Our New School Room.

In December last year we moved into our new home. The only room in the house which I could visualise was the study. I am not very good at decorating, but I knew what I wanted in this room! After nine years in a small, but beautiful 1906 Federation cottage, with no dedicated learning space, I was VERY excited about having a room to keep all our books in.  My photos don't do the space justice, but I did my best. It is my favourite room in the house.

Those who know me well, know I have a soft spot for buttons! 

Here is our read-aloud sofa. I wanted red to offset the blue walls, but I didn't expect it to take so long to find the right sofa. The first one I found sold out after I waited too long, another one we drove to Sydney to look at ended up being orange, despite the sales person describing it as red. This one we found locally, and I LOVE it. The vinal wall sticker was a little tricky to put up, buy with the help of my ever patient mother, we managed put on the wall without too much drama. I had planned to change it in a year or two, to a quote from St Catherine of Siena, but after the stress of getting it on the wall, I may rethink that plan!

Next to our sofa we is our book basket, featuring the very beautiful Treasure and Tradition book all about the Traditional Latin Mass.

In the wardrobe I have two of these great shelves from IKEA.

I know this is a terrible photo, but I wanted to include it to show the two images I have on our wall. The one on the right is our St. Anne and Our Lady, which I think is perfect for a homeschool room! The other is Our Lady of the Way, perhaps my favourite image of Our Lady. The crucifix was a gift to my husband when he entered the church. We have always had it in our bedroom, but the gold perfectly offset the blue of the walls, and this way I get to admire it several hours a day, rather than just a glance at bedtime!

So that is our school room. A tranquil little room away from the distractions of the rest of the home. I find that we get a lot more done when we spend our lesson time in this room. We are very blessed indeed.

Questioning The System.

A close friend of mine is considering home educating one of her five children as he has been struggling at school. As I have encouraged her that she can do  it, and calmed her many fears, I have been able to reflect upon how very dependent we are on the system to educate our children. This lady is highly educated, yet she doubts her ability to educate her nine year old son!

The experience has reminded me of the huge divide there is between those with kids in the school system, and the rest of us. It really is a total paradigm shift. After over eight years of home educating I now know that terms like "behind" and "failure" are only useful in a classroom setting. Just as I know the sun will rise, I know that my children are just where they need to be, and I am able to totally ignore the guidelines of the education department, and some members of my family and society at large, who would think that my children are "behind" in some areas, and that "they should be able to ..." They do not measure success the way that I, and most homeschool families do. My children are thriving, and have their self esteem intact as they are not forced to compare themselves with other children their age on a daily basis. I fully remember feeling as she does, and asking myself all those questions. Am I capable, what about maths, and university entrance, will they fall behind, and on and on, and on.

Attempting deschool a someone in a few phone calls and emails is a tough ask! She is not closed off to my opinions, which I know must sound strange and perhaps even slightly radical. I can imagine the confusion of being advised to allow your child seemingly do nothing for a few months when you have been told he is struggling at school! Being told that the final year of school is irrelevant to getting a place at university must come as a shock after a lifetime of being told how crucial it is.

I will continue to challenge her beliefs, and encourage her to question why it is that the education department's standards are her yard stick of success, and why she feels incapable when all evidence points to her competence. And I will continue to be thankful that I am able to see the world through the lens of home education.  

For The Love of Books

Ever since I was a little girl I have always had a fascination with books. When I was in grade two, I remember looking with longing at the book my best friend, Kim, was reading. A real chapter book with a pink cover and an image of a girl on roller skates. Heaven for a little girl in the 70's!I desperately wanted to be able to read that book, but I knew it was above my abilities at the time. Unfortunately I wasn't a child who picked reading up easily.

Books have always held a strong attraction for me. I loved the book catalogues that came home from school. I loved book shops, and buying books even when I knew I probably wouldn't read them because they were too difficult. As a teenager I made sure that my books weren't dog eared, and I read them so that the spine wouldn't crease! My books were my treasures. When  I was supposed to be doing my maths homework I would set the textbook, exercise book, and pencil upon the bed covers with the doona neatly folded back so that I could quickly stash my novel under the covers and assume a studious expression if someone approached the door!

When I became a mum I knew that I wanted my children to love reading as I did. With Bilby, I knew it wouldn't be too difficult. The first time he saw a book he was hooked! His face lit up, and his little legs did the happy dance. He LOVED being read too. Unfortunately Koala was the total opposite. He hated being read to and wouldn't stand for it!

Like me, Bilby, wasn't a natural reader, and  while he enjoys reading, it's not *yet* his favourite activity! I am firmly convicted that if he had stayed at school he would detest reading as many boys do.When he was in kindergarten he would leave his reader at school and tell me that his teacher didn't want them to read it! Looking back he just wasn't ready to begin the reading process, but the expectations of school meant that he was pushed before he was ready which resulted in him beginning to think that he wasn't good at reading. I believe that many, many boys are turned off reading because they are pushed into it before they are ready, and because the way literature is pulled apart at school, is often enough to turn boys off.


My fondest memory of the short time I was a classroom teacher was when I had the privilege to teach  English to a wonderful group of year nine kids. This particular school tried to make the bottom class very small, so that the kids got extra attention. I started with a class of twelve kids which dwindled for various reasons to about eight or nine. I decided that we would begin each lesson with 10-15 minutes of silent reading of a book of their choosing. I wasn't sure how it would go as many of these kids really struggled with reading and writing, but they happily bought along their books each lesson which in itself was an achievement. There was complete silence as each child enjoyed their choice. I was so excited for them, as it was often difficult to get these kids engaged in learning. I was able to sit at the front of the room and enjoy the scene before me. I just loved watching their faces as they read! One boy choose a book about a female wrestler! It was a big book, and at first I wondered if it would prove too difficult for him, but as the weeks passed he kept at at, and I was rewarded with hearing him excitedly comment to one of his friends as he left the room "That's the first book I've ever read." I felt like doing the happy dance and shouting for joy! I believe they learned more in that fifteen minutes a day than anything else I tried to "teach" them.

When I watch Bilby quietly reading I am often reminded of that year nine class. He could have been one of those kids who never picked up a book. But homeschooling has meant he has been able to come to reading in his own time, and enjoy many books without me sucking the joy out of them by making a lesson out of the plot, characters, and so on. In the last year, Bilby has read over a dozen books. Books on World Wars 1 and 2, books about modern day refugees, historical fiction, and a book about a war dog.  For a boy who once found reading a chore it makes me want to do the happy dance and shout for joy all over again!

 

Good Goats!

This morning I had a few errands that needed doing, one of which was a visit to my local pathology office to organise some tests. The receptionist knows me, from years of visits, and she asks, "Are you still homeschooling, Trish?" I answer in the affirmative.

"Gee you're good." she responds " You must have to be so organised. I guess you have to do the same thing at a set time. It must be so difficult."

In my mind I see the image she imagines. Perhaps a room dedicated to schooling, a white board, me standing in front of the boys presenting a lesson, engaged and eager students, a tidy and well organised home.

For a moment I wonder if I should attempt to shatter her illusions, and tell her that it's not as difficult as she might imagine. Another image flashes before my eyes. As this moment one of my sons is no doubt lying on his bed doing "nothing". He will probably doing doing "nothing" for quite some weeks, until boredom takes over, and he finds some motivation, or when takes an interest in my strewing and suggestions . I picture earlier days of high stress, much shouting and defiance which went hand in hand with any maths questions, and most of the other "lessons" I attempted to force my son to complete.

I judge it best to keep my mouth shut on both counts, and allow the lady before me to keep her equilibrium! I imagine her reaction if she knew the truth. Even to tell her of how my eldest son spends his days, would be pointless. She would have no frame of reference in which to place the activities which makes up his days. A few maths questions, lots of read-alouds, reading for pleasure, a little science and copywork. How can outsider accurately imagine the flow of a home in which school is absent?

On my way home I once again think that home educators really are like goats. We refuse to go with the crowd like sheep, but stubbornly do our own thing in the face of a society which would like everyone to believe that there is only one way to educate a child. We question the norms, and cut a new path. I believe that home educators do this better than any other group I can think of. Let everyone else follow the school model. We'll take the path less travelled by!

Last night I was struck by how different my educational paradigm is from schooling parents. Bilby attends a Catholic youth group called Life Teen, and last night parents were encouraged to come along to hear about an upcoming retreat. Several times I heard how parents were not happy with the date chosen which happened to be the week end before exams begin. Not the HSC, but exams for years 8, 9 and 10. In my mind insignificant exams which no one will care about the week after they are finished! Yet the fun and spiritual growth to be had on the retreat will probably be remembered fondly, and drawn on for years to come! One parent shared with me that they originally were not going to allow their child to attend because of these exams, until her tears changed their minds. I looked at my son, and was so grateful that he has no concept of what an exam is. He has never had to worry where he will be ranked in relation to 150 other children his age, and judge his worthiness based on his results.

Parents who hadn't met me before questioned me about how I would manage high school, and the HSC. Hopefully I opened a door for one mum to see the final year of school in a different light. As is often the case, she seemed a little surprised when I said that there are many avenues into university. She agreed with me that too much pressure is placed on kids, and that she remembered asking people what mark they got in the HSC for some time after, and pigeon holing them based on their response.

So I am happy to associate myself with the noble goat! Funnily enough I even live on Nanny Goat Hill, a local nickname given to the hill on which I live, and where my own father played in freedom as a child, and where goats of the fury, and two legged kind still live and play today!

At The Beach.

Today I persuaded Koala to come to the dog beach with Bilby and I. Usually when we suggest such an outing he's not too keen. With a little gentle coaxing, the promise of a short stay, and ice cream on the way home, Bilby and I triumphed! We took our very timid one year old dog Peaches with us. As it was mid week we thought she might be less overwhelmed by lots of huge dogs anxious to play with her. The weather was also perfect!

In theory it sounded great, until an over sized boxer puppy came over to greet Peaches. She was so terrified she tried to swim out to Bilby! She spent the rest of our visit at my side refusing to play, even with the smallest of dogs.

What would a trip to the beach be without a water fight!

We didn't think the water would be warm enough for swimming, so no rash shirts. The boys however braved  it, and even went for a  proper swim!

Hopefully there will be many more days like this. We even did some cooking earlier in the day, complete with thickening cream the old fashioned way. With six arms between us, it didn't take long! So in one day we have achieved many of the things I was hoping for in my last post! 

Step away from the curriculum!

Well my attempts to move towards unschooling have been a failure! I am finding it so very difficult to let go and trust that relinquishing control over Koala's learning will not ruin his life!

Today I realised that I have not yet come to a strong conclusion as to where I sit on the home education continuum. I have constantly vacillated between methodologies without having a firm opinion as to which one I believe in most strongly. They all sound so worthy and interesting! The only style I have never tried is unit studies! Natural learning holds a strong attraction for me, but why can't I just get on with it!

Of course I know why. I'm ashamed to admit the reasons because I know that they are not valid, but the fear is still there whether or not I agree with the principles of unschooling. So here are my fears. Perhaps if I share them they will dissipate. (not likely but worth a try!)

If I allow Koala to unschool, I worry that he will do nothing for months. Just the thought of it, and I can feel my anxiety rise. As it is he is content to sit and wait for hours, doing nothing before gaming time begins. On Sunday, our gaming free day, he is lost!

What if he never learns the basics well enough to succeed. I do believe that when children and adults want to learn something they will, if they have been given the tools to learn, but...

Will he blame me for not having made him do enough. For giving into his anxiety over certain things rather than gently pushing on through.

I'll get the whole unschooling thing wrong. I'll allow my lazy tendencies to mean that I won't strew enough interesting things along his path.

It just sounds like so much more hard work than other methods of education. The parent has to be on the job all the time. Constantly thinking of ways to engage their children.

So these are just some of my fears. But I have decided that on Monday things will be very different. I will only ask Koala to do the following:
Sit and listen to a read-aloud about St. Dominic Savio, and  continue our reading of Acts of the Apostles, copy out his spelling words, and a small passage of copywork, continue to read "Then" with me. That's it! If he wants to do a chapter of Life of Fred, great. If not no problem. The same applies to listening to The Rangers Apprentice on audio book.

I want connection and joy to be our most important goals. The curriculum of conversation! I want to see my little boy smile more, and confide in me more. I want him to know that he is loved, respected and supported in the significant challenges he is facing. I want us cook something yummy together. I would like him to want go to the beach, or rock climbing, or explore the bush behind our house, or any number of other activities. I want him to explore things that interest him. But if he doesn't do any of these things on Monday, or for the rest of the year, that will be ok.

As for me, I want to let go and feel that it is safe to do so. To be released from the fear that I'm stuffing it all up!

I'll keep you posted!


P.S. The previous two posts were written some time ago, but I wasn't ready to post them in case I decided it was all a big mistake!

What I'm Learning.

Well it's been two weeks since we changed direction. It would be incorrect to say we are unschooling, but I keep refering back to this "When pressed, I define unschooling as allowing children as much freedom to learn in the world, as their parents can comfortably bear."So by that definition we are on the road, and moving forward.

We still do some bookwork because there are some things I am not prepared to give up at this point because I know that they are helping. Koala also needs some structure as we transition to a more relaxed approach. He has been very anxious lately when the boundaries aren't clearly defined, so structure is important for him.

The main thing I have noticed is that both the children and myself are much more relaxed. I am making a huge effort to put any anxiety about what we "should" be doing, behind me. I'm looking for more opportunities that are fun, or at least different from what we are used to. For example this week we went to see the Archibald Prize at the art gallery. The boys were underwhelmed, and keen to go way before I was, but it was something different that I took time to do, rather than thinking we should do that and not following through. Yesterday I helped Bilby make a cake. Yes it took a lot longer than if I had done it, but I was relaxed enough to not be bothered about the time taken or the mess because I wasn't stressing about all the things on the list that I thought we "should" be doing. We spent a bit if time on the Brain Pop app which led to discussions about  WW2, and we read a picture book I have about the one women's experience of the bombing of Hiroshima, "My Hiroshima." Bilby went off to watch a few more Brain Pop annimations and take the quizzes! All without me worring about what we weren't doing from the dreaded *list*.

Why was I so bent on sticking so closely to formal school type learning? Well there were two reasons. I was so up tight about how "behind" we were that I felt like I couldn't give up the bookwork type things we did in favour of more fun relaxed experiential learning. I had the mindset that it was all up to me. If I didn't make them do x y z then I had failed my children. This year I have been able to see the foolishness of this way of thinking. My children will be who they are, no matter what I try and *make* them learn. The second reason is that I'm not a very hands on type person. I loved university lectures where I could sit and take notes and just drink in the information presented to me. Some of my fondest memories of my time at university are of inspiring lectures where I would be furiously taking notes, or when I was inspired by the way a lecturer conveyed his or her passion. My least favourite times were when I was in a classroom! Hands on activities were far less interesting to me. This is the same for me today. I love nothing more than sitting down with a book, listening to an interesting radio interview or watching a documentary. In fact I recently realised how often I say to the boys "I watched a documentart once..."

At the head level I was convicted of the common sence that came from a natural learning standpoint, but it scared the hell out of me. How could I let go without being consumed with fear that I was letting my children down if they couldn't do certain things at the level I thought they should? I respected and valued the unschoolers in my circle. I even envied them their calm relaxed lifestyle, but I couldn't become one of them. But times have changed and I'm ready to take on some elements of the unschooling lifestyle.

I have decided that it's well and truely time for me to take a risk and try something new. To open myself up to more fun and less structure. I have a list (some habits are hard to break!) of things I would like to do with the boys that are different from what we used to do all day, and I'm making suggestions to the boys of things they might like to try. I am really excited by the change in our atmosphere, and where it will take us.

A New Direction

I have on occassion been accussed of being stubborn! Most people who have a passing acquaintance with me will use words like "gentle, quiet, and calm" when describing me. And they would be right. Those words do accurately describe my character, but not all of it. I can be quietly (and sometimes not so quietly!) pig headedly stubborn. Those closest to me have seen the side I rarely reveal to the masses. I can doggedly hold my ground long after a more reasonable person would have stood down! My journey on the homeschooling road has been no different.

Many of you will relate to times in your life when the Holy Spirit, or someone close to you suggests you try something new, but you resist. Perhaps you have flirted with the new idea, played with it, tried it out briefly only to put it back on the shelf, where it can be mostly ignored until the next time the Holy Spirit, gently urges you to reconsider, and the whole dance begins again.

This is the relationship I have had with unschooling. I have always largely agreed with natural learning, but have never been able to let go and put it into practice. There have been times over that last six and a half years where I have decided that I would probably try unschooling. I held it in my hands for a little while, but put it back on the shelf before I ever really took the plunge. It has been there on the shelf calling to me where I have convienently ignored it.

It is currently fed up with my total lack of response, and has started rudely shouting at me to get attention, and for once I am really listening. I have taken it down from the top shelf and am determined to give it my full attention. I've wrapped it around me, and will not put it down.

Perhaps this isn't the best analagy, but I'll use it all the same! You get the idea.

This year feels like a turning point for us. I've come to some important conclusions about homeschooling and my relationship to it. When we started all those years ago I bought into the idea that homeschooling would magically mean my children would thrive academically. Haven't we all read the reports which sprout that home educated children score a year or two higher on academic testing, or some such generalisation? Well then, I reasoned, so would my children. After all I was passionate about learning. How could my children not excel with one on one mum time.

What I forgot was that my children would be exactly who they were created to be no matter how academic *I* wanted them to be. I am ashamed to say that it took me too long to give up my desire for them to be sitting around reading Tolkien all day!

Things have come to head in recent weeks in such a way that I need to act. One of our children is facing some huge challenges, and my dogged attachment to school type endeavours is only adding to his anxiety, and in turn to the anxiety of everyone in the family.

So here we go! Jumping off into unschooling. I've rejoined a few unschooling email groups, bought a few unschooling books and prayed a lot. I can't say that what we will be doing will be pure unschooling, but most of it will have that flavour. I'm not bothered by labels. We'll just be doing it, and not worrying what to call it!

In devouring Suzie Andres' book A Little Way of Homeschooling over the week end, I have come away with one word. Gentleness. That's what we all need around here.

The second reading at Mass today also really resonated with me:
You must give up your old way of life, you must put aside your old self. Ephesians 4:22

So most of the following posts will be my attempt to record and sort through the changes to our days.

Here goes...

No, I Do Not Need A Break!

I have often wondered why almost everyone who does not homeschool their children seem to think two things about me. One, that I must be saintly to want to spend all day, every day with my children, and two, that I need a break from them as often as possible in order to maintain my sanity. People worry about me, and enquire with concerned looks as to how often I am able to get away for a break from my children. I do enjoy time on my own, but it is not a pressing need that must be met on a weekly basis! People often exclaim that they could never do what I do, and often say that being with their children all day would drive them crazy! But do they react in the same way to women who work full time?

I know from experience that what I do day in and day out, is a walk in the park compared to going out to work full time. I no longer rush around packing lunches, arranging child care, making sure the washing is out before 7am, rush in the door in the evening to put on dinner and to find that by the children's bed time I haven't spent so much as ten minutes with my children. I do not need to sit up into the small hours marking exams, writing reports or planning lessons as I did when I worked as a high school English and History teacher.

Back then no one ever insisted that I needed to get away, despite the fact that as a teacher I spent most of my day with children, exactly as I do now! No one looked at me with pity or incredulity because they couldn't imagine how I could possibly manage! After six years of astounded looks, and concern for my lack of "me time" I feel for women who work full time. Do people continually question their ability to cope with the obvious demands of a forty hour week, and caring for their home and family? Do people genuinely believe that what I do as a homeschooler is so much more challenging than full time employment that it warrants all the concern and worry? Why wasn't I overwhelmed with concerns for my welfare when I was teaching other people's children all day?

There simply can be no comparison between what I do all day, and what women who work full time do during their days. I do not need to rush in the morning, I have no deadlines except for arriving at archery on time one morning a week, and Mass on a Sunday. I am able to leisurely learn with my children, enjoy their company (yes it is possible!) and keep house at the same time, whilst in my pyjamas if I feel like it!

I have lived both realities, and I know which is easier. We may have less money, but we certainly have more than enough despite one modest income. We do not go without, and excepting a small mortgage, we have no debt. So where is the need for concern? I lead a blessed life which I wish more women could share in.

The only conclusion I can come to is that many dislike children so much that the thought that someone would gladly choose to teach their children at home is incomprehensible to them. One only has to reflect on how many people put off having children so that they can "have a life" as if a full life is impossible once one is "burdened" with children.

I find it indescribably sad that people would think that choosing to be with my children each day could be anything other than what it is. An incredibly privileged and joyful experience. My children are not a burden, and I most certainly do not need a break from them!

Homeschool Family Retreat.

A few hours ago we returned from our fourth visit to Fitzroy Falls for the Catholic Homeschool Retreat. Once again it was a wonderful week with daily Mass, confession, rosary, spiritual talks for adults and children, time for making friends, sports, and no cooking!

Below is a photo of the rosary procession with Bishop Porteous (who visited on Tuesday) carrying the Body of Our Lord.

Without fail I return from camp feeling spiritually refreshed and uplifted. One of the highlights for me are the spiritual talks for the parents, which are given by clergy while the children have their own spiritual sessions. It is a wonderful blessing to have such holy priests to encourage and teach us. This year we were blessed to have two such priests. Pictured below with Bilby is Fr. Joseph Mary.

In previous years Roo has not come to camp with us, but this year we thought he was ready. I was a little apprehensive about bringing him along. I was sure that he would be fine, but at another camp a few years Roo stationed himself in the laundry watching the tumble dryer go round and round. Unfortunately we noticed that he regressed a little once we returned home, so naturally I was a little worried. To help Roo, I took along some visuals and a schedule strip to place them upon so that he could see how the day would progress. I took along some stickers for good behaviour. Once he had collected five stickers, Roo received a chocolate which proved to be a great motivator. All this worked a treat as, Roo, had a fantastic time which was such a relief. He is certainly growing up, and fitting in beautifully with the other children.

The highlight for Roo was the mini athletics carnival. He loved the races, long jump, javelin and so forth. He even came home with the 5-6 years age championship and several other certificates!

So now it's back to the reality of family life with it's daily challenges, blessings and mundane routines. I feel very blessed to have had the opportunity to take time out with Our Lord to reflect, learn, and refuel. I am sure that the insights I have gained will serve myself and my family well in the months to come.

An Option For All, Not Just An Indulgence For The Many.

It's about time that the wider community began to acknowledge that there are three education options for all students. Public education, independent and catholic, and home education. As the numbers of home educating families continues to grow at a rapid rate, there needs to be a wider understanding of what home education really is, so that families can feel empowered to make the right educational choice for their family. For too long those who work in the field of education have assumed that they know what is best for children who in reality they know little about. This is of even greater importance to families of children with special needs.

Last night I met a mother who has just started to home educate her older children. She has a younger child who has special needs, and she has been warned off home education by therapists and teachers who work with her son. One told her that her son needs to be in school to be socialised and that he needed to learn to sit at a desk. Both are reasonable goals, however neither is exclusively the domain of a school setting! In fact socialisation is often the main factor why many families decide to home educate. Unfortunately I am confident that neither of these professionals knows the first thing about home education, and has probably never met a home educated child, or talked to parents who home educate their child with special needs.

These ignorant, biased people need to stop and consider the messages they send families who consider home educating their children. Home education is a legal and valid educational alternative which therefore needs to be respected. Parents who are considering home educating their child with special needs must be encouraged and supported as they discern what is best for their family. Home educating these children can be difficult which these parents would no doubt be aware of! After all they support then at home and are more aware then anyone else of the challenges and strengths associated with their child.

What a wonderful thing it is for a family to be prepared to commit to the time and energy sacrifices it takes to home educate a child with special needs! Such parents do not need to be viewed as either saints in training nor as simpletons who wouldn't know the first thing about education, but as parents who only want to investigate all the options before them.

My hope is that as more families decide to go down this road less travelled, more so called professionals will become aware that home educating is the best option for some families, and as a result they will encourage those families rather than glibly assume they know what is best.

I feel sorry for those families who have been dissuaded from home education when it might have been the one thing that made a significant difference for their child. What a tragedy.

Our 5th Year Begins.

We are now half way through term one of our fifth year of home education. We have had a flying start! I feel like I am really beginning to settle into who I am as a home educating mum. The first few years I was overtaken by my new found passion. There was so very much to learn, and I loved every minute. Now, however, I feel more relaxed and I know where we are headed. I no longer feel the need to read everything I can get my hands one about home education.

In preparation for this year, I did not spend hours planning our curriculum and timetable. Past years have seen me attempt to fill our days with many wonderful plans, many of which were shelved after a week or two when I realised that we just would not have the time to do them justice. So this year we are simply covering religion, maths, english and spelling and Sonlight 5. We have kept Wednesdays light. We will cover spelling, science, religion lapbooks and hopefully art appreciation. On Friday afternoons we will have tea-time with home made treats and we will listen to to Classics for Kids.

I am learning the value of listening to the voice of reason within. For example, in Sonlight 5 there is a geography section called Eastern Hemisphere Explorer. It's basically a fill in the blanks type activity along with several fun projects to be completed. Rather than rush in headlong I listened to that part of me which was whispering that it would be stressful and somewhat pointless. That we would be stressed trying to complete it all. So I listened. We will simply gather a few books from the library and learn about each country in a very relaxed manner whilst snuggling on the lounge. I am also planning to complete Sonlight 5 in 18 months to 2 years, rather than the recommended 1 year. I want to enjoy all the wonderful books that are in the curriculum, not stress over a timetable!

I am also loving the new maths curriculum that I have chosen for Bilby. We had been using Maths-U-See, which I still think is a fantastic programme. However, we hit a bit of a wall in Delta. I had always planned to swap to Teaching Textbooks for the high school years, but decided to switch now as the grade 6 text was available. I love that Bilby doesn't need me to sit with him to complete the lesson. He loves the fact that he can do maths on the computer. It has certainly made our day easier. Bilby can complete maths independently, which I love! Koala is keen to switch too, but we will wait until he has completed MUS Gamma, which he is half way through.

This year has seen Roo begin school. The school he is attending is for children with an autistic spectrum disorder who will go onto a mainstream school, but who need a little extra support before they move on to regular school. At the moment there are only 5 other children in Roo's group. This will change as the year progresses, but the maximum number of children will be 12 or 13. The children's day is highly structured, everything they do has visual support and the children's sensory needs are catered for. Naturally all the staff have a fantastic understanding of autism, so we don't need to worry about educating his teachers about what ASD means for Roo. We feel very fortunate that Roo has the opportunity to attend this school, as there are so many families who do not have this option due to a lack of places and schools.

Since starting school, Roo, has begun writing words independently. His teacher showed me a sheet he has completed where he had written the word tree on his own in a scaffold box! I was so excited by this as Roo hadn't shown the least inclination for writing or drawing. Now he often asks me to write his brothers' names so he can trace them. He even had a go at writing his own name in a scaffold box which I drew.

Roo will of course eventually be home educated, but for the moment this is the best setting for him.

Hopefully the rest of our year will be as successful as our first 5 weeks!

Language Arts Liberation!

Ever since we began home education I have struggled with finding the right balance for language arts. There are just so many areas which seemed essential to a good education: reading; writing; spelling; handwriting; poetry; literature read-alouds; grammar. Covering all these sub topics could easily fill a whole day not to mention religion, maths and so on.

In the beginning I tried to fit them all in. Much stress ensued! As I waded through curriculum forums, review sites and discussed curriculum with other mums, I always felt that I wasn't getting it right. Child x was memorising poetry, child y was diagramming sentences, child z was writing a thesis (or so it seemed!)

In my effort to find the right balance I tried many programmes. You name it I have either tried it or know something about it! With every curriculum switch I was sure I had found the perfect fit. But filling our mornings with 4 or 5 language arts lessons lead to disjointedness and stress. Bilby would complain and I would find something else, or he would like one programme, but I thought it was too schooly!

Late last year I decided enough was enough! Four years of chopping and changing had done none of us any good. After reading this wonderful blog post and other sources related to grammar, writing and keeping things simple, I decided to pare down my language arts expectations once and for all.

Our school year begins in a week and I am adamant that I will break the cycle of curriculum jumping! This year I have decided that the boys will continue their spelling programme (Phonetic Zoo) and return to Emma Serl's Intermediate Language Lessons. That's it! We will not change after a few weeks or months, and I will not read about other programmes or listen with too much enthusiasm to the choices of others.

And now that I've told the world, I better follow through!

Worboxes.

When I first read about workboxes I dismissed them with very little research as I didn't think we could implement the system as we are low on space. It wasn't until a friend Michelle, blogged about workboxes that I took another look. Rather than using 10 or more boxes or draws per child, she was using plastic sleeves. Michelle was sure that the workbox system would be particularly suited to our family as the lady who came up with the idea designed it with her autistic child in mind.

After talking with Michelle and seeing her system close up, I decided to invest in some plastic sleeves and warm up the laminator! It is said that imitation is the sincerest form of flattery, so I'm confident that Michelle won't mind that I have an almost carbon copy of her system!

We have been using our workboxes for a week and we all love them. It is similar to my previous visual system, but so much better, especially for me! I no longer have to scramble around for materials in the morning as everything is set up and ready to go. All I have to do is ask the children to take their boxes off the piano and get started.




The boys simply start with folder number one. When they have finished they remove the velcro number in the bottom right of the folder and place it on their laminated strip if paper which holds numbers 1-10.





They then place the completed folder in a plastic basket.




Both the ordered routine and the visual aspect of this system is a perfect fit for Koala.


The system has also enabled me to put a little more creativity and fun into our days. In the past we would complete the basics and that would be it. Now we are using our Rosetta Stone French programme more often, we are lapbooking and using our educational CDs and including things like cooking and playing with the dog in our workboxes. I have also decided to take some time on the week end to plan what each days boxes will contain. This greatly frees up my evenings.


I'm sure we'll be using this system for a long time to come.

Visuals.

This week I finally got around to making a visual schedule for Koala.

People with an ASD are visual learners. They also feel more comfortable with a routine which they can rely on. Koala has never been one to completely fall apart if his routine changes, but he does like to have a certain structure. We have been using a tick box systems where he ticks off each subject as he finishes it, but I knew that a visual one would be preferable.

So I began by photographing all the books we use.

I then had them printed four to a page. I laminated them and cut them out. At the beginning of the day all the visuals are placed on a green for go, laminated strip of paper with a velcro strip.

The above is our schedule for Friday which includes our catechism, Faith and Life 4, which we simply read and discuss. A page from Maths-U-See Beta. Growing With Grammar, Seton Handwriting 3 for Young Catholics, Aplogia Exploring Creation with Astronomy which Koala just loves! The final visual shows a combination of our history read-alouds. History isn't meant to be on our list for Friday, but we missed it yesterday, so we mght get to it today. We're fairly flexible.

When each activity is completed, Koala moves the visual to the red laminated paper.

We've had a few teething problems in the last 3 days. Koala became rather upset when I wanted him to complete a subject that wasn't next in line! I should have known better! So now I have to make sure that where possible I ask him to complete the subjects in the order I've placed them! We will work on varying the order, as adaptability is an important skill to learn.

Visuals are not exclusively for kids on the spectrum. All kids respond to them. So naturally Bilby has requested his own visual schedule.

Those of you who read my unschool post may be wondering what happened! I'm still working toward a more natural approach to our day, but I think it will take time for me to break my addiction to structure and formal programmes! I have dramatically cut back on the formal side of our day which has been a wonderful blessing.

I know our new visual sehedule will make Koala's day run much more smoothly, which in turn helps everyone in the family.

Why I Love Home Education!

This was taken at 8.00 am. If Bilby were at school I would have been telling him to close the book and hurry up and eat breakfast; get dressed; back his bag, and so on. Instead I can just smile and relish the moment. Whenever he picks up a book without being asked I have to restrain myself from shouting for joy and doing the happy dance!

Reminders.

We are about to start term 2 of our school year. Below is a list of things I want to achieve. There's nothing quite like a list to keep you on track!


Faith comes before all else. Start the school day with prayer followed by religion. Light a candle.

Relationship is the most important lesson of the day. Relationship with Jesus, and with each other.

Plan fun into each day. Lapbooks; board games; cooking; playing with the boys.

Ensure that the boys "Write only on days that they eat!" Elizabeth Foss.

Be the change you want to see.

Short lessons. Use the kitchen timer.

Take the boys to Adoration a minimum of three times a week.

Pray the Angelus at noon, and the 3 o’clock prayer daily.

Get up early every day to pray and read the daily Mass readings.

Receive the sacrament of Confession fortnightly, if not weekly.

Daily read-alouds.

Play classical music every day.

Shine the sink daily! Keep FLYing, it works!

A New Journey.

For some time now, I have been aware that the dreams I had for my sons education, and the reality were on divergent paths!

Like most families who embark on the journey of educating their children at home, I started with a collection of lofty and noble ideals.

Having briefly worked as a high school History and English teacher I knew exactly what I did not want for my sons!

In almost every classroom I entered I would despair over the lack of joy my students showed. They were completely disconnected from that I was attempting to engage them in. For the most part they resisted the curriculum and did only what needed to be done, without any enthusiasm.

I remember one boy in particular, Wesley who obviously loved history, but hated the curriculum. He broke my heart! He had so much potential, but he just didn’t care. I would often wonder what we as teachers needed to do to engage him. Years later I found the answer! (More on this later.)

I knew then, that I did not want my boys to learn in this mind numbing environment. But I hadn’t a clue as to how to avoid it.

A few years later when I learned about home education I knew that it was exactly what I had been searching for. I believed it would be the perfect antidote to the mediocrity of the school environment. Or so I thought!

I was now confident that my children would not end up like the teens I had taught in high schools. They would love learning and not be boxed in by what they were told to learn. They would excel simply because they would have one to one instruction. How could they not? They would love reading because they would not be forced to deconstruct boring novels. They would not have to worry about how they were performing against their peers, which would mean that they could learn at their own pace without pressure. I thought I had it all figured out!

Therefore, it came as a gradual shock, that Bilby wasn’t thriving at home in the way I had anticipated. It took me a long time to realise that simply changing his physical place of learning didn’t automatically wipe out the difficulties he faced at school. Some of us are slow learners!

One day it hit me like a ton of bricks that the very things I was trying to avoid about the school system, I was simply replicating at home. I was thinking like a natural learner, but acting like a classroom teacher! I wanted my sons to be passionate about learning, yet I was squashing that with all the book work that I assumed was absolutely essential. But realising it, and acting on it, were two very different things! So we struggled on.

Almost daily I would wonder if I could sustain home schooling for much longer. I often thought about sending one or both of my sons back to school, if only for a short time. I even had an interview with a school principal, just to test the waters. But the thought of sending them back filled me with dread. School would be a last resort.

By week 6 or 7 of term, I would unfailingly have extremely tense neck and shoulder muscles and frequent tension headaches, as a result of my striving to tick all the boxes, and from the reluctance of my boys to comply with my wishes. Added to this were the numerous therapy appointments for Roo, and attempting to keep up with is home programme for speech and occupational therapy.

I was stressed out and burnt-out, my house was a mess and no one was happy! Five weeks into this new school year I knew I just could not continue in this vein. I was beginning to loath home education. Something had to change at home, or my boys would be returning to school. Something they most assuredly did not want!

I decided to take some time out. We stopped almost all our book work and I began to read unschoooling blogs and web sites. I talked with natural learners in my home education community, and began to read unschooling books.

Unschooling has always been something I have supported and even learned towards despite my actions. I was just too frightened to step away from formal education and relax. I now feel ready to take on some of the principles of unschooling.

My children and my neck muscles have begun to relax! For the first time in a very long time, the joy of being with my boys is returning. I’m not about to become a radical unschooler, but my toes are in the water, and I’m enjoying the sensation!

My passion for home education is beginning to return. I am excited about where natural learning may take us, but scared witless at the same time! What excites me most, are the opportunities for strengthening the connection I have with my children. What better way can there be to achieve this, then through re-discovering together, the joy of learning?

Back to Wesley, my history loving student. What did he need? To be left alone! He didn’t need teachers insisting he only spend 4 lessons or less on a particular topic before moving on so that he tasted everything before the big exam. He certainly didn’t need to answer endlessly dull questions about primary and secondary sources. He needed to have the opportunity to read about things which interested him, not what the Education Department told him he needed. Wesley freely admitted to me that he loved history. Unfortunately, I am now confident that the school system would have done a great job of squashing that love. Unschooling undoubtedly would have fostered Wesley's passion for history.

Perhaps...

Those who know me, know that I am passionate about literature. I particularly love the novels of Jane Austen. My favourite being Pride and Prejudice.

This morning I was reflecting on the main character, Elizabeth's education. She was of course, educated at home. The following conversation between Elizabeth and Lady Catherine de Bourgh had me rather excited!


"We never had any governess."

"No governess! How is that possible? Five daughters brought up at home without a governess! I never heard of such a thing. You mother must have been quite a slave to your education."

Elizabeth could hardly help smiling, as she assured her that had not been the case.

"Then who taught you? Who attended you? Without a governess you must have been neglected."

"Compared with some families, I believe we were; but such of us as wished to learn, never wanted the means. We were always encouraged to read, and had all the masters that were necessary..."


So could it be that Mrs. Bennett was an unschooler?

Money for Books.

At present neither Bilby or Koala are interested in reading for pleasure. However I have a little scheme which I hope will change that. I am offering them cash for each book read. This offer has been on the table for some time, but wasn't taken up until I suggested to them that they could use the money to pay for a monthly Club Penguin membership. This was just the motivation they needed.

This afternoon we have had a very quiet home. Not only have they been practising their reading skills, but their negotiation skills also. We have been haggling over what each book is worth! The average price seems to be $2.00. Koala is reading a gem form my childhood, one of the Choose Your Own Adventure series. We settled on .50c per story. Judging by the rapidity with which he is reading the book, I think we may have set the price slightly too high. I may have to visit the bank tomorrow! It is likely that these books fall into the twaddle category, but I remember them with great fondness as a struggling reader myself. Fortunately I graduated to Shakespeare, Austin and the like.