! - with Haley



Everyday math is bad news.  Horrible social experiment where the children pay the highest price.  Lets not forget the failed "whole language" reading * experiment* that has yielded raised the statistic of illiterate adults today.

When California instituted the "whole-language" approach to reading nearly a decade ago, it abandoned a tested and proven method - phonics - in favor of one that has children guessing at words and inventing their own spelling and grammar. Whole language quickly spread to virtually every public school. Attempts to restore phonics were rebuffed by the teachers' union and educational "experts," who claimed the new way was better.

The results of this new approach are now in. Standardized tests in California placed that state's public school children in a tie for last with Louisiana as the worst readers among 39 states tested.

And now, the "new focus" is on math.  I guess these people who sit around and think of these things...just don't have anything more productive to do.  OR (more likely) in an attempt to justify their existence  come up with random shit every now-and-then to shake things up.

But the price of not learning how to read...or do math...is to high!!