Keeping Homeschool Records in Reverse

Our homeschool is really a social and educational experiment. I use it as my test kitchen for all sorts of ideas and to test out theories.

So, I feel like we are a mixed bag of homeschooling. We unschool sometimes, school with structure in some things, have a Waldorf flavor to most things, and certainly trust the children to tell us what they want to learn and try to provide ways to make it all happen. 

We started "back to school" at the end of July. My son was ready to start "counting days" again and I like to start early enough on the 180 day countdown that I can take breaks when I want to. 

We decided that the Midlands Homeschool Convention seemed like a good first day kick off. There were interesting workshops to attend, things to see, and educational opportunities abounded. Also, my son was leaving at the end of the weekend to spend some time with relatives in two different North Carolina cities the following week. Both of the households he was visiting are full of homeschooling cousins. So, I knew the visits would include museums, iPad camp, lots of nature stuff with my sister, and some serious phys. ed. with my brother. Also, what better way to start school than to let the teacher have three days back followed by five days off again. 

This year I am trying to complete my record keeping at the end of each month. I have tried everything from day to day, week to week, and just throwing everything in a box and panicking at the end of the year. I do detailed lesson plans for his Orton Gillingham reading instruction and he has a computer program for his math. His other subjects are usually done in a block schedule style. But, for the end of July, I decided to rely completely on unschooling.

His aunts and uncles posted photos to facebook during his visit. I used those for my photo documenting as well as photos I had taken here during the convention. I feel it is a good practice to snap a pic of homeschooling activities. It is an excellent record keeping device, jogs your own memory about what you did, gives you lots to choose from if you make yearbooks on Mixbook or Shutterfly at the end of the year (as I do), and also gives you good memories to stay up late and cry over when the get older. (Okay- tell me I am not the only one to ever do this!??)

When my son returned home, we had a debriefing. He told me all the cool stuff he had done and I converted it into a table of required subjects that were covered. It is a very simple table in Word. Here is the result:

July 2014 Homeschool Journal

Days of School Completed in July: 8

Dates: 24, 25, 26, 28, 29, 30, 31

Topics explored and activities:

Math	Science	Social Studies	Reading/Literature	Writing	Physical Education
Apple iPod camp for three days	Nature Study at Raleigh Park with creek	Explored Art Museum in Raleigh	Battle of the Books practice *See list of books read for July	Made an iBook	Nature Walk
Using iBooks program on iPod	Natural History Museum in Raleigh to watch medical work being done on Poisonous Dart Frogs	Explored the town of Raleigh with particular notice of wildlife – saw a deer in the wild	Percy Jackson Book Day – Had a party for homeschooling friends to culminate finishing the Rick Riordan books.	Used a storyboard to plan a creative writing assignment	Dueling with balloons and nerf swords game with friends
Multiplication review	Butterfly exhibit, Sloth exhibit, milkweed snake study, turtle exhibit, spider exhibit	Volunteering: Dog Walking in Huntersville, NC	Participated in activities to increase comprehension. Made bead necklaces to symbolize different Greek gods	Helped to make a flyer for a non-profit event – instructed in use of graphic design	Lap Swimming Four Days Basketball time
Computer Skills lesson	Used powerful microscope to study animal biology slides at the nature lab center	Compared and contrasted civic green spaces in NC and SC - Discussion	Compared Greek and Roman gods (names, etc.), made laurel crowns, played Medusa game	Keyboarding Practice	Diving Lessons
Math apps on iPad	Examined real animal skins to compare and contrast vole, rabbit, mole, mouse, a wolf, fox, coyote, black bear, and raccoon	Explored Huntersville, NC – Took notice of neighborhood layout – mental map	Completed Reading: Sarah, Plain and Tall Ralph S. Mouse Hank the Cowdog The Million Dollar Shot Best School Year Ever Dealing With Dragons Tuck Everlasting Big Nate Flips Out Big Nate on a Roll Big Nate in the Zone	Brainstorming for story ideas	Triathlon appropriate for age from chart – Biking, running, and swimming
Sold bracelets made on loom for a profit – worked on business plan for future sales	Attended 2 auto care workshops and completed quiz work on the topics covered – got hands on lab work with a real car	Explored convention exhibits and discussed different religions and viewpoints that were present	Talked to a comic book expert at a convention and looked at vintage comics	Small motor practice with handiwork – made bracelets on loom	Skateboarding session in park

I like this format, as it covers all required subjects for our state and is simple and quick to type out. I will have lesson plans for other weeks that are put together prior to the week, but for our homeschool kick-off, records in reverse worked great. 

Merging Oak Meadow with Materials Created for Dyslexic Students

I have a son with dyslexia. Dyslexia is often misunderstood and causes many children to feel like "aliens" in a world where everyone seems to know the code, but they can't crack it. I know this, because my son tells me all about it. He used to feel alienated and could not understand why he felt "different" from other people. He would say things in unusual ways, was particularly observant, keenly intelligent, but could not seem to remember his letters or how to make them form words. I was perplexed by this. I had been a tutor to children in housing projects in inner cities, taught kindergarten for years, and worked in the children's room at the library. I had read to him in utero.  What was going on?

As time went on, we had him tested. He was diagnosed with dyslexia. If any of you have ever had your child diagnosed with anything, you will identify with the sudden frenzy of reading and studying I did on dyslexia. I read everything I could get my hands on, attended workshops, went to support group meetings, local advocacy groups, watched documentaries, and sought out expert help. I am summing up a few years here, but trust me when I say, I earned a degree in dyslexia from the school of self help.

When you first have to make changes to accommodate special needs, there can be a pendulum swing phenomena. My studies brought me to the Orton Gillingham method. This is a very scientific approach to multi sensory teaching for dyslexics. It is far too much information to go into here, but it involves a systematic approach to teaching reading through multi sensory techniques. I took some training classes and got started right away.

Slogging through phonics is hard work. I knew that in my fervor to help him, my pendulum was swinging towards much more structure and academics than I was really comfortable with for a second grader. He wanted to read so badly. He tried so hard. The work was quite strenuous and he began to say he didn't like "school". This really presented quite a dilemma for me. I am solidly in the camp of delayed academics for children, with plenty of time to enjoy unstructured play, handicrafts, and time outdoors. It had been a shock to me to realize that we needed to embrace the structure of the Orton Gillingham lesson. It was the fear that was driving me now. The fear that this precious child of mine would somehow miss out on crucial things because he couldn't read. I was also missing the gentle pace of the Oak Meadow curriculum and the creative aspects that we had so enjoyed in first grade.

It was in the third grade year that my pendulum began to balance and we finally hit our stride. I was now more of an "expert" at the multi sensory lesson. I felt more comfortable with setting a slower pace. I cut back on the time we spent in reading instruction and added more creative elements and unit studies that he chose the topics for. We began to enjoy "school" again. We were able to use Oak Meadow and substitute the reading instruction with his Orton Gillingham lesson. I was able to come up with appropriate accommodations for the lessons as needed and we began to feel comfortable with dyslexia. I say that we felt comfortable because, for me, it had felt very uncomfortable, very foreign, and very intimidating. The diagnosis of dyslexia left me feeling inadequate and so uncertain about my homeschooling. For my son, I believe that the diagnosis was both a blessing and a burden. He finally had a reason as to why he felt like an "alien" as he describes it. He had a learning difference. His brain saw things just a bit differently than most of us. He also felt the things that many dyslexics go through. He felt like he was "dumb" and that he wouldn't be able to do the things that other children did at his age.  When friends were reading chapter books and discussing them, he was still struggling with very simple readers. On the other hand, his skills of observation were very acute and didn't rely on the written word. He had developed ways around reading.

Third grade continued. We did unit studies on snakes and bugs, we struggled through the Merrill Readers, we went to the museums, we broke out in a sweat over consonant blends. My son discovered Calvin and Hobbes and suddenly, just like that, there was a breakthrough in the code. I could see it happen. It was like a switch coming on and the letters suddenly aligned into something comprehensible. He stayed up late to read Calvin. His light would stay on till we had to make him turn it off. We drove down the street to a constant wonder-filled voice that read us street signs and billboards. It was a miraculous.

Reading is still hard. I don't want to give the impression that he suddenly read on grade level or that he took up War and Peace, but he is READING. Was it the multi sensory instruction, the thousands of pages read to him by his mother, father, and sister, the freedom to choose his own books and topics of study? Was there one element that brought it into focus or was it a cocktail of literature and systematic study?

I strongly believe that dyslexic children need instruction that is tailored to their specific need. I continue using an Orton Gillingham style of reading instruction and provide accommodation as needed. I believe the success we have enjoyed comes from my son's hard work, his determination to read, his thirst for knowledge, and the drive of his family to build bridges for him to travel on. In my work with the public, I see many children who need special instruction, but are not able to receive it. (There are many reasons for that, but this is not a blog post on how we can work towards that end, although it is a fabulous topic and one I spend a lot of time on.)
What I can do here is point you, my fellow traveler, towards some resources that have helped us on our way. I can also assure you that it is possible, and highly desirable, to merge a creative curriculum with systematic instruction.

The program we use for language arts (reading and writing) is called PAF, or Preventing Academic Failure. It is an Orton Gillingham based program. The teacher manual provides excellent information on the layout of a solid lesson. The lessons are laid out for you and easy to follow. The program uses the Merrill Readers, Explode the Code, and Stepping Up books. The program can be used for several years depending on where you start and how long it takes to complete.

I also use pinterest and creative bloggers to find materials to help me practice certain skills. For example, when working on "bossy r", I made games and activities to help reinforce the differences in the ar, ir, or, ur, and er sounds.

Now that we are in fourth grade, we are reading our first book in the Oak Meadow syllabus, Stuart Little. I was delighted to discover that my son can read a page or two at a time of this book without getting too overwhelmed. So, we take turns reading. We have also used audio books for required reading. Journal entries can be dictated. He can tell me what to write and I record it in his main lesson book for him. He can also copy a few sentences or trace things to label. He then illustrates the page. There are many ways to make a creative, meaningful, and scientifically sound program at home for your dyslexic child. It is not always easy. It does require hard work and patience on both the part of the child and the parent.

I hope that if you have a child with special educational needs, that you will find your stride. There are many valid and excellent choices for you to choose from. If you choose to homeschool, I hope you feel empowered knowing that you can find the resources you need to move forward. Homeschooling with learning differences is challenging and wonderful. Enjoy the journey!

August Book List for Fourth Grade

Suggested Titles for the Topography Project:

Be Your Own Map Expert by Barbara Taylor

South Carolina: An Atlas by Kovacik, Charles F., Steinke, Theodore R., South Carolina Geographic Alliance, University of South Carolina. Department of Geography

Topographic Maps by Ian Mahaney

Mapping Your Way by Anna Deboo

How to Draw South Carolina Sights and Symbols by Fein

Literature Selection:

Stuart Little by E.B. White

Other Titles:

Seven Blind Mice by Young

First Week of Fourth Grade - Oak Meadow Style

As I was planning my lessons for fourth grade this year, I came across this in my Oak Meadow syllabus, "This curriculum is not intended to be a rigid set of guidelines. It is a tool to help you enter into the subject matter in a creative, experiential way. Use it accordingly, adding and subtracting as best suits your child's needs and interests." (Oak Meadow Fourth Grade Syllabus, Introduction)

I like to see this kind of creative license mentioned in a curriculum syllabus. I prefer hands-on, experiment based learning, and Oak Meadow offers a perfect blend for our family of prepared lessons and open-ended creativity. So, it is with great excitement that we begin the fourth grade program this week. My daughter will also be doing Oak Meadow, but she will be doing the high school curriculum. I plan to try and post about our progress in each.

I read ahead a few weeks in my syllabus to get an idea of how to plan the first weeks of school. This program uses the main lesson book, a blank book for capturing the written work of each student. We have used main lesson books for many years and I LOVE having a written record of the student's work in book form. It is a portfolio that builds itself. I ordered some of the main lesson books Oak Meadow sells for this purpose. I like the onion skin between the pages to keep the work safe from smears. I also like the size of the pages and the quality of the paper. The information in the syllabus about journaling is excellent. I plan to have journaling time daily that will go into one of these main lesson books.

The first big assignment is the topography project. This idea lends itself to studying maps, your local landscape, and a bit of local history. Because I work in the Children's Room at our local library, I can always find fantastic books to bring home on the topics we study. I will try to remember to post our book lists as we go along.

Friday is our first day of our Oak Meadow co-op. The 4th graders will be going on a nature hike of the property to observe the land. This is the beginning of their topography project research. We plan to examine some books about physical and topographical maps. We are going to look at a tray of items and then draw a "map" of the items on the tray. Hopefully this will help them think about how it might feel to "look down" on something and draw what you see. We have plans to look at google maps of the area to give us an idea of what an aerial view would look like.  There is much more going on this week, art, music, math, geometry with fruit, cursive practice, reading practice, etc., but this gives you a little peek into the fourth grade life. It looks like it will be a great year! Here is a sneak peak of the fourth grade co-op class for Friday:

Book to read aloud to the group for discussion: Seven Blind Mice by Young

Journal topic for Friday: perspective

Book to read at home and prepare a book report project (3 week project): Stuart Little by White

 

 

 

Homeschool Portfolios

 

It is time to get the portfolios cleaned out and ready for a new school year. Portfolios are our record keeping method of choice. Keeping samples of projects and papers is perfect for charting progress as well as providing well documented keepsakes. I suggest ordering address labels from a site like Shutterfly. I ordered those shown above when they were running a special and I got one sheet free. Simply choose a template, put in a photograph of your child, add your school name and the year and/or grade. This gives you a set of stickers to label items for your portfolio. If your child does a shoebox diorama, label it with your portfolio sticker. Not only will you have them labeled for display at homeschool fairs, library exhibits, or wherever your homeschool group showcases their work, you will also always have it labeled for your homeschool records. It is amazing how much children change in one school year. I enjoy having the photo on the sticker to go with the project. The children can also use their stickers to decorate notebooks or items they take to homeschool co-op. Of course, these stickers are great for children who attend traditional school as well. What better way to label their belongings and keep track of the artwork that comes home? You can always make these at home with your printer, but when they are on sale, Shutterfly is a good deal and I like the quality.

Enjoy! 

Meal Planning, Homeschooling, and Allergen Free Recipes

If there is one hill I find I hard to scale in my homeschooling journey, it is meal time. I have a child with celiac disease and severe allergies to wheat, oats, peanuts, tree nuts, and seeds. I have another child who is gluten intolerant and my husband has celiac disease and is allergic to dairy. Yikes! What is a Mom to do? It takes time and budgeting to make sure safe meals appear on the table. We can't stop by the local fast food drive-thru or order pizza delivered - even on days when I would love to have an easy option. I remind myself that the children will probably be much healthier over all without eating out much and then I dive into planning our meals. Right now I have a three week system for each season. This means I make three weeks of meal plans for summer, fall, winter, and spring. Then we rotate through the three weeks of menu's for the summer months and then switch to the fall menu's and so on. This seems to work pretty well and I keep an open mind for special circumstances. For instance, my son's birthday is this coming week. I printed out a blank summer menu plan and revised this week to include his favorite snacks and his birthday meal picks on his special day. You can also plug in festivals and special events this way. I highly suggest coming up with a three (or four) week meal plan and then rotating them. A little work at the beginning can save a lot of sitting around wondering what to fix for dinner. I also shop sales by picking up doubles or triple of items we use a lot and saving them for the right week.  I am working on putting my grocery lists in the file with my menu's, so I can just print them out. Right now I am still just looking at the meal plan and jotting down what I need for the week. This isn't a brilliant and complicated meal planning idea, but it is a little something in my tool box of organizing my year. Bon Appetit! 

The Rhythm of Planning Your Homeschool Year

There is an old saying that says if you aim at nothing, you will certainly hit it. I used to think that sounded boring, that if you always planned out what you would do and what you were aiming for, you might miss some essence of becoming that comes from being able to live in the moment and take a new path at any given time.

Now, I recognize that aiming for something means you can amble towards a destination, but still stop and smell the flowers (or even take a new path) on the way. One of the big obstacles to living life intentionally is thinking that things will just fall into place and that you will have the energy and inertia to make your intentions into a reality. I have found, that for me, too much of daily life comes at me and before you know it, I am living in a hurried state and have wandered into the busy-ness of things and have left my true intentions behind me.

Thus the need for planning. I am living a rhythm of planning right now. I marked off the last two weeks of June and the entire month of July as my planning season. This doesn't mean that I sit around planning all day, instead it means that I have slowed the calendar down for my family. We are not accepting as many play dates and activities right now. The children are still down for summer camp for a week in July, but we are careful to keep our interactions down to one or two things a week for the rest of the time.

I use this time to read and to think and to make notes. For the last several weeks, I have read ebooks on Waldorf education, listened to audio files and videos of lectures and conferences, and have surfed the internet for inspirational blogs and photos of the main lessons, daily rhythm, and age and stages that this year holds for me. I have also been doing some reading on the temperaments and how they relate to adult/child interactions. I haven't crammed the information, but have bitten off bite size pieces. I read and then make a few notes. Then I sleep on it. The next day, I may read my notes again and think about how to incorporate this into my life this year.
After a couple of weeks of mulching like this, I took out my calendar and wrote in all of the solid dates for the fall. I wrote in appointments, meetings, festivals and celebrations, etc.

Next, I have started looking up the main lesson topics in my library catalog and making a list of resources for each topic. I have also taken note of resources I already own and purchased a few things. 

Now I am ready to move to the next stage. I plan to spend the next couple of weeks planning out my main lessons and putting it all into my planner. I will still allow myself room to roam a bit, but I have found that in order to make my house and school run smoothly and keep the intentionality to our days, we need some planning and we need rhythm.

Finding Rhythm in the Home

It is June and my thoughts and energies turn to planning a new school year. It is time to think about the year ahead and what it will hold for our homeschool. I turn forty this year and while that may not seem to have anything to do with our household rhythm, stay with me for a moment. As I count down my last months of being in my thirties, I realize that turning forty has many things to recommend it. For one thing, I am more confident in my own body. Not in the physical sense so much as in the mental sense. I feel that I have reached a place that I can move ahead without as much second guessing myself. I have struggled to find a philosophy of education that I could embrace and that meshed with my beliefs and values. We have been very eclectic in our approach. I think this is a good thing. It has made the journey interesting and instructive, both in what works for us, and what definitely does not.

 

Thus, I embrace the Waldorf philosophy of rhythm instead of routine. Rhythm breathes and has a gentle boundary line. Routine is more strict and has less warmth to it. If rhythm is playdough, then routine is wooden blocks that must be stacked just so.  My children are not babies anymore, they have crossed the rainbow bridge into true childhood and are poised at adolescence. Does rhythm still have a place in our home? 

 

Last year we had a "breathing out" kind of pace. We attended a weekly cooperative with academic classes, participated in community theatre, and generally found ourselves out and about. It was fun and it was educational and it was tiring. Even though the children are now 13 and 9, they both agree with my husband and myself that it is time for a "breathing in" year.

 

I prepare for our new school year by first seeking out a new rhythm. I will no longer have access to a washer and dryer this year (starting this week), so laundry day will become more interesting. I must scout out the best laundry facility in the area for our weekly sojourn. With all of the food allergies here (gluten, sesame and other seeds, peanuts, tree nuts, and dairy), we need to find more time to bake and prepare things that will make life easier. The children and I all love to sew, so that could also be a place we need to schedule time. I am also tossing around the main lesson ideas, the Montessori materials, the math and Old Testament stories and the extra lessons in reading that I need to organize for my third grade son. My daughter, who is in middle school, is going to plan her own course this year. She is going to study Physical Science and Pre-Algebra. She is working on making up her own literature list, planning to research starting a small business and an Etsy site, and is also working on writing a novel. We have met a couple of times already and I am excited about her ideas for volunteering, community involvement, and the special projects she is planning.  I have really put in the blood, sweat, and tears on how we should do the upper middle and high years. There seems to be so much pressure locally to move into a more traditional and/or classical approach in these years. But, I see her blossoming and unfolding into such an amazing person. She has asked us for more unstructured time and for our blessing to seek out some of her own dreams this year instead of being busy in weekly out of the home classes - and isn't that what homeschool is all about? So we move forward and feel our way into the teenage years, but even so, there is rhythm.

 

I envision our week including a baking/cooking day, a laundry day, a sewing and mending day, a painting and/or art project day, an errand day, and a day of rest and contemplation. This leaves one day free. We will either make that a free day (so the other days can breath a bit), make it a visiting day, an extra study day, or a day of poetry and verse (complete with a poet's tea and poems read aloud). Of course, at least five of these days will also function as school days. This is our weekly rhythm, but our daily rhythm will be a bit more specific. I hope to journal here how we shape our daily rhythm and how it all comes together.

 

Happy Summertime,

Laura

The Art of Educational Balance

We have officially completed sixth grade and first grade this year (2010-2011) for my children. If you have read any of my other posts, you will know that we have unschooled, Waldorf homeschooled, sampled classical homeschool, dabbled at Montessori, and taken a helping of Charlotte Mason. We have led a nature-esque co-op for a year (last school year), that met at a local park on the river, we have tried a classical class once a week (last Fall), and we have been in Excalibur for this past year (the co-op hailed in my last post). Purist, we are not. One thing has remained steady throughout our eclectic curricula, and that is the element of choice. I have tried to keep my children on a path of their choosing. This has had its moments of faltering and its moments of triumph, but it is an educational value I still cling to.

This past year has been a season of balance for me. Balancing the needs and preferences of two children who are at very different places in their educational journeys. One is anxious to tackle the rigors of increased academic challenge and has a love for languages that astounds. She has completed a course in Spanish and in Latin this past year. She is attending the "Let's Speak Spanish" programs at the local library to "keep her Spanish up" before co-op classes start again in August. She has challenged herself to pick up the sign language her brother is learning and is making plans to add another foreign language in the next two years (she is thinking of French, Italian, or... Mandarin - go figure:). She is also working on the next level of latin over the summer. When the Summer Reading Challenge at the local library asked the students to read 25 hours over the summer, she quickly adjusted her personal challenge to 50 hours and told me that as a bonus, the reading had to be done in more than one language. I see a future as a translator or a teacher (in almost any country). Of course, she could suprise us and move on to other pursuits. I always like to leave the door open for change. I don't like to label the kids too early (or at all, actually:).

My other child has come to reading in his own way. After discovering this past winter, that he really does think way outside the box and has some challenges in the way he sees print and interprets it, we made changes in our approach. He has such a desire to be able to read, but has struggled to understand decoding and being able to see and hear differences in words. For him, personal choice has evolved into much more structure. He wants to be able to read well and this recquires a new way of learning for him. Enter the Orton Gillingham, multi-sensory approach. With the structured lessons of the PAF program, he has made more progress in three months than he had in the past three years towards learning to read. Does he love sitting down every day for "book work" and painstakingly printing out letters? No. I will be honest, it is hard work for him and for me. When he balks, I remind him of his goal (to read whatever he wants, including chapter books, informational books on wildlife, etc.), and he presses on with a good will. This has really taught me the place for workbooks and lesson plans. Still, it all comes down to choice. He wants to learn to read well. (He has been harping on it for years - when will I be able to read... (fill in the blank) . He has a very strong personal drive to get there.) So, this past semester has included more structured lesson plans. We follow a very regimented, scientific approach to his reading, and, it is working. He is delighted with his progress, which is huge, because it spurs him on when the work is hard and slow. I have also developed an appreciation for reading later rather than earlier. His observation skills are amazing. Most of us can read and so we rely on reading for the majority of our information input. We rely on signs that tell us where things are in public places, we read the headlines while waiting in line for coffee, we read brochures and instructions. When you can't rely on these things for information, you notice all the little details that clue you in on what is happening and how to respond. He is always the first to notice the details and has a crazy knack for remembering information. For instance, we pull up to the Chick-fil-A drive thru. As I scan the menu for our order, he says, "I wonder what is broken here at the Chick-fil-A?" "What do you mean?" I ask, looking around to see what is broken. "The repair man is here," he says and then adds, "Oh, it must the air conditioner." (I am still looking around for something broken, and now, the repair man. "Why do you say that?", I ask him. "Because there is a repair truck here that is not in a regular parking space and the lock on the ladder at the side of the building is off and open. So, someone must be on the roof, it is probably the repair man. The air conditioner is on the roof, I see part of it, so I bet it is the air conditioner that is broken." When we pulled forward for my order, it was confirmed by the girl in the window. The air conditioner was indeed broken and the repair man was on the roof.

From our unschooling roots to structured Orton Gillingham reading instruction, our homeschool path has led us on a scenic route. We find our balance as we go, adding and subtracting formal instruction and interest driven projects on the way. Homeschooling has been an exercise in trust; Trust that the children can live a life of meaning and substance now and not just when they are "grown up". I can see the fruits of our method. At first, it was our shot in the dark, but the light has dawned even brighter than I could have hoped and I couldn't be happier with the results. The varied interests, the determination to challenge yourself, the rich home life and relationships, and the ability to cater your education to your own ideas of success. The benefits we have experienced go on and on. As we plot our next phase of the journey, my daughter transitions into 7th grade and my son into 2nd. He has a present interest in antiques and wildlife. She is enjoying bohemian fashion and wants to try kayaking. I am reading up on homesteading and intentional communites and planning a sewing day soon. My husband is reading a memoir of 18 months of living in an Amish/Mennonite community and reading new books out loud to the children at night. Ahhhh... life is good.

In Which I Return to My Homeschool Roots

When we first started homeschooling, seven years ago, I was convinced that my children would learn naturally. I read John Holt and John Taylor Gatto, we joined an unschooling support group and we were off. Those were the days...

Six years ago, my husband started having health problems, our son was diagnosed with celiac disease, food allergies, and colitis, and life as we knew it started to unravel. Looking back, I realize that we went into crisis mode out of necessity. I had to take a full time job and I continued to homeschool. My husband, home often from work with illness, took the daytime routine with the children. Our lives changed drastically. As time went on and time and money were tight, our days took on more stucture. We used more "curriculum" options and assigned more work to make sure the children were exposed to a wide range of things. We read books in Doctor's office waiting rooms, we did Math in workbooks, and we SCHOOLED. The children were learning things. We were surviving.

Fast forward to today - alot of things have changed for us in the past two years. My husband is doing much better health-wise. My son has had his best year yet, and life is better for all of us. I was able to go part time at work with the return of my husband's health. More time for homeschooling, more time for everything...and then, the middle school panic set in.

I think this must be a well traveled trail in the homeschool world. As the 6th grade year starts, parents panic and the "what-if's" set in. What if I haven't done enough? What if they can't get into the college they want to? What if...? This year, the middle school panic caused me to do some pretty crazy things, like sign my children up for two homeschool co-ops/class days. We have always been relaxed homeschoolers with plenty of time at home for reading, crafts, and hanging out together. Since we have never really done the class thing, I thought this would be a good year to try it out. It all sounded so reasonable and organized when I did it. The children could try out the class thing and I would have a guideline to follow for the year.

In reality, things have turned out differently than I expected. We have learned so much - just not what I thought we would learn. For one thing, all the classes, co-ops and clubs got out of hand quickly. Suddenly we were running around too much, too much hurrying, too much gas in the car, too much of too much! When we had a ripple in our home life (a few rough weeks with various things breaking down and causing repairs to cars and home), things really got out of hand. My stress level was high, the children weren't getting enough sleep, and our cozy homeschool world was seriously out of balance. The children talked about the "things we used to do", like take morning walks together and light the "morning circle candle" before singing together at breakfast. Now we didn't have time for these things, we were packing in cereal before running to the car. We were too busy chanting latin verbs to sing and too busy getting ready for weekly presentations to take walks.

Somewhere in all of this madness, the thought came to me that the children had never even asked for a class or co-op. They were quite happy with our old homeschooling ways. It is certainly true that they were being exposed to new things and learning things that we hadn't covered yet at home, but I had to wonder if the trade off was worth it.

In the end, I came to my senses and did what I should have done from the start. I actually asked my children what they thought. I asked them what was working for them and what they liked or enjoyed about their new schedule and what they didn't. I also decided to re-read the books that I had enjoyed and that had originally shaped my homeschooling philosophy. I decided to return to my homeschool roots. Instead of cramming facts into my children, I gave them a few weeks off and tried homeschooling myself instead. I also decided to let them decide for themselves what they wanted to keep, change, or do away with.

I started by reading one of my favorite John Holt books, "What Do I Do Monday?". I was struck again by the wisdom and common sense of listening and trusting the children. Radical trust used to be the name of the game at our house, how had things gotten off track? I followed this book up with David Albert's, "Homeschooling and the Voyage of Self-Discovery: A Journey of Original Seeking". Both of these books are beautiful, insightful and lovely to read and ponder.

Returning to my roots infused our homeschool with a freshness and vitality that put us back on the right track. Now the children are, once again, in charge of their own educational journey. After several weeks of pondering and decision making, we dropped a few clubs and support group activities, had one child who dropped one morning of classes but kept the other, and one child who, for the moment, chooses to keep attending both days of classes and co-ops. So, our experiment this year with co-ops and classes was educational for all of us. While we may have learned new facts in history and science, Latin and Spanish, the most important lesson was to trust the children and to do what is right for your family as well as for each child. Now we light the "morning circle candle" once again, and we have taken back up those family walks as well.

In Praise of Oak Meadow

We started using the Oak Meadow homeschool curriculum this year with my youngest. I have been homeschooling for quite awhile now, but have always put together our own curriculum. I have never ordered a "boxed" set before. I thought that boxed curriculums were textbook-esque and smacked too much of traditional education to fit us. I also wanted to stay with a Waldorf approach for my son. Oak Meadow started out as a Waldorf school, so it is very much in line with what I was looking for. I also was looking for a way to make better use of my time. With a 5th grader, it is sometimes hard to pull together two customized plans for the children and still have time to work part time, play with the kids, have time for my husband, keep gluten free meals coming and be able to walk through the house. (You get the picture.) I took a deep breath and took the plunge with a "boxed set". We ordered Oak Meadow first grade, and I couldn't be happier with it. The approach and pace is perfect for my family. The lessons incorporate real, living books, lots of arts and crafts, and the curriculum is heavily nature oriented. It has helped me so much to get the educational plans I have for my son in place, but still have time to do the other things that I need to do. Next year, I am planning on switching my daughter to Oak Meadow curriculum. She will be in the 6th grade, and the reviews I could find for the curriculum sound great. My advice to the DIY crew out there, is don't be afraid to try something different. There is so much to be said for putting things together yourself, but also great not to spend your time reinventing the wheel.