positive feedback from the authorities

My children told me yesterday that I was a good teacher.... (does this mean I'm doing something wrong?)
(=

beeeeeeep - beeeeeeep - beeeeeeep - beeeeeeep - beeeeeeep

This is the sound of us backing up. 

As stated in a prior post, I had the kids look-up and write the definitions to their vocabulary words.  As you know, Drew had some trouble and it became apparent to me that she needs lessons on how the dictionary is put together and using it, so we worked on that together.  Wolfie had found his words and written the definitions but I didn't look over them initially.  So yesterday, when they were writing sentences for each word, he came to me first with each word to discuss it first, and each time his definition was way off and we would look-up the word again together and discuss how he came to have his definition rather than the one in the dictionary or thesaurus.  So now I see that Wolfie is going to require just a tad more help than I realized in regards to using a dictionary and/or thesaurus.  Part of me is thinking, Wolfie is thirteen, he should know by now how to use a dictionary, and is this another "epic fail" coming to light on the part of our local ISD.  But, it's okay, it's cool, we are learning where the kids need to start and what to cover, so it's still all good, and it's comforting to me to witness what they are learning.

So yesterday the kids began some independent studies.  Their assignments were to (1) look up and write the definitions to each of their vocabulary words, (2) write their Spanish words ten times each and say the word aloud each time they write it, (3) watch the new history dvd (dinosaurs in the Ice Age) and then journalize about it.  They did pretty good.  Drew also needed some help doing her definitions, and they both still needed to watch the history dvd.  In their defense, they were adjusting to a different schedule as I had put them to bed earlier and then they woke earlier, but maybe still a little too early - they fell asleep when they tried to watch it (both times). 

I got off of work by 5p, and met the kids with dad at the library.  They were all a little lost as things had been rearranged since our last visit.  I had my list of suggested reading and we found our way to the "card catalog" which, by the way, no longer consists of actual cards.  We were there maybe an hour and had found 4-5 books each, then head out for a family dinner.  By the time we got home they were both halfway through their first books.  Drew was reading Lulu and the Brontosaurus, and Wolfie had started with his pick Diary of a Stinky Dead Kid (don't ask, at least he's reading).  They journaled about their books, we even made a video of them critiquing their book, and I would share with you but the lighting and audio turned out really poor.  Maybe after we've all got some practice under our belts, then I'll upload some videos.  They picked out their next books and Wolfie chose Lord of the Flies (better), and Drew chose Only Emma.

Wolfie worked 25 math problems, all simple adding and subtracting 3-digit numbers.  He did fabulous and his only mistakes were one issue with handwriting, his 2 looked like a 7 and he worked the problem that way.  His second issue was close to the end, he wrote the problem correctly but simply subtracted rather than adding.  Today, I'd like to see him work more math problems independently, only moving on to multiplication and division (he hates those, especially division).  While Wolfie worked on his math, Drew and I worked together on her vocabulary definitions.  We have a wonderful, and simple, dictionary that is perfect for her, but she needed more instruction on how to use it. 

We touched on a little art with some photography, their picks for pics below:

(Wolfie's photo below)

(Drew's photo below)

fresh starts

I suppose we actually began our first week of school on August 15th, but it was a fairly slow start as we touched only on history and journaling.  I rented a dvd on our subject, prehistoric dinosaurs, which we watched 3-4 times throughout the week (repitition is key *wink*). By the end of the week Drew and Wolfie were impressing me with all of the information they had retained about our history topic, and of course, had picked out several favorite dinosaurs and facts about them.  They were each given notebooks and we talked about journaling and what I expect.  In short, they are expected to put their name, date, and title at the top of the page (this, simply, because I feel it's important that they have plenty of practice and are comfortable signing their name, and because it is important that they are aware of the current date which is easy to loose track of when you are not thinking about it everyday). Both Wolfie and Drew are very creative and I am encouraging them to show their creativity in their journals.  I feel that if they are allowed the freedom to express themselves in a way they are comfortable, it will encourage information retention; it will also encourage a freedom to express themselves without feeling limited by someone else's expectations (such as, what I have personally witnessed, our school system does in many facets - their motto maybe(?), "Never cease to seize an opportunity to quash the dreams and independence of our youth" ....oh. Sorry.... got a little sidetracked).

Yesterday was Sunday, but I was in the mood, so we did a little homeschooling.  One of the perks to homeschooling is the flexible schedule (and if I'm too sick to work one day out of the week, I won't be spending that time stressing about the kids falling behind or having to race through their assignments just to catch-up).  Initially, they did moan (again) at the idea of doing "homework" which after we discussed it, I came to realize the word "homework" had become a "bad word".  So maybe we'll come up with another word to call it, but until then - it is what it is.

We began with English, both working from the same book, which I believe is considered to be a 4th grade book.  I am comfortable choosing this level because I felt it contain a lot of basic information that Drew will is ready to learn as she enters what would have been her 4th grade level, and Wolfie, who struggles a bit more with this subject, will benefit from the refresher course.  This, of course, also makes things easier for me as we can sit and discuss the information together and at the same time, without the stress of jumping between two separate grade levels (and from the looks of it so far, the competition between the two of them may help them try harder and retain more).  On this day, we kept it short and sweet, starting with Chapter One and touching only on sentence fragments and complete sentences and how to recognize the difference between them.  Sounds simple enough.  We also discussed when during our day that we might hear a sentence fragment and our reaction to it.  After reading and discussion, I read aloud some examples and they identified each sentence privately in their journal as fragment or complete.  Out of approximately 10 sentences, Drew (age 9) got only one wrong, and Wolfie (age 13) got about two or three.  Shocking?  But statistics have showed that boys tend to struggle in English and do well in Math, and girls, of course, tend to do the opposite.  So, cest la vie.  We finished up our English work and both of the children said they felt they had learned something, it was not as painful as they expected and actually quite fun. I did not take grades and do not plan, at this time, to track grades - so they don't have to worry about that pressure for now. 

We moved on to Vocabulary.  Wolfie (8th grade) and Drew (4th grade) have different words that were pulled from lists for their approximate grade levels.  I went over the word lists separately with each of the children and discussed whether or not they were familiar with some of the words, the pronunciation, definitions, and the importance of vocabulary and being comfortable using the words you hear and use on a day to day basis.  On this day, they simply wrote each word 20 times in their journal.  Wolfie's words are: apathy, beseech, blatant, capricious, covet, despondent, docile, flabbergast, irate, loath, melancholy, notorious, pique, unscathed, and vindictive.  Drew's words are: accuse, ambition, brief, confess, delicate, frail, grasp, habit, intend, ordeal, predict, revive, solution, theory, and wit.

And finally, we touched on our Spanish.  We started with numbers one through five and we'll add five numbers to the mix until we reach 30.  From there we will move on to some individual words and short common phrases.  Drew had to show off as she is already well versed in her numbers through ten.  (I remember Drew, about one year old, still in diapers and counting her blocks in Spanish as she stacked them.  As soon as I got the video recorder out, she'd stop - ugh.)  I'm not sure how far will continue with our Spanish lessons as it will depend on our progress and interest level, but I suspect they may go "all the way" - I can only hope.  We also discussed the importance of being bilingual and knowing Spanish.  I think if we venture into some Mexican history and traditions, it would encourage them to embrace their own heritage and be loads of FUN too.  (BTW, my babies are a mix - daddy is Mexican and momma is German/Swiss and Irish/Indian.)

We concluded with a discussion about what I will be expecting from them, and their independent studies.  They were both excited at the comfort level of todays lessons, as well as the quality time we got to spend together.  Both declared Spanish had been their favorite part of the day. 

This type of learning is going to be a lifestyle change as I intend to simply continue our lessons throughout a complete year and any time of day.  The opportunity to learn can present itself at any time, the trick is to recognize it, seize it and respect it.  I suppose our schedule will be somewhat flexible, but I do feel it's VERY important the children have a routine they can count on, so the plan is to still as close as possible to a structured schedule.  I believe routine encourages stability, comfort, self-discipline, and so on.  I am tracking our work on my day planner and hopefully will be fairly consistent with this blog too.

Today we are going on a "field trip" to our local public library to pick out some reading books.  I've pulled titles from several online sources.  I know which books I would like to see them read, but I don't believe I will commit until I've looked at them myself.  I don't want to burn the kids out by forcing a book that they simply aren't interested in or struggling to understand.  So, I'll just let you know what we are reading as we go along.  I have decided they will journal on these books as well because I don't want them to simply read the book mindlessly.  I want them to delve into it and learn to pull out the often obscure messages that can be incorporated into a book.

On another note, I saw one of my aunts this weekend.  In a moment of privacy she, somewhat blatantly declared, "you are going to screw up those kids" and went on to say, "you're their mom so I guess you can do that."  Now, lots of things to take into consideration with this situation.  First, you got to know that she is a teacher, has been most of her adult life, and is currently in the field part-time I believe.  It's her life.  But she also comes from the point of view of a family member who simply loves us, cares for us, and worries for us.  She noted that I am still employed full-time and I have a lot on my plate as it is, and she noted that this is our second year of homeschooling and our first year of doing so without a specific program.  Then, I noted, to myself, that I really haven't spent alot of time discussing the matter, our intentions, goals, and plan of actions with her either.  What could have been perceived as rudeness, took me by surprise, so I really didn't respond much to her accusation.  After sitting on it for a while, I consider that, frankly, homeschoolers would be (uhh) somewhat delusional (is that the right word?) if they entered the world of homeschooling without acknowledging that eventually they would be faced with this sort of (uhm) judgment or opinion.  I just feel, I kind of "get" where she's coming from.  I mean, obviously, I've had time to entertain this idea of homeschooling and adapt to this way of educating my children.  It wasn't an easy decision for me.  I grew up in the public school system.  But I also think I've watched it transform into something I'm not so keen with in many, many ways. Homeschooling, initially, was outside my comfort zone.  I read, researched, worried, and talked about it for at least 3-4 years before actually taking the leap.  And still, I babystepped into homeschooling, beginning with an online public school organization (Connections Academy) before beginning this years more eclectic-esque homeschooling.  As a I have homeschooled, I have learned so much, right along side my children, and homeschooling is certainly not for everyone; the kids have to be somewhat self-disciplined, as does the parent.  Both have to respect the plan and be concerned enough about the childs educational background to put the necessary effort into it.  And a healthy respect between parent and child certainly eases the situation.  Today more and more families are opting to homeschool.  There is so much information available and support groups are everywhere.  I love my aunt and appreciate all of her concern, regardless of how it's expressed.  I want her, along with all of my other family members and friends, to be proud and impressed of me and my children.  I look forward to that day (and it WILL come) when she can turn to me and say, "well, you surprised me, I was skeptical but you all seem to be doing really good."  (LOL) I can hear her now following that up with something like "but they could've got that in the public school system too" - but no matter, I will have already stopped listening (hehe). (=

I want to share this link with you.  It's the Facebook page for The Old Schoolhouse Magazine and it's packed with homeschool support and information.