Five Things: “Special Events”

05 Friday May 2017

Posted by Lauren Scott in Home and Family, Home Education

Tags

children, engagement, homeschooling, marriage, motherhood, Nature, pink eye remedy, Scholé Sisters, Special Events, The Friday Five

Here’s some of what we’ve been up to lately:

My boys recently participated in their first musical stage play, “No Strings Attached: The Musical Adventures of Pinocchio.” They had a fantastic time playing 19th-century school boys, donkeys, a marionette, and singing fish. They were the youngest in the production, so the five-hour-long dress rehearsal was pretty exhausting for them (and their parents), but they absolutely had a blast.
When the last performance was over, our five-year-old shed a few tears. I assured him that he would have the opportunity to be in another play sometime, but he was quite upset that it would likely not be Pinocchio again. “I like THIS play!”
He later had a dream that they did the play again, and he reported the following morning with a beaming smile, “It was the most wonderful dream!”
Pink eye isn’t exactly the kind of visitor that you usually want to celebrate as a “special event,” but it’s been a guest at our house for a couple weeks this spring so it’s at least worth a mention. We’ve had pretty good luck getting rid of it by mixing a 1/2 teaspoon boric acid in one cup boiled water. Once it has completely cooled, you can place a few drops into each eye. We had our kiddos lay down on a table and close their eyes while we dripped a bit of the water onto each eye near the tear duct. Then they could open their eyes so that the water could come in. This is way easier than holding a spoon over open and very frightened eyes.
I invited my local Scholé Sisters group over for a Nature Study Day at our place. We live on seven mostly-treed acres, have a creek running through our property, and last fall seeded a part of our land for wildflowers. We feel so blessed to have such a lovely slice of creation right outside our door, and it was so much fun to share it with friends! We identified trees and flowers, had a picnic lunch, and the kids spent the rest of the time playing in the creek. Having other curious moms around with their various field guides also meant that we now know a little bit more about what’s growing on our land than we did before.
We also had our last day of co-op classes a week ago. In the first hour, my youngest got a cookie in his Hands-on-Science class, and my oldest enjoyed a cupcake complete with his own personally-decorated edible stamp for his Stamping Through History class. As if that weren’t enough of an end-of-year celebration, the much-anticipated Book Club Party awaited them after recess. Each family was to choose a favorite book and bring a snack and an activity to share with the whole elementary group. We settled on Stuart Little the morning of, and I like to think our little table-top presentation turned out alright considering the high level of procrastination. After so much excitement the kids fell fast asleep in the van while I ran errands.
Unfortunately when we got to the library and I actually had to get out of the van and take the kids with me, my little guy didn’t wake up happy and said he didn’t feel that well. I knew we only needed to go inside for five minutes, so I carried him–the five-year-old on my right arm, purse and bag of books on my left. Well, that did it, apparently. Just as we stepped up to the front door of the public library the poor little man puked all over my left side. And my purse. And on the bag of books. And all over the steps.

Maybe eating all those cheese cubes after an equally large amount of sugary treats wasn’t such a good idea after all.

Again, I wouldn’t normally consider sharing a puke story as part of a “special event,” but how often do I get to be “that mom” with the sick kid who just made a horrid mess for everyone else to walk through? I’m at least hoping this was a “special” occasion–and not a new norm.
And, when I think about it, I am so incredibly thankful that the mess happened outside where a kind man washed it off with a few buckets of water. A few more steps and it would have been inside the library itself: on the carpet, smelling up the whole place for who-knows-how-long. Or it could have happened in the van. God was merciful. And I was thankful. With no fever and the sick feeling lasting only about six hours, I also thanked the Lord that this was apparently just a response to way too much junk food and not a virus.
Our last day of co-op sure was fun–a real blowout!
This isn’t a last-but-not-least kind of #5. No, this is a save-the-best-for-last #5. Ten years ago today it was Saturday. I was studying for the last finals week of my senior year of college. Later that afternoon, I played paintball with a few friends, including this guy named Nathaniel. After the game we all returned to campus and discussed dinner plans. My dad had told me to go to a local Italian restaurant to try a few dishes so he could plan for an after-graduation lunch for our family and close friends when they would all be up for the ceremony the following weekend, so I lamented that I wouldn’t be joining the group for dinner. Nathaniel said he had a project to work on. We all parted ways.
But an hour later Nathaniel asked if he could borrow my camera for this project of his. I obliged.
After cleaning up for the evening, I grabbed some books to study at a local coffee shop after dinner and headed to the restaurant. I asked for the manager, just as my dad had instructed, and she curiously led me to a table in the back. A table set for two. A table where a cleaned-up Nathaniel sat with his Bible open to the verse that says, “He who finds a wife finds a good thing…”
After a few nervous words and a question from him, I said, “Yes.” And he said he loved me for the first time. He pulled out a ring and my camera.A “project”, huh?!?

If I had known what his “project” was, I would have probably worn some make-up. 😉

How about you? Any special happenings or celebrations lately? Any “special” visitors or messes?

Embracing Short Lessons

27 Tuesday Sep 2016

Posted by Lauren Scott in Home Education

≈ 2 Comments

Tags

Charlotte Mason, children, Children are born persons, education, For the Children's Sake, homeschooling, motherhood, Right Start Math, Short Lessons, Struggling Learner, Teaching Math, Teaching Reading

I had an a-ha moment today.

And who would have thought that it would come from two very different experiences happening on the same day?

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I’ve posted before about the initial struggles I had with our math curriculum. Since that first-year learning curve, it’s been pretty smooth sailing. Until this week.

Our curriculum made some huge leaps this week, as far as I’m concerned. My oldest son struggled with two separate lessons that took his addition skills and subtraction skills up a few notches. And by a few notches, I mean like FIVE. There were some tears, and I decided to split his work for one lesson over two days. “Short lessons” is one of many principles of education promoted by Charlotte Mason, a British educator at the turn of the 20th century, whose methods I have been reading about in For the Children’s Sake.

We would revisit his worksheet tomorrow, I said. In the mean time, I did some digging.

Looking back over our lessons, I realized that while the jump in addition may simply be larger than I agree is appropriate (at least for a child who is young-for-grade-level), the leap in subtraction was mostly difficult for two reasons:

I didn’t exactly understand what I was to be teaching, since it is something that simply isn’t taught in a traditional approach to elementary math (let me know if any of you are used to learning to mentally subtract two-digit numbers with borrowing BEFORE learning the pencil-and-paper algorithm, k?). Once I did MY homework, however, and began to really understand the strategies for myself, I realized that I had made things more complicated than they were intended to be.
The curriculum did not focus on subtraction for nearly 30 lessons! Sure, there was occasional practice in a warm up or on a review sheet, but the concepts were not discussed in the slightest. I had to realize that the lessons alone were NOT sufficient to prepare my son for the challenge of mental subtraction with borrowing. But, as I examined my text book, they weren’t intended to. Our curriculum, you see, is more than lessons–it includes many suggested math games and facts practice sheets. The lessons introduce new material. The games provide the bulk of the practice. But we rarely played the games if they weren’t already included in a lesson’s activities.

My conclusion from this negative experience is that I’ve been too focused on getting to the next lesson. Or to the next child on a given day. My son is slow to get his work done, so we’ve not had time leftover for games. Instead of seeing that as a hint to slow down, take a day off for a “Game Day”, and build the skills that would help him work faster, I’ve plowed forward, getting us further in the book but not necessarily further in skills and understanding.

As all of that was sinking in this morning, I had the pleasure of a very positive experience with my younger son.

Today I got to introduce my five-year-old to “one-thousand”. Place value may not seem that exciting to adults, but when you’re five, and you’re the little guy, it’s pretty exhilarating to finally feel like you are catching up with your big brother. After the concepts were introduced, one of the exercises was to write in his math journal “5000 dogs”, “8000 pigs”, “3000 cats”, etc. This little man is just beginning reading lessons, and we’ve been stuck pretty much at the beginning. He often forgets his letters and their sounds, and the idea that sounds, once identified, can be blended together to form words has been pretty much lost on him.

But today…

I helped him say each sound of each word in turn, then write the correct letter. He actually guessed the letters correctly most of the time. Then we worked on sounding out the words he’d written. He blended sounds together rather painlessly for the first time ever!

We were both thrilled!

He happily copied his name and the words “can read!” right next to where I had written them on his paper. A math lesson turned into our most successful reading lesson yet!

We were so excited and felt so full that it seemed silly to do anything more! In the past, if we had made some progress on reading I would have thought “more is better” and pressed on to do the next lesson–or at least tried to re-focus us on finishing the math lesson. But today I realized that the joy of learning is the ultimate goal. And I saw very clearly how pushing for more would have ruined the moment for both me and my son.

It made me wonder: How often has my son had a “moment” in his learning, but I didn’t detect it? How often have I squelched his joy in learning by trying to move ahead too quickly?

With my oldest’s recent painful math lessons, I saw how my desire to “finish this today” and “check off a box and move on” over the past several months has done him a disservice. We would have done much better to have played more games by insisting on less arbitrary “progress”. Behold, the negative effects of ignoring Charlotte Mason’s concept of short lessons.

Once I got around to my second-born, I was ready to put the rubber to the road, and we had the incredibly awesome experience of seeing the joy of learning spill over into the rest of the day because we didn’t bury it in any more school work.

Less is more. Especially when you’re five. And maybe even in your thirties, but that’s another post for another day.

We are forging ahead, but our destination is now a more distant consideration. Stopping to smell the proverbial roses along the way is now on my list of “objectives”.

I have learned today that I am teaching a child, my child–not a subject or a curriculum. I’ve heard others say that before, but now I own it by experience.

Any other teachers or homeschool mamas out there? Have you had this “a-ha” moment, too? If you’re into Charlotte Mason’s philosophies, how has implementing the principle of short lessons helped you and your students?

Things I’ve Learned in Our First Year of Homeschooling

19 Friday Jun 2015

Posted by Lauren Scott in Home Education

≈ 5 Comments

Tags

education, expectations, faithfulness, homeschooling, math, sanctification

My husband and I each knew we’d homeschool our kids before we ever met and married. And while in one sense you could say we’ve been “homeschooling” all along since our first child was born, it has only been this past year—when my oldest turned five—that we have “officially” begun to get our feet wet with more intentional schooling. Having looked forward to teaching my children at home for many years, I felt quite confident and had certain high expectations. Below, I reveal how it all has panned out.

Things I’ve Learned in Our First Year of Homeschooling:

Homeschooling is both easy and hard. It is both delightfully fun and, at times, painfully stressful. It seems it is like any other worthwhile pursuit. It takes time. It takes work. Blood, sweat, and tears. And prayer—lots and lots of prayer. I knew it would be work, but now I know it is work!

Daily discipline is probably the hardest thing. We don’t exactly at this point have our days perfectly laid out. I don’t even have our meals ready at the same time each day (working on that)! But this work is worth it, and I know the discipline will come in time, with practice. That’s essentially what discipline is, isn’t it? Practicing the right things over and over and over. Training (myself, in this case) to do what is right and to do it at the appropriate time. I’m learning right along with my kids.

I have so much more respect and appreciation for classroom teachers. I volunteered to teach a Spanish class for our homeschool co-op. I only had a class of about 14 children, but they ranged in age from five to nine years old. I can now sympathize with my public and private school counterparts on a few things:

1) Lesson planning takes a lot of work! I only had to plan five 45-minute classes—and they were spread out with at least a week between each one—but it was still a lot of work! I’m sure it gets easier to find a rhythm once you’ve done the same class for more than one year and have already done much of the preliminary planning, but I now have a small taste of just what goes into preparing for a class (minus any regulatory paperwork—you have my deepest sympathy, there).

2) Even when you think you’ve made the perfect plans, kids can highjack your attention and throw you all kinds of wrenches! Not the least of which is simply saying straight-up, “I really don’t want to do that.” I know how to handle those kinds of situations with my own children, but in a classroom setting?!?!? Which leads me to…

3) Maintaining discipline and order in the classroom is extremely challenging. I’m not sure if the fact that these were young homeschooled kids made this aspect more or less difficult.

4) Maintaining the interest and attention of students, especially when each one may be at a different level of development or understanding, is quite difficult.

5) It is truly a delight when you hear from parents that a kid loved your class, has been practicing what he’s learned, thinks you’re the best teacher ever, and can’t wait for the next class! Yeah, so that one isn’t a negative. That’s what every teacher wants to hear! And it makes those moments when you want to pull your hair out worth it. Whether it’s in a public, private, or co-op classroom, consider this my hat tip to you, my teacher friends.

Sometimes my personality and preferences will clash with what my child needs. I was excited at first about the math curriculum we had chosen because it offered so much hands-on learning, which both my husband and I thought was important for forming a basic understanding of math and how it works. What I didn’t expect was the semi-scripted lessons telling me I had to cut this out, make copies of that, and grab a small pile of different manipulatives or stacks of cards each day to accompany our lessons. Nor did I foresee the fact that my desire for efficiency would struggle with the concept of doing something with manipulatives just for the sake of “experiencing” math. Yes, I get that the purpose is for the child to have a greater understanding, but is it really necessary for him to make nearly forty “hundreds cards” that he will only use once?

The concepts and strategies taught in this curriculum are different than I learned growing up, and they feel a bit extraneous at times. I’m a bit more of a math traditionalist, and I liked math just fine that way. Numbers and symbols are concrete to me, so working with abstractions early on just seemed insane. But, I’m learning that…

Math is more than facts and rules. And it’s more fun this way. The goal, I have slowly come to realize, is to learn the concepts and the facts while simultaneously gaining a deep understanding and appreciation for them—and we’re even learning to do more mental math than I’m used to doing as an adult! So I now see the value in all the “extras” that fill up our lessons.

It is an opportunity to die to myself in service to another. I’m not particularly patient, and I like to get from point A to point B in the shortest amount of time possible. So the lessons still sometimes annoy me. And while homeschooling certainly affords me the freedom to build or find a curriculum that works for both my teaching style and my child’s learning style (read: I don’t HAVE to stick with this curriculum!), I am also responsible to do what I truly feel is best for my child, even if it means I have to swallow my pride, deny my own tendency toward laziness and high efficiency (the two go together, don’t they?), and press on with a program that my child enjoys and which is indeed challenging him to think in new ways and make his own discoveries as he explores the world of mathematics.

I can’t wait until we can switch over to Saxon 54 (our plan all along) and my boys can work independently on math in a more disciplined and traditional way, but what we’re doing now will give them a great grasp on the how and why of math, which I think will be a great foundation on which to build! The struggle is worth it. I can learn to adapt for their sakes.

A little stick-to-it-iveness goes a long way. I started and stopped this particular math curriculum twice already (“trying” it the first two times involved one two-week stint in the beginning before giving up on part-whole circles, and another four-day “trial” five months later). This third time around, I’m motivated by the fact that if we’d just paused at part-whole circles, given it a week to be mastered, and then jumped right back in, we’d be on to the next grade-level by now.

My attitude changes everything. I let on right away my disgust for the cheesy little kids songs used to teach some early math equations, how to write numbers, etc. For the record, I’m not a fan of most little kids’ music. I found that very quickly my children shared my sentiment, and we gave up on the songs. When the program introduced part-whole circles before introducing written math equations, I stiffened up, made a bewildered face, said, “What?!?”, and then my son didn’t like them either (and probably lost any interest in trying to figure them out). And this is why we threw in the towel the first time. I think my attitude made all the difference in the world.

Now, having reintroduced things a second and third time with a much better attitude, and having worked with my son to conquer part-whole circles (we did introduce equations first), he now comments on how much he loves part-whole circles (and now we all seem to love those cheesy math songs! Both my boys beg for me to put the cd on!). I set the tone. I can be the greatest help or the greatest hindrance to my child’s learning. Attitude is everything.

What I assumed would be the easiest subject turned out to be the most difficult. I’m not done with that math curriculum yet! Can you see that math has been my Achilles’ heel this year? I sure didn’t expect that when I started the year with a child who loved math and seemed to be pretty good at it! But neither of us had done a formal curriculum, so we each had quite the learning curve. That boy still loves math and is indeed good at it, but I have had to learn that just because he’s got a good mind for it doesn’t mean he will pick everything up on the first try (or even the second). He’s only five for crying out loud! The process is still line upon line, precept upon precept, a little here, a little there. My prideful expectation that my son would be a supernatural wiz kid in math and always understand everything the first time I introduced it to him had to be slammed down. Not because my son is any dummy, but because I was being the dummy! Math has been the hardest subject for me, not for him, because it has been the thing that has most upset my expectations. Praise God for upsetting my expectations!

Treating this as a practice year has been incredibly important for my sanity. My son’s birthday falls right on the cutoff date. He could have started kindergarten this year in the public schools, and if we were sending him there, we’d have signed the waiver to keep him home an extra year so that he’d be the oldest in his class rather than the youngest. So, that’s just what we did as homeschoolers—instead of filing an Intent to Homeschool form, we just filed our paperwork to waive kindergarten. But as far as I was concerned, we were starting kindergarten at home. So I jumped in with a great reading program, that math curriculum I have already loved on so much in this article, and a plan to read lots of good books together. While we’ve really had a successful year, and there was math learning going on in the five months after we initially dropped the curriculum (mostly learning and practicing addition and subtraction facts with dollar store workbooks—not a bad method, might I add), I still felt like I had cheated my son of so much more in math since I didn’t stick with the program. I wish I had just done it. Take a break where needed for extra practice, but then keep going. But I didn’t. And here we are starting up again in lesson twenty-something at the end of the school year. Never mind that it’s at an advanced kindergarten/traditional first grade level. Never mind that many kids would be starting kindergarten at five and half or nearly six years old—so the only reason I feel behind is because of where my son’s birthday falls relative to an arbitrary start date. I still felt like I was behind.

Then Nathaniel and I discussed what we should do with the paperwork this year. I had already been treating my son as a kindergartener in our homeschool group, even though we waived kindergarten as far as the state was concerned. We could file our first Intent to Homeschool form this summer with a kindergarten designation or a first grade designation. Our homeschool group wanted us to give them the same designation. So I was torn. But as we discussed it and as I heard from another mom who has all her babies in either July or August, she just always signed them up as the lowest grade level that fit their age. That way, they could go at their own pace, as far ahead as they needed to be, but if they weren’t advanced or were even a little slow in some areas, they could also proceed at their own pace without undue pressure. So we made the decision then and there to declare our son as starting kindergarten next year.

It’s such an arbitrary designation, really, but it has taken a huge weight off of my shoulders! Instead of feeling like I had to scrap any hopes of picking up where we left off with the math program because we were already too far behind, it freed me to evaluate the situation in terms of: What do I really think would be the best course of action so that my son will really get it when it comes to math? What will give him the best foundation? Taking the pressure off of me to keep up with some mythical standard I had set up for myself allowed me to focus on my child and take that pressure off of him as well. What a beautifully freeing thing!

Summer Break is there for a reason. I had originally thought we’d school year-round. I thought if we kept at it all year, then we could just take breaks whenever “life” happened throughout the year. And while that is a wonderful blessing of homeschooling, I have found in this our first year that, as we move into the summer months, “life” just tends to happen more often. There are more outdoor activities, swimming lessons, late family evenings, road trips to take, and home projects demanding our attention. So, even though we are somewhat continuing our more formal studies (math and reading, in particular), summer has broken up our routine of its own accord, and I am just going to roll with it and enjoy summer as a fun time to learn especially by doing, and by doing fun things together as a family. And I certainly don’t mind the down time beside the pool while the boys learn to swim. 😉

Even when life slows us down, we still have put in a lot of work this year. My oldest son has learned to read. My youngest has decided he knows how to read, too, but that’s another story. The boys have developed a love for science and history and telling stories and building their own enormous creations out of their train set and Legos and blocks and toilet paper rolls. We have enjoyed and memorized several poems and passages of scripture. We have settled into our math program and are enjoying it, firmly committed this time, and growing in our understanding together. We’ve gotten plugged in to our local homeschool group and have thoroughly enjoyed the new relationships it is providing. And, to whom it may concern, we have logged well over 180 days of school. Not bad for a “practice” run. 😉

How about you? What do you remember from your first year of homeschooling? And what lessons have you learned along the way since then? I’d love to hear from you!