Saturday, June 30, 2007
Friday, June 29, 2007
SOME TIPS
http://www.home-school.com/Articles/HomeschoolTips.html
Joyce Swann's Homeschool Tips
By Joyce Swann
Nineteen years ago, when I began homeschooling, I was very uncertain about this commitment we had made to educate our children at home. My husband and I had never even heard of homeschooling, and, as far as we knew, neither had anyone else. We knew of no support groups; I had no one to turn to for advice. In fact, it was eight years before I met another homeschooler.
When I began working with Alexandra, she was one month away from her fifth birthday, and I was pregnant with my fifth child. The challenge of teaching my daughter, caring for three preschoolers, taking care of the house, and preparing for the new baby nearly overwhelmed me.
On the surface, it would seem that the young homeschooling mother in 1994 has a much easier time of it. Nearly everyone has at least heard of homeschooling. Most communities have support groups. A number of books and magazines provide information on various aspects of homeschooling. Annual conventions and curriculum fairs display a variety of curricula designed to meet various homeschooler's needs.
Yet, our readers tell us another story; you are concerned about those very areas which troubled me in September of 1975 when I launched my own program. We have, therefore, compiled a list of your most frequently asked questions which we will discuss in depth in the next several issues. In this issue, we have touched on those areas and offered some general advice which should help to get your homeschool on track.
What Have You Tried That Worked Or Didn't Work?
Since we used structured curricula at all levels, everything worked. I never got into the business of designing curricula and, therefore, never had to rethink what we were doing. It is certainly all right to design your own curricula, but if you do, you must be prepared to make some false starts. You must also realize that you will spend many hours of preparation that would be unnecessary if you were using a program in which the lesson plans are included.
How Do You Stay On Target?/What Techniques Do You Use To Organize Your Home And School?
There is a misconception that organization restricts freedom and creativity. As a result, many of us reject the notion of being on a tight schedule because we fear that both we and our children will become robotic creatures who move mechanically through the day performing one mundane task after another while both the love of learning and the love of life are extinguished like a candle in a vacuum.
Actually, nothing could be further from the truth. Organization is simply a means of putting those routine tasks into a framework so that they can be dealt with expeditiously.
I started my homeschool with a written schedule which included everything that had to be done on a daily basis. The first few entries looked like this:
5:30 a.m.-get up
5:30 to 6:00 a.m.-do makeup and hair
6:00 to 6:30 a.m.- dust furniture and fix breakfast
6:30 to 7:00 a.m.-eat with family
7:00 to 7:30 a.m.-do dishes and make the beds
Has this schedule, which we have adjusted over the years to accommodate our growing family and changing needs but which remains as rigid as ever, squelched creativity and inhibited individual expression? Absolutely not! By dealing with all those things we do not want to do first, we clear our schedule for time to be spent doing the things we do want to do.
We have specific school hours (8:30 a.m. to 11:30 a.m.) and everyone is in the school room seated with his materials in front of him at 8:30. We also have a highly disciplined school room: No talking about anything that does not pertain to school. No going to the bathroom without permission. No food or drinks in the school room. No wasting time.
These rules actually give my children a good deal of freedom that they might not enjoy in a less structured setting. After all, they know that they will be finished with both their routine housework and schoolwork by 11:30 a.m. The rest of the day is theirs to spend as creatively as they like.
What Is The Physical Layout?
Thoreau wrote, "Our lives are frittered away by detail; simplify, simplify." This is probably the only thing he ever said with which I agree. We can spend so much time working out the logistics of our homeschools that we hardly have time to teach. The following arrangement has helped me keep it simple.
When we made the decision to homeschool, I told my friends what we were planning to do and let them know what our school hours were going to be. If they called me while we were in school, I talked with them for a few seconds and then told them that we were in school. I then asked them if I could call them back and set up a specific time to return their call.
Now that I have older children, I try never to answer the phone during school hours. If someone calls, I have the children take the caller's name and number, and I return the call as soon as we finish school. If I do answer the phone, I keep the call as brief as possible by making arrangements to return the call later if necessary.
Preschoolers are another story. I will be devoting a later article solely to the subject of dealing with preschoolers. In the meantime, here are some things that worked for me.
I have never tried to motivate my children. They know what is expected of them in school, and they do it. We have wonderful times together in school, but I have never taken the approach that they should perform well in school because they love learning. I have found that the love of learning is automatic when school is handled properly, but I also believe that no child should be made to feel that he must particularly enjoy something in order to do it well.
I have always told my children that life is filled with things that we do not want to do but must do anyway. At times we may have jobs we do not like. It is likely that God will require us to do some things that we would rather not. We are going to have to do lots of things that are difficult, or boring, or exasperating, but we never have any excuse for not doing our work to the best of our abilities.
What About Chores?
Again we will be covering these topics in depth in future articles, but I will share with you here one thing that does more than anything else to simplify chores. I give permanent work assignments. When someone receives a work assignment, he can expect to keep it for several years. In that way each individual has his own special chores for which he alone is responsible. Thus, each child has the benefit of habit which enables him to complete chores quickly and efficiently.
What about Enrichment And Extra-Curricular Activities?
Enrichment and extra-curricular activities need not take a child away from the home. I suggest limiting the children to one or two outside activities and stressing activities they can enjoy at home for additional enrichment. In later articles we will talk about things your children can do at home to widen their horizons (one of the things mine loved to do was put on plays which they found in books). In the meantime, encourage them to get creative without your input. When adults get involved, children will often back off and lose interest. My personal rule is that I never interfere with my children's leisure activities.
My final "tip" is to take charge of your school and not to be afraid to exert your authority. Pray daily for guidance and let the Lord lead you as you prepare your children to meet the challenges of the world in which we live.
Joyce Swann's Homeschool Tips
By Joyce Swann
Nineteen years ago, when I began homeschooling, I was very uncertain about this commitment we had made to educate our children at home. My husband and I had never even heard of homeschooling, and, as far as we knew, neither had anyone else. We knew of no support groups; I had no one to turn to for advice. In fact, it was eight years before I met another homeschooler.
When I began working with Alexandra, she was one month away from her fifth birthday, and I was pregnant with my fifth child. The challenge of teaching my daughter, caring for three preschoolers, taking care of the house, and preparing for the new baby nearly overwhelmed me.
On the surface, it would seem that the young homeschooling mother in 1994 has a much easier time of it. Nearly everyone has at least heard of homeschooling. Most communities have support groups. A number of books and magazines provide information on various aspects of homeschooling. Annual conventions and curriculum fairs display a variety of curricula designed to meet various homeschooler's needs.
Yet, our readers tell us another story; you are concerned about those very areas which troubled me in September of 1975 when I launched my own program. We have, therefore, compiled a list of your most frequently asked questions which we will discuss in depth in the next several issues. In this issue, we have touched on those areas and offered some general advice which should help to get your homeschool on track.
What Have You Tried That Worked Or Didn't Work?
Since we used structured curricula at all levels, everything worked. I never got into the business of designing curricula and, therefore, never had to rethink what we were doing. It is certainly all right to design your own curricula, but if you do, you must be prepared to make some false starts. You must also realize that you will spend many hours of preparation that would be unnecessary if you were using a program in which the lesson plans are included.
How Do You Stay On Target?/What Techniques Do You Use To Organize Your Home And School?
There is a misconception that organization restricts freedom and creativity. As a result, many of us reject the notion of being on a tight schedule because we fear that both we and our children will become robotic creatures who move mechanically through the day performing one mundane task after another while both the love of learning and the love of life are extinguished like a candle in a vacuum.
Actually, nothing could be further from the truth. Organization is simply a means of putting those routine tasks into a framework so that they can be dealt with expeditiously.
I started my homeschool with a written schedule which included everything that had to be done on a daily basis. The first few entries looked like this:
5:30 a.m.-get up
5:30 to 6:00 a.m.-do makeup and hair
6:00 to 6:30 a.m.- dust furniture and fix breakfast
6:30 to 7:00 a.m.-eat with family
7:00 to 7:30 a.m.-do dishes and make the beds
Has this schedule, which we have adjusted over the years to accommodate our growing family and changing needs but which remains as rigid as ever, squelched creativity and inhibited individual expression? Absolutely not! By dealing with all those things we do not want to do first, we clear our schedule for time to be spent doing the things we do want to do.
We have specific school hours (8:30 a.m. to 11:30 a.m.) and everyone is in the school room seated with his materials in front of him at 8:30. We also have a highly disciplined school room: No talking about anything that does not pertain to school. No going to the bathroom without permission. No food or drinks in the school room. No wasting time.
These rules actually give my children a good deal of freedom that they might not enjoy in a less structured setting. After all, they know that they will be finished with both their routine housework and schoolwork by 11:30 a.m. The rest of the day is theirs to spend as creatively as they like.
What Is The Physical Layout?
Thoreau wrote, "Our lives are frittered away by detail; simplify, simplify." This is probably the only thing he ever said with which I agree. We can spend so much time working out the logistics of our homeschools that we hardly have time to teach. The following arrangement has helped me keep it simple.
- All lessons are completed at our dining table, which is situated in our breakfast room. No one is allowed to study or complete lessons anywhere else. The one exception is the college-level students who are using the computer.
- No computers may be used for school work until a student is in college and then only for word processing. I insist that they use no mechanical aids, including calculators, to assist with lessons.
- Each student has a cardboard school box which contains his text books, syllabus, a pad of paper, pencils, erasers, a ruler, a compass, a protractor, and a pocket-sized spelling dictionary. This box is kept on the child's closet floor when school is not in session. When he comes to school, he brings his box with him. In this way everything is organized so that we do not waste time looking for materials, books, etc.
- As each student finishes his school day, he places his materials back in his box and returns it to his closet. Thus, when the school day ends, there is no mess to clean up.
When we made the decision to homeschool, I told my friends what we were planning to do and let them know what our school hours were going to be. If they called me while we were in school, I talked with them for a few seconds and then told them that we were in school. I then asked them if I could call them back and set up a specific time to return their call.
Now that I have older children, I try never to answer the phone during school hours. If someone calls, I have the children take the caller's name and number, and I return the call as soon as we finish school. If I do answer the phone, I keep the call as brief as possible by making arrangements to return the call later if necessary.
Preschoolers are another story. I will be devoting a later article solely to the subject of dealing with preschoolers. In the meantime, here are some things that worked for me.
- Set perimeters. Each day before you begin school talk to your preschoolers about what they are going to do while you are in school. Tell them that if they change activities they must tell you first.
- Put the oldest preschooler in charge of the others. Make it clear that he is not allowed to discipline but if anyone does anything he is not supposed to while you are in school, he is to come tell you immediately. Likewise, tell the younger children that if the oldest does something he is not allowed to do they are to tell you immediately.
- Allow preschoolers to join you in the school room only if they play quietly. No talking or noise-making in the school room.
- Plan to keep your infant in the school room unless he is asleep. Babies love to be held and will usually sit happily on Mother's lap. They can also nurse during school. However, you need to be prepared. Have diapers in the school room so that you can change the baby without leaving. If you know the baby will want juice or water during school, bring it with you. Also have some toys, a baby swing, etc. on hand to keep him entertained.
I have never tried to motivate my children. They know what is expected of them in school, and they do it. We have wonderful times together in school, but I have never taken the approach that they should perform well in school because they love learning. I have found that the love of learning is automatic when school is handled properly, but I also believe that no child should be made to feel that he must particularly enjoy something in order to do it well.
I have always told my children that life is filled with things that we do not want to do but must do anyway. At times we may have jobs we do not like. It is likely that God will require us to do some things that we would rather not. We are going to have to do lots of things that are difficult, or boring, or exasperating, but we never have any excuse for not doing our work to the best of our abilities.
What About Chores?
Again we will be covering these topics in depth in future articles, but I will share with you here one thing that does more than anything else to simplify chores. I give permanent work assignments. When someone receives a work assignment, he can expect to keep it for several years. In that way each individual has his own special chores for which he alone is responsible. Thus, each child has the benefit of habit which enables him to complete chores quickly and efficiently.
What about Enrichment And Extra-Curricular Activities?
Enrichment and extra-curricular activities need not take a child away from the home. I suggest limiting the children to one or two outside activities and stressing activities they can enjoy at home for additional enrichment. In later articles we will talk about things your children can do at home to widen their horizons (one of the things mine loved to do was put on plays which they found in books). In the meantime, encourage them to get creative without your input. When adults get involved, children will often back off and lose interest. My personal rule is that I never interfere with my children's leisure activities.
My final "tip" is to take charge of your school and not to be afraid to exert your authority. Pray daily for guidance and let the Lord lead you as you prepare your children to meet the challenges of the world in which we live.
Thursday, June 28, 2007
KIDS AND CHORES
http://homeschooling.gomilpitas.com/articles/061507.htm
10 Ways to Get Kids to Have a Good Attitude Towards Chores
Dateline: 06/15/07
By Jennie von Eggers
Does getting your kids to do their chores, feel like an uphill battle? How many times do you end up doing the work yourself because it's just easier? Many times, parents feel they neither have the time nor the energy to train their children in this fundamental area. Unfortunately, the easy road is not always the best for our children and family as a whole. Having kids do daily chores not only brings with it the rewards of a clean house, but can also instill responsibility, skills, and values that can last a lifetime. With just a little time and effort, you can create an environment that will motivate your children to do chores and do it with a good attitude.
1. Start Them Young!
I'm often asked what is a good age to begin implementing chores. My response is usually, "when they can make a mess!" If a child is capable of taking things out of the toy box or off a shelf, they are capable of putting it back. It may seem like more work for mom at the time to train them to put things back, but the benefits of having your child learn this skill and responsibility from early on will pay off. You can easily assign a toddler a daily job such as unloading the clothes from the dryer to a basket, throwing away food wrappers as mommy prepares meals or just give them a water bottle and rag to wipe down the fridge. Most young children find this enjoyable as they love to mimic what they see grownups doing.
2. Make it Fun!
Just as a fun, relaxed work environment for adults makes for an enjoyable job, the same is true for the environment in which children do chores. When my kids are doing chores, I like to put on some upbeat music and turn it up really loud. This seems to get everyone going. Another way to create a fun atmosphere is to add a little competition! Try setting the buzzer to see who can get their chores done before it goes off. Or for those times when you need a quick pickup (like when your friend calls and says she's in the neighborhood and is going to stop by), try doing the 10 Pick-Up Game. Everyone has to pick up and put away ten items back to their proper place!
3. Lead by Example!
A good leader is good at delegating but also must be willing to do the work they are calling others to do. When I was young, I knew of a family where the children were responsible for almost all of the chores (including preparing most of the meals) while their parents hardly lifted a finger around the house. Unfortunately, this bred a feeling of resentment and contempt for chores as the kids felt more like servants than part of a family team. There is a fine line from mom being a "task master" to being a good leader. A good rule of thumb is to not ask your kids to do work that you are not willing to do yourself.
4. Be Part of the Family Team!
In my house we have a saying, "There's no free-ride!" I firmly believe, that chores are foundational for learning about responsibility and team work. I cringe when I hear kids say they don't have to do chores. Taking out the garbage occasionally or hanging up your coat does not breed a sense of responsibility as a family member. Giving your children the "option" to do chores is like giving adults the "option" to work for their living - most wouldn't do it if they didn't have to. When a child knows that as part of the "family team" they are expected to be a contributing member, it boost self-esteem and bonds the family unit. It also builds a strong work ethic which will follow your children throughout their lives.
5. Get A System!
Half the battle to making chore time go smoothly is having a good chore system in place. Could you imagine your local city government trying to do their jobs without guidelines or procedures in place first? Just telling your kids to do their chores each day can be laborious to mom and come across as nagging to children. With a "chore system" the "system" becomes foreman, absolving mom from that position. Chore systems run the gamete from peg charts, flip charts to dry erase boards. Whatever you decide works best for your family, a good system will clearly lay out and track what is expected from each child.
6. Get Organized!
Organization is crucial to help make doing chores a smoother process. This can be accomplished by making available things such as plastic tubs or laundry baskets to help with sorting and clearly labeling cleaning supplies. Also, make sure to give proper step-by-step instructions on how to complete each job. This should only have to be done once or twice before your child can do it on their own.
7. Rewards!
Children's chores is much like a practice of what's to come in adult life. We all like to be rewarded for our hard work. This can be done with a monthly allowance or non-monetary payment such as "earning" time on a computer game. In my house, my children get a modest monthly allowance for their chores. However, we do expect them to work occasionally for "free" such as when extra work is needed, like cleaning the garage. We also give them opportunity to earn extra money by doing jobs above and beyond what is normally expected of them. This enables children to enjoy the benefits of hard work and prepares them for adulthood.
8. Consequences!
Consequences must be implemented in order to have a smooth chore working environment. If there are no consequences to when a child doesn't do their chores, then really the chores are just an "option". When a child has the "option" not do their chores (with no adverse consequences), then they lose the valuable character building rewards that mandatory chores can bring. It sends a message that work and responsibility is only something you need to do, IF you feel like it. But that is not real life and does not prepare a child well for adulthood.
9. Work First, then Play!
As a home schooling mother of four, the first part of our average day is spent getting our work done. The mornings and early afternoons are filled with schoolwork first, chores second. This leaves the rest of the day free to enjoy and is a great motivator to getting those jobs done.
10. Take a Break!
Although I am a strong proponent of chores I firmly believe that you have to just let things go sometimes. In my house, Sunday's are our day of rest and relaxation. The children always look forward to having the whole day free. Of course it usually means that Monday's are a big cleaning day but the break is well worth it. I also like to give my children the "day off" on special days such as their birthdays or when life just gets too busy.
Jennie von Eggers is co-owner of Trigger Memory Systems which publishes creative learning products and has authored; Times Tales, Zone Cleaning for Kids and Memory Triggers. She and her husband Brian, home school their 4 child in Eastern Oregon.
10 Ways to Get Kids to Have a Good Attitude Towards Chores
Dateline: 06/15/07
By Jennie von Eggers
Does getting your kids to do their chores, feel like an uphill battle? How many times do you end up doing the work yourself because it's just easier? Many times, parents feel they neither have the time nor the energy to train their children in this fundamental area. Unfortunately, the easy road is not always the best for our children and family as a whole. Having kids do daily chores not only brings with it the rewards of a clean house, but can also instill responsibility, skills, and values that can last a lifetime. With just a little time and effort, you can create an environment that will motivate your children to do chores and do it with a good attitude.
1. Start Them Young!
I'm often asked what is a good age to begin implementing chores. My response is usually, "when they can make a mess!" If a child is capable of taking things out of the toy box or off a shelf, they are capable of putting it back. It may seem like more work for mom at the time to train them to put things back, but the benefits of having your child learn this skill and responsibility from early on will pay off. You can easily assign a toddler a daily job such as unloading the clothes from the dryer to a basket, throwing away food wrappers as mommy prepares meals or just give them a water bottle and rag to wipe down the fridge. Most young children find this enjoyable as they love to mimic what they see grownups doing.
2. Make it Fun!
Just as a fun, relaxed work environment for adults makes for an enjoyable job, the same is true for the environment in which children do chores. When my kids are doing chores, I like to put on some upbeat music and turn it up really loud. This seems to get everyone going. Another way to create a fun atmosphere is to add a little competition! Try setting the buzzer to see who can get their chores done before it goes off. Or for those times when you need a quick pickup (like when your friend calls and says she's in the neighborhood and is going to stop by), try doing the 10 Pick-Up Game. Everyone has to pick up and put away ten items back to their proper place!
3. Lead by Example!
A good leader is good at delegating but also must be willing to do the work they are calling others to do. When I was young, I knew of a family where the children were responsible for almost all of the chores (including preparing most of the meals) while their parents hardly lifted a finger around the house. Unfortunately, this bred a feeling of resentment and contempt for chores as the kids felt more like servants than part of a family team. There is a fine line from mom being a "task master" to being a good leader. A good rule of thumb is to not ask your kids to do work that you are not willing to do yourself.
4. Be Part of the Family Team!
In my house we have a saying, "There's no free-ride!" I firmly believe, that chores are foundational for learning about responsibility and team work. I cringe when I hear kids say they don't have to do chores. Taking out the garbage occasionally or hanging up your coat does not breed a sense of responsibility as a family member. Giving your children the "option" to do chores is like giving adults the "option" to work for their living - most wouldn't do it if they didn't have to. When a child knows that as part of the "family team" they are expected to be a contributing member, it boost self-esteem and bonds the family unit. It also builds a strong work ethic which will follow your children throughout their lives.
5. Get A System!
Half the battle to making chore time go smoothly is having a good chore system in place. Could you imagine your local city government trying to do their jobs without guidelines or procedures in place first? Just telling your kids to do their chores each day can be laborious to mom and come across as nagging to children. With a "chore system" the "system" becomes foreman, absolving mom from that position. Chore systems run the gamete from peg charts, flip charts to dry erase boards. Whatever you decide works best for your family, a good system will clearly lay out and track what is expected from each child.
6. Get Organized!
Organization is crucial to help make doing chores a smoother process. This can be accomplished by making available things such as plastic tubs or laundry baskets to help with sorting and clearly labeling cleaning supplies. Also, make sure to give proper step-by-step instructions on how to complete each job. This should only have to be done once or twice before your child can do it on their own.
7. Rewards!
Children's chores is much like a practice of what's to come in adult life. We all like to be rewarded for our hard work. This can be done with a monthly allowance or non-monetary payment such as "earning" time on a computer game. In my house, my children get a modest monthly allowance for their chores. However, we do expect them to work occasionally for "free" such as when extra work is needed, like cleaning the garage. We also give them opportunity to earn extra money by doing jobs above and beyond what is normally expected of them. This enables children to enjoy the benefits of hard work and prepares them for adulthood.
8. Consequences!
Consequences must be implemented in order to have a smooth chore working environment. If there are no consequences to when a child doesn't do their chores, then really the chores are just an "option". When a child has the "option" not do their chores (with no adverse consequences), then they lose the valuable character building rewards that mandatory chores can bring. It sends a message that work and responsibility is only something you need to do, IF you feel like it. But that is not real life and does not prepare a child well for adulthood.
9. Work First, then Play!
As a home schooling mother of four, the first part of our average day is spent getting our work done. The mornings and early afternoons are filled with schoolwork first, chores second. This leaves the rest of the day free to enjoy and is a great motivator to getting those jobs done.
10. Take a Break!
Although I am a strong proponent of chores I firmly believe that you have to just let things go sometimes. In my house, Sunday's are our day of rest and relaxation. The children always look forward to having the whole day free. Of course it usually means that Monday's are a big cleaning day but the break is well worth it. I also like to give my children the "day off" on special days such as their birthdays or when life just gets too busy.
Jennie von Eggers is co-owner of Trigger Memory Systems which publishes creative learning products and has authored; Times Tales, Zone Cleaning for Kids and Memory Triggers. She and her husband Brian, home school their 4 child in Eastern Oregon.
WORKSHEETS
More worksheets for Nikki. He did these all in one sitting. =D
He didn't quite understand why kids are not supposed to play/run in the kitchen so I showed him the picture of the mom cooking over a hot stove. =D The other dangers, he understood quite well.
This took some thinking but he still got the answers right. =D
This one he already knew what to do. He really is a fast learner.
This page is just like a review for him. =D
Manners. This one he enjoyed answering.
He didn't quite understand why kids are not supposed to play/run in the kitchen so I showed him the picture of the mom cooking over a hot stove. =D The other dangers, he understood quite well.
This one he also had no difficulty answering (even if he hasn't been to the movies yet).
This page is just like a review for him. =D
Manners. This one he enjoyed answering.
Wednesday, June 27, 2007
DOC CHILDRE SAID...
Harmonizing heart and brain through love is what can establish a complete intelligence, a complete self, where a child can look at life and realize there are no dead ends, there are always possibilities. The greatest gift a parent can give a child during all the ups and downs of life is love.
HOMESCHOOLED KIDS
http://www.kidsource.com/kidsource/content2/homeschooling.k12.3.html
How Well Do Homeschooled Children Do?
Homeschooling's academic worth is hotly contested by researchers, educators, and parents. It is difficult to obtain a representative sample of homeschooled children, and researchers cannot say for certain whether these children would do better or worse in a public or private school. Scores of homeschoolers who have taken state-mandated tests or who have provided their results to researchers indicate that while some homeschoolers test below average, a larger number test above that mark.
Proponents and opponents also disagree on how well-adjusted homeschooled children are. Although it appears to be true that children who are homeschooled spend less time with same-age children and more time with adults and children of different ages, research has not found that homeschooling harms children's social or psychological development. On the contrary, these children often demonstrate better social adjustment than their traditionally schooled peers.
Opponents argue that homeschooling is harmful to children because it isolates them from other children in their community. However, homeschooling is rarely conducted in total isolation. Many families participate in homeschool support groups, scouting, church and recreational activities, and other associations.
Through these activities, homeschooled children share experiences with people outside their immediate families. Although some homeschoolers and their associations emphasize affiliations only with people who share their religious beliefs, many actively seek religious, cultural, and racial diversity. In fact, one national magazine, The Drinking Gourd, is devoted to multicultural homeschooling.
How Well Do Homeschooled Children Do?
Homeschooling's academic worth is hotly contested by researchers, educators, and parents. It is difficult to obtain a representative sample of homeschooled children, and researchers cannot say for certain whether these children would do better or worse in a public or private school. Scores of homeschoolers who have taken state-mandated tests or who have provided their results to researchers indicate that while some homeschoolers test below average, a larger number test above that mark.
Proponents and opponents also disagree on how well-adjusted homeschooled children are. Although it appears to be true that children who are homeschooled spend less time with same-age children and more time with adults and children of different ages, research has not found that homeschooling harms children's social or psychological development. On the contrary, these children often demonstrate better social adjustment than their traditionally schooled peers.
Opponents argue that homeschooling is harmful to children because it isolates them from other children in their community. However, homeschooling is rarely conducted in total isolation. Many families participate in homeschool support groups, scouting, church and recreational activities, and other associations.
Through these activities, homeschooled children share experiences with people outside their immediate families. Although some homeschoolers and their associations emphasize affiliations only with people who share their religious beliefs, many actively seek religious, cultural, and racial diversity. In fact, one national magazine, The Drinking Gourd, is devoted to multicultural homeschooling.
PICTURE SEQUENCE
This was Nikki's lesson the other day. He had fun pasting the pictures in their proper order although he did not want his fingers to get too sticky. =D
How to make pumpkin pie.
How to make hot chocolate.
How to make pumpkin pie.
How to make hot chocolate.
Blue and Green Puppy playing with blocks.
Tuesday, June 26, 2007
YOUR KIDS AND THEIR GRANDPARENTS
http://www.parenthood.com/articles.html?article_id=2634
Understanding and Encouraging Grandparent-Grandchild Bond
When I was a kid, it never occurred to me that grandparents could not be a big part of someone’s life. I adored mine and thought they were even more wonderful because they lived halfway across the country. Wasn’t it that way for everyone?
At the time, of course, I didn’t know how lucky I was. Nor did I appreciate what a good job my parents did, putting so much effort into keeping that relationship strong and healthy, even long-distance.
So what exactly is that special grandparent-grandchild bond, and how can parents encourage it to flourish?
That Special Bond
"It’s a vital connection," says Arthur Kornhaber, M.D., founder and president of The Foundation for Grandparenting. "The bond between grandparents and grandchildren is second only to the parent-child bond. Grandparents and grandkids profoundly affect one another-- just because they exist! And grandparenting offers a template for being useful to all elders-- being a grandparent doesn’t necessarily take blood ties."
Kornhaber stresses that however this bond is constructed, "it’s psychologically and spiritually very different from the connection between parents and their children. There’s not as much psychological baggage attached. This bond is probably the most simple form of love that exists."
But simple doesn’t always mean easy. To maintain the connection, particularly if parents are overcoming obstacles like long distances or fairy-tale expectations—like, "why can’t my free-spirited Mom just bake cookies for my kids like real grandmas?"-- often takes effort.
Negotiate Roles, Then Communicate
" Today, there are as many ways to be a grandparent as there are grandparents," says Susan Bosak, the author of How to Build the Grandma Connection. "There’s no ‘right’ way, but it’s still important to negotiate the grandparent role within families."
"First, everyone has to believe that grandparents are an important part of the family," she says. And once the grandparent role is defined, "parents have to make grandparents feel welcome and send children positive messages about grandparents and the relationship."
Bosak identifies two key components of the grandparent-grandchild bond: regular contact and emotional attachment. This means making visits a priority even if distance is a factor, and keeping the grandparent involved in your child’s life, while encouraging the grandparent to share details of his or hers.
"Having a long-distance grandparent involves a bit more planning and creativity than if you live nearby," Bosak acknowleges, "but you can lay the foundation for a lifelong, close relationship wherever you live."
Kornhaber stresses the need for communicating and clearly outlining expectations, with the parent laying down the ground rules. "The parents are the linchpin of the connection," he says. "The parent educates the grandparent as to what the parent’s needs are."
Kornhaber recommends organizing family conferences. Parents and grandparents should talk from the birth of the child, or even before, if possible. "Start at the beginning and set the tone," he advises. But once everything’s on the table, "the trick for parents is to take it easy. Let the grandpa and grandma and the kids be alone and don’t worry about it!"
Grandparents give their grandchildren different ways of looking at things, "All of that diversity is good!" Kornhaber says.
So as a parent, if you disagree with some of the "diverse" approaches your mom and dad have to grandparenting, what’s important is how you handle it. "Kids are observing how their parents relate to their parents," Kornhaber says. "You’re setting up a model-- a flexible system of love, and acceptance of weirdness and quirks, that’s important for the future." Sometimes this requires changing the patterns we’ve already established. For example, if you talk to your parents once or twice a year, that may be OK for adults, says Kornhaber, "But it’s not OK for children. They need their grandparents to be in their daily lives, with phone calls and letters and faxes and e-mails."
Respect Differences in Personalities
Since every grandparent-grandchild relationship is as unique as the individuals involved, distance isn’t the only thing that can create a barrier.
Both Ken Rudman and June Scott, parents of two children, ages 3 and 5, were close to their grandparents growing up. So in raising their children, they believe it’s important to find a suitable grandparent role for each of their parents.
"I think it’s a question of setting expectations, understanding the personality of the grandparent," Rudman says.
Ken’s father-in-law, who passed away two years ago, "spent his whole life training to be a grandpa," he says. And Rudman’s own father, who lives a couple hours’ drive from the family, "never really liked kids. Even when we were kids. And I’ve talked with him about that. It’s just who he is. He’s not really a family-oriented guy."
"Right after my dad died," Scott adds, "I said, ‘Oh! We’ll just make Ken’s dad into the perfect grandpa! We’ll get the kids and go out and see him more and--’ He acted the way he always acts. Which isn’t necessarily bad!" she laughs. "He just wasn’t my father."
So they both relaxed a bit, and are working on ways that everyone’s comfortable with to include Ken’s dad in their family. "I want him to be more involved," Rudman says. "And I know that he wants to be more involved-- we talked about him feeling marginalized-- but he just doesn’t know how to ask."
"I think of it as something I’m doing for my kids, putting forth an effort to see him so that they realize that they have a grandfather," Scott adds.
"How someone grandparents is innate in the structure of who he or she is," explains Carol Filutze, a marriage and family counselor who works primarily with multigenerational family systems. "And every family has some level of dysfunction."
Working Out Parent-Grandparent Issues
When kids come on the scene, Filutze advises parents to think of it as an opportunity to improve their relationship with their own parents.
"Parents have an obligation to work at the relationship for the kids’ sake," she says. "The parents’ role is to have an honest conversation with themselves, take steps to resolve issues, and come to grips with limitations."
Filutze also stresses that although there’s a natural window in which to form the connection when your child is very young, it’s never too late to start working on it-- the grandparent-grandchild bond is extremely elastic.
"As a parent, you really have to step back and let the relationship unfold," she says. "When the mom and dad accept the process more, the bond between grandparent and grandchild will grow stronger. Give them the benefit of the doubt."
Dr. Kornhaber adds some final words of wisdom for parents to consider: "Children are a huge source of joy to grandparents, on a very, very deep level. But grandparents are people, so we get a whole spectrum of personality types. Remember, how you treat your parents will be mirrored back at you in years to come. It’s a lifelong thing.
— Jennie Webb
Understanding and Encouraging Grandparent-Grandchild Bond
When I was a kid, it never occurred to me that grandparents could not be a big part of someone’s life. I adored mine and thought they were even more wonderful because they lived halfway across the country. Wasn’t it that way for everyone?
At the time, of course, I didn’t know how lucky I was. Nor did I appreciate what a good job my parents did, putting so much effort into keeping that relationship strong and healthy, even long-distance.
So what exactly is that special grandparent-grandchild bond, and how can parents encourage it to flourish?
That Special Bond
"It’s a vital connection," says Arthur Kornhaber, M.D., founder and president of The Foundation for Grandparenting. "The bond between grandparents and grandchildren is second only to the parent-child bond. Grandparents and grandkids profoundly affect one another-- just because they exist! And grandparenting offers a template for being useful to all elders-- being a grandparent doesn’t necessarily take blood ties."
Kornhaber stresses that however this bond is constructed, "it’s psychologically and spiritually very different from the connection between parents and their children. There’s not as much psychological baggage attached. This bond is probably the most simple form of love that exists."
But simple doesn’t always mean easy. To maintain the connection, particularly if parents are overcoming obstacles like long distances or fairy-tale expectations—like, "why can’t my free-spirited Mom just bake cookies for my kids like real grandmas?"-- often takes effort.
Negotiate Roles, Then Communicate
" Today, there are as many ways to be a grandparent as there are grandparents," says Susan Bosak, the author of How to Build the Grandma Connection. "There’s no ‘right’ way, but it’s still important to negotiate the grandparent role within families."
"First, everyone has to believe that grandparents are an important part of the family," she says. And once the grandparent role is defined, "parents have to make grandparents feel welcome and send children positive messages about grandparents and the relationship."
Bosak identifies two key components of the grandparent-grandchild bond: regular contact and emotional attachment. This means making visits a priority even if distance is a factor, and keeping the grandparent involved in your child’s life, while encouraging the grandparent to share details of his or hers.
"Having a long-distance grandparent involves a bit more planning and creativity than if you live nearby," Bosak acknowleges, "but you can lay the foundation for a lifelong, close relationship wherever you live."
Kornhaber stresses the need for communicating and clearly outlining expectations, with the parent laying down the ground rules. "The parents are the linchpin of the connection," he says. "The parent educates the grandparent as to what the parent’s needs are."
Kornhaber recommends organizing family conferences. Parents and grandparents should talk from the birth of the child, or even before, if possible. "Start at the beginning and set the tone," he advises. But once everything’s on the table, "the trick for parents is to take it easy. Let the grandpa and grandma and the kids be alone and don’t worry about it!"
Grandparents give their grandchildren different ways of looking at things, "All of that diversity is good!" Kornhaber says.
So as a parent, if you disagree with some of the "diverse" approaches your mom and dad have to grandparenting, what’s important is how you handle it. "Kids are observing how their parents relate to their parents," Kornhaber says. "You’re setting up a model-- a flexible system of love, and acceptance of weirdness and quirks, that’s important for the future." Sometimes this requires changing the patterns we’ve already established. For example, if you talk to your parents once or twice a year, that may be OK for adults, says Kornhaber, "But it’s not OK for children. They need their grandparents to be in their daily lives, with phone calls and letters and faxes and e-mails."
Respect Differences in Personalities
Since every grandparent-grandchild relationship is as unique as the individuals involved, distance isn’t the only thing that can create a barrier.
Both Ken Rudman and June Scott, parents of two children, ages 3 and 5, were close to their grandparents growing up. So in raising their children, they believe it’s important to find a suitable grandparent role for each of their parents.
"I think it’s a question of setting expectations, understanding the personality of the grandparent," Rudman says.
Ken’s father-in-law, who passed away two years ago, "spent his whole life training to be a grandpa," he says. And Rudman’s own father, who lives a couple hours’ drive from the family, "never really liked kids. Even when we were kids. And I’ve talked with him about that. It’s just who he is. He’s not really a family-oriented guy."
"Right after my dad died," Scott adds, "I said, ‘Oh! We’ll just make Ken’s dad into the perfect grandpa! We’ll get the kids and go out and see him more and--’ He acted the way he always acts. Which isn’t necessarily bad!" she laughs. "He just wasn’t my father."
So they both relaxed a bit, and are working on ways that everyone’s comfortable with to include Ken’s dad in their family. "I want him to be more involved," Rudman says. "And I know that he wants to be more involved-- we talked about him feeling marginalized-- but he just doesn’t know how to ask."
"I think of it as something I’m doing for my kids, putting forth an effort to see him so that they realize that they have a grandfather," Scott adds.
"How someone grandparents is innate in the structure of who he or she is," explains Carol Filutze, a marriage and family counselor who works primarily with multigenerational family systems. "And every family has some level of dysfunction."
Working Out Parent-Grandparent Issues
When kids come on the scene, Filutze advises parents to think of it as an opportunity to improve their relationship with their own parents.
"Parents have an obligation to work at the relationship for the kids’ sake," she says. "The parents’ role is to have an honest conversation with themselves, take steps to resolve issues, and come to grips with limitations."
Filutze also stresses that although there’s a natural window in which to form the connection when your child is very young, it’s never too late to start working on it-- the grandparent-grandchild bond is extremely elastic.
"As a parent, you really have to step back and let the relationship unfold," she says. "When the mom and dad accept the process more, the bond between grandparent and grandchild will grow stronger. Give them the benefit of the doubt."
Dr. Kornhaber adds some final words of wisdom for parents to consider: "Children are a huge source of joy to grandparents, on a very, very deep level. But grandparents are people, so we get a whole spectrum of personality types. Remember, how you treat your parents will be mirrored back at you in years to come. It’s a lifelong thing.
— Jennie Webb
CLASSY BOARD GAME
I bought this game for Nikki and Ethan a fe
w days ago. It's very similar to the snakes and ladders boardgame but this one is 3D. When the ball falls into a "ladder" it automatically rolls up. If it falls on a "slide", it rolls down. The boys love it especially since it has a Disney Cars motif. Nikki was a bit confused with the counting because not only did he have to remember the number on the dice, he also has to make sure he counts upward on the board (44, 45, 46...etc.). So this will really be a big help for Nikki in counting numbers. But not only that, this game will also teach him how to lose gracefully. Nikki hates to lose. He gets so affected when others win. So using this simple game, hopefully, Nikki will learn a bit of sportsmanship.
When the ball reaches number 71, the ball rolls downward to the "win!"
w days ago. It's very similar to the snakes and ladders boardgame but this one is 3D. When the ball falls into a "ladder" it automatically rolls up. If it falls on a "slide", it rolls down. The boys love it especially since it has a Disney Cars motif. Nikki was a bit confused with the counting because not only did he have to remember the number on the dice, he also has to make sure he counts upward on the board (44, 45, 46...etc.). So this will really be a big help for Nikki in counting numbers. But not only that, this game will also teach him how to lose gracefully. Nikki hates to lose. He gets so affected when others win. So using this simple game, hopefully, Nikki will learn a bit of sportsmanship.
When the ball reaches number 71, the ball rolls downward to the "win!"
Monday, June 25, 2007
OUTDOOR GAMES
http://www.ivillage.co.uk/parenting/school/schfun/articles/0,,186623_642690,00.html
Outdoor games for kids
by Tracey Williams
Recent research has found that not only are one in ten pre-school children obese, but they're spending less time playing outside. Studies carried out by the Early Learning Centre have revealed that while most parents (87 per cent) strongly believe that outdoor play and physical activities are very important to a child's development, only 11 per cent of children spend up to two hours a day during the weekend playing outside.
Child psychologist Richard Woolfson comments, 'Parents now realise that play is a serious business for children delivering physical as well as social and educational benefits. Outdoor play is as important now as it ever was, and children today can enjoy a great variety of outdoor toys, games and activities which are not only fun but also beneficial to health.'
Now that the summer holidays are upon us, it's an ideal time for parents to start thinking about ways of keeping the kids amused and away from the TV. And with the Summer Olympics around the corner, what better way to entertain them than heading to the park or the garden for some fun sporting activities. Make sure your children include outdoor activities in their daily routine, for better health, a great social life and lots of fun. You're also setting the foundations for your child to enjoy an active, fit adulthood.
Ball games
From simple throwing and catching, to piggy in the middle (three people stand in a line and the two on either end throw the ball between them while the middle person tries to catch it; the middle person becomes a thrower if the ball is caught). You could also try throwing balls through hula hoops or playing dodgeball. And most children love to kick a football to each other or try and score goals. Why not host your own football tournament in a local park?
Hopscotch
This old favourite is a useful standby when a child is playing alone, although it's fun to play with a partner. Mark out the ground in nine chalk squares. Throw a stone into the first square, hop into it, pick up the stone and hop back. Now throw the stone into square two and repeat until number nine is reached.
Skipping
This is wonderful exercise and children can play it alone, with a single rope or with a group using a larger rope. Challenge the children to see how long they can skip for - it's a great calorie-burner. Older children can try their hand at 'Dutch skipping' using two ropes twirled in opposite directions - it's a lot harder than it looks!
Hopping
Great for younger children, you can organise hopping races, see how many times your child can hop, or set up a hopping challenge in which you set out beanbags and the children must hop to each one and pick up the beanbag.
Hula hoop
Another great children's classic. You can have competitions to see who can keep their hoop going around their waist the longest, roll the hoops along the ground, or lie them down and throw bean bags into them, placing them progressively further away.
Rounders
If there are a few of you and you're heading to the park, why not organise a game of rounders - all you need is a bat and a ball and two teams of at least five on each side.
Garden games
The shops abound with games to play on the lawn. There is the lawn classic croquet, the French-inspired boules, quoits, and if your garden is big enough, badminton is always a family favourite.
Outdoor games for kids
by Tracey Williams
Recent research has found that not only are one in ten pre-school children obese, but they're spending less time playing outside. Studies carried out by the Early Learning Centre have revealed that while most parents (87 per cent) strongly believe that outdoor play and physical activities are very important to a child's development, only 11 per cent of children spend up to two hours a day during the weekend playing outside.
Child psychologist Richard Woolfson comments, 'Parents now realise that play is a serious business for children delivering physical as well as social and educational benefits. Outdoor play is as important now as it ever was, and children today can enjoy a great variety of outdoor toys, games and activities which are not only fun but also beneficial to health.'
Now that the summer holidays are upon us, it's an ideal time for parents to start thinking about ways of keeping the kids amused and away from the TV. And with the Summer Olympics around the corner, what better way to entertain them than heading to the park or the garden for some fun sporting activities. Make sure your children include outdoor activities in their daily routine, for better health, a great social life and lots of fun. You're also setting the foundations for your child to enjoy an active, fit adulthood.
Ball games
From simple throwing and catching, to piggy in the middle (three people stand in a line and the two on either end throw the ball between them while the middle person tries to catch it; the middle person becomes a thrower if the ball is caught). You could also try throwing balls through hula hoops or playing dodgeball. And most children love to kick a football to each other or try and score goals. Why not host your own football tournament in a local park?
Hopscotch
This old favourite is a useful standby when a child is playing alone, although it's fun to play with a partner. Mark out the ground in nine chalk squares. Throw a stone into the first square, hop into it, pick up the stone and hop back. Now throw the stone into square two and repeat until number nine is reached.
Skipping
This is wonderful exercise and children can play it alone, with a single rope or with a group using a larger rope. Challenge the children to see how long they can skip for - it's a great calorie-burner. Older children can try their hand at 'Dutch skipping' using two ropes twirled in opposite directions - it's a lot harder than it looks!
Hopping
Great for younger children, you can organise hopping races, see how many times your child can hop, or set up a hopping challenge in which you set out beanbags and the children must hop to each one and pick up the beanbag.
Hula hoop
Another great children's classic. You can have competitions to see who can keep their hoop going around their waist the longest, roll the hoops along the ground, or lie them down and throw bean bags into them, placing them progressively further away.
Rounders
If there are a few of you and you're heading to the park, why not organise a game of rounders - all you need is a bat and a ball and two teams of at least five on each side.
Garden games
The shops abound with games to play on the lawn. There is the lawn classic croquet, the French-inspired boules, quoits, and if your garden is big enough, badminton is always a family favourite.
PUZZLES
Ethan loves puzzles. I gave him this Sulley puzzle for his brithday and he really loves it. There are times when he asks me for help on some of the pieces but I don't mind. As I always say, as long as he's interested and as long as he keeps on wanting to do it, I'm happy. At least I know that he enjoys doing it rather than me forcing him to do it. I just want my boys to discover their likes and interests on their own. =D
Here are some photos of him with the puzzle.
The face of Sulley is the easiest thing to do so that's what he does first.
Now he starts doing the bottom because that's where Sulley's name is and it's easy to find the puzzle pieces because of the yellow color.
Almost done. If you notice, Ethan seems to be chalky. Well, that's because before this activity, he played with the talcum powder. He sprinkled some on his legs and arms. His nose even has a white spot! =D
Here are some photos of him with the puzzle.
The face of Sulley is the easiest thing to do so that's what he does first.
Now he starts doing the bottom because that's where Sulley's name is and it's easy to find the puzzle pieces because of the yellow color.
Almost done. If you notice, Ethan seems to be chalky. Well, that's because before this activity, he played with the talcum powder. He sprinkled some on his legs and arms. His nose even has a white spot! =D
Ethan puts in the last piece. I told him to hold still while I took his photo with the finished puzzle but he ran off. Oh well...
Sunday, June 24, 2007
COUNTRIES AND LANGUAGES
Nikki sure made good use of the globe I bought him the other day. Here are some photos of him while watching his Mickey Mouse DVD.
"How do you say 'hello' in England?"
Nikki looks for England in his globe.
"How do you say 'hello' in France?"
My very happy, homeschooled boy. =D
AAAAARGH!!!
When will this ever end?
A few hours ago, we were eating lunch. Nikki wanted to get water from the refrigerator but Ron, my brother-in-law was in the way. So Nikki said, "Tito Ron, I want some water please." And Ron said, "So, what do you say?" And Nikki said, "Excuse me, Tito Ron." AND THEN my mother-in-law said, "That is exactly why Nikki should go to school, so he will learn words like 'excuse me'." Uh, didn't he just say it? I reeeeeally felt so bad!! I just felt like I was belittled in front of the family. And again, Ruther was not here to defend me. =(
Now don't get me wrong. I love my mother-in-law. She is hardworking and diligent and very amiable. But we just have the wrong ideas in rearing kids. I prefer to teach my boys here at home. I KNOW I can give them the best education this way. She thinks that the best way for them to learn is at school. That's simply where the problem lies. So now, I tell Nikki, "The next time lola (grandma) asks you to go to school, just tell her that you are homeschooled." So there. At least this way, Mama won't feel insulted. She might feel slighted if I said it myself. Sigh.
I know I'm a sensitive person but for me, this is a sensitive issue. I CHOOSE to homeschool my boys not because I don't want them to go to school but because I know this is what's best for us now. So okay, maybe in the future the boys will want to try traditional schooling, that's perfectly fine by me. As long as I know that my boys are thriving and learning their own way, then I have no complaints. But for now, all I want is to be able to educate my boys MY way, the homeschooling way.
Saturday, June 23, 2007
PLAYING IN THE RAIN
Today is such a wonderful rainy day. At around 1130 this morning, it started to rain and boy, did it rain hard. Nikki was quite excited about the rain and asked if he could play in it. I let the rain fall for a few minutes before indulging the boys. I must say it was so much fun seeing them running around on the road outside with only their briefs. It brought back memories of me, my sis and cousins at my grandma's house playing in the rain - in our birthday suits! That was always a lot of fun even if sometimes, we would slip and fall on our butts. Nikki and Ethan were the only kids pla
ying in the rain this morning. I suppose we don't have to worry about getting sick and missing school because they are both homeschooled. But we did see a man standing in the rain outside their home (a few houses away from ours). I think he was a bit envious of the fun the boys were having under the downpour. Anyway, after a good 40 minutes of play, the rain let up and I bathed the boys. Nikki tattled on about how much fun he had in the rain so I promised him that he could do that again next time. Me, I'm just glad that it rained today! =D
Friday, June 22, 2007
CUSTOMIZED LEARNING
Another letter from a homeschooling mom from homeschoolfreestuff.
Customized Homeschooling
Currently my husband and I homeschool our 9 children. We realized early on, (usually within the first few minutes of life) that they were all very different. I knew each one would need to learn according to what suited thier learning techniques and styles.
Well, needless to say, I was taught in the lovely public school system and we all had to learn the same thing at the same time. My kids all have different interests and teaching my daughter about bow season and my son about horses just would not keep them motivated for long.
So to create something they would enjoy and would also learn from, they do a "fact-sheet" every week on something they have interest in. It can be an animal, a vacation spot, or anything they WANT to learn about. They look forward to researching and just plain learning about whatever they choose to write about.
I then once a month have them write a report on one of the fact sheets they wrote about. I have learned so much from them also! Also, We have family time on Friday's where they each read the fact sheets to the younger ones of the family -- and they love it also! The older ones feel so proud and smart ;)!
Hope this gives someone a new fresh idea for their homeschool!
H. Jones
Customized Homeschooling
Currently my husband and I homeschool our 9 children. We realized early on, (usually within the first few minutes of life) that they were all very different. I knew each one would need to learn according to what suited thier learning techniques and styles.
Well, needless to say, I was taught in the lovely public school system and we all had to learn the same thing at the same time. My kids all have different interests and teaching my daughter about bow season and my son about horses just would not keep them motivated for long.
So to create something they would enjoy and would also learn from, they do a "fact-sheet" every week on something they have interest in. It can be an animal, a vacation spot, or anything they WANT to learn about. They look forward to researching and just plain learning about whatever they choose to write about.
I then once a month have them write a report on one of the fact sheets they wrote about. I have learned so much from them also! Also, We have family time on Friday's where they each read the fact sheets to the younger ones of the family -- and they love it also! The older ones feel so proud and smart ;)!
Hope this gives someone a new fresh idea for their homeschool!
H. Jones
INTRODUCTION TO FRACTIONS
I love this block set of the boys. I can't recall when we bought it or if this was a present but I think it's a great learning tool. I'm still not pressuring Nikki to learn fractions (although I tried to show him those in his workbook and he stared at me blankly) but I'm exposing him to measuring cups, measuring spoons and the like just to expose him. But this toy is really great because he could SEE and TOUCH it so it will be better for him to understand fractions later on. Again, I'm not pressuring Nikki and Ethan to learn fractions right now, but at least with these kind of learning tools, it will not be hard for them to grasp that concept. =D
Thursday, June 21, 2007
BUILDING CHARACTER
http://www.charactercounts.org/parents.htm
Parenting to Build Character
Character building is most effective when you regularly see and seize opportunities to:
BE CONSISTENT
The moral messages you send must be clear, consistent and repetitive. Children will judge your values not by what you say but by what you do and what you permit them to do. They will judge you not by your best moments but by your last worst act. Thus, everything you say and do, and all that you allow to be said and done in your presence, either reinforces or undermines the credibility of your messages about the importance of good character. Over and over, use the specific language of the core virtues — trustworthiness, respect, responsibility, fairness, caring, and citizenship — and be as firm and consistent as you can be about teaching, advocating, modeling and enforcing these “Six Pillars of Character.” When you are tired, rushed, or under pressure you are most tempted to rationalize. It may help to remember that the most powerful and lasting lessons about character are taught by making tough choices when the cost of doing the right thing is high.
BE CONCRETE
Messages about good attitudes, character traits and conduct should be explicit, direct, and specific. Building character and teaching ethics is not an academic undertaking, it must be relevant to the lives and experiences of your children. Talk about character and choices in situations that your children have been in. Comment on and discuss things their friends and teachers have done in terms of the Six Pillars of Character.
BE CREATIVE
Effective character development should be creative. It should be active and involve the child in real decision-making that has real consequences (such as teaching responsibility through allocating money from an allowance or taking care of a pet). Games and role-playing are also effective. Look for “teaching moments,” using good and bad examples from TV, movies, and the news.
Parenting to Build Character
Character building is most effective when you regularly see and seize opportunities to:
- Strengthen awareness of moral obligations and the moral significance of choices (ethical consciousness)
- Enhance the desire to do the right thing (ethical commitment)
- Improve the ability to foresee potential consequences, devise options, and implement principled choices (ethical competency)
BE CONSISTENT
The moral messages you send must be clear, consistent and repetitive. Children will judge your values not by what you say but by what you do and what you permit them to do. They will judge you not by your best moments but by your last worst act. Thus, everything you say and do, and all that you allow to be said and done in your presence, either reinforces or undermines the credibility of your messages about the importance of good character. Over and over, use the specific language of the core virtues — trustworthiness, respect, responsibility, fairness, caring, and citizenship — and be as firm and consistent as you can be about teaching, advocating, modeling and enforcing these “Six Pillars of Character.” When you are tired, rushed, or under pressure you are most tempted to rationalize. It may help to remember that the most powerful and lasting lessons about character are taught by making tough choices when the cost of doing the right thing is high.
BE CONCRETE
Messages about good attitudes, character traits and conduct should be explicit, direct, and specific. Building character and teaching ethics is not an academic undertaking, it must be relevant to the lives and experiences of your children. Talk about character and choices in situations that your children have been in. Comment on and discuss things their friends and teachers have done in terms of the Six Pillars of Character.
BE CREATIVE
Effective character development should be creative. It should be active and involve the child in real decision-making that has real consequences (such as teaching responsibility through allocating money from an allowance or taking care of a pet). Games and role-playing are also effective. Look for “teaching moments,” using good and bad examples from TV, movies, and the news.
GLOBE
This is the boys' newest learning tool. Nikki actually demanded I buy the globe. When I asked him why he said that so he "could go around the world in 80 days". That is based on his DVD, a Mickey Mouse story where Mickey Mouse and his friends went around the world in 80 days. So okay, I figured, he will learn more with the globe as a guide.
Nikki already knows the oceans (Pacific, Atlantic, Arctic and Indian) from Little Einsteins. He also knows some of the countries and their flags based on the Mickey DVD. Maybe later on I will teach him the continents and then other countries. For now, he likes looking for the countries. When I say, "Do you see Germany?" and when he can't find it immediately, I add another clue: "It's in Europe, baby." So, he'll then know that Germany is in the European continent. He enjoys the game a lot.
Ethan on the other hand loves the globe for what it is. An inflatable ball. =D But he does call it "Earth". Cute.
Wednesday, June 20, 2007
MORE LESSONS
I bought this book for Nikki and Ethan a few days ago. I mostly bought it for Ethan so he wouldn't color any of Nikki's other workbooks. Besides, Nikki already knows the answers to most of the pages here but I was glad to review him. Here are some of the pages that he answered in only one night...
KIDS
Another fun article... =D
http://www.familycorner.com/parenting/ages/kids_will_be_kids.shtml
Despite Some Mature Moments Kids Will Still Be Kids
by Gwenn Schurgin O'Keeffe, MD, FAAP
Whenever we get together with family and friends who have small kids I can't help but to think to myself "I'm so glad we're out of that stage!" I recall vividly eagerly awaiting the days for our children to finally be past that phase of the unexpected.
A few years ago, I thought I had finally arrived at that eagerly awaited moment. My kids seemed well past the chaos and impulsivity of their earlier years. It had been quite a while since we had to create a perimeter and monitor their every move, or worry about markers on walls or counters, painted hand prints on the floor, giving dolls or things other than paper haircuts with safety scissors, or sticking a small something into a body orifice. But almost as soon as we started believing our kids were "mature for their ages", our 6 year old daughter did something that caused our little fantasy to slam hard against the reality that she still was a little girl: she gave herself a haircut.
This was one of those parenting moments that rendered me speechless. This was something that other people's kids did - never mine! I will never forget that day. I walked into her room to kiss her good night and couldn't help but notice she looked a bit different. I walked past the pile of hair on the floor next to the purple safety scissors a few times innocently thinking she gave another Barbie a haircut. While holding the evidence, I turned to her and said "Oh my God... why?" Her response: "My bangs were bugging me". To add insult to injury, the next day her teachers and friends actually complimented her on her new haircut, not knowing she did it herself!
To try and reinforce to her that perhaps next time she should pause before she leaps, I came up with the creme de la creme of punishments: telling her dad who was not yet home. When she yelped: "You tell Daddy. It's too hard!" I knew I had found her Achilles heel. So, I quietly dialed my husband's cell and through a waterfall of tears she blurted out: "I gave myself a haircut and didn't tell Mommy!"
To her surprise, while shocked ("I thought we were beyond this with her" was his comment later on), he was not mad and actually told her he was proud of her for being brave enough to tell him. Then he added that "scissor privileges were revoked until further notice - and maybe forever". Gotta have that parental melodrama in there somewhere! Plus, to a 6 year old, one day seems like forever.
We learned two big lessons that haircutting day. First, kids are kids and will do dumb things at times. Second, not overreacting to the small things is likely the only way to get our kids to be brave enough to come to us with the big things. I can't tell you how often I see kids terrified for turning to their parents. One little nine year old was frantic a few years ago at an after school ski program because she lost $3.00. "My mom will kill me!" was her comment. I remember another worried she painted her nails at a friend's house. Those parents will find themselves with some sticky years if they don't find a way to temper their expectations with the reality of their kids' ages.
I view kids younger years as the minor leagues for the teenage and young adult times when the ante is up'd big time on the type of messes our kids will potentially get themselves into. This is a trust road that is not only a two way street but includes many speed bumps and pot holes. For our kids to trust us enough to come to us, we have to let them off the hook a bit when they do and remain calm and approachable.
The more age-appropriate we are with our expectations for our kids the easier it will be to ward off some chaos, and be more prepared for the unexpected. For example, you can talk to your 3 year old for hours about why marking walls with markers is not a good idea but they just won't get it - not until they are older. So, put the markers away and supervise more closely next time the markers are out. And, just to be safe, invest in the washable kind.
So, next time your child does something that throws you for a loop, once you peel yourself off the ceiling and take a deep breathe, remind yourself that if it can happen on TV and to friends of yours with kids the same age, it can and will happen to you!
I guess I have to face the music that my hope that my kids will turn that corner on the chaos years is all one big fantasy. And, since I have not yet experienced the teenage years, I'm a bit worried about what tomorrow's unexpected moment will be... but at least I know it's coming.
http://www.familycorner.com/parenting/ages/kids_will_be_kids.shtml
Despite Some Mature Moments Kids Will Still Be Kids
by Gwenn Schurgin O'Keeffe, MD, FAAP
Whenever we get together with family and friends who have small kids I can't help but to think to myself "I'm so glad we're out of that stage!" I recall vividly eagerly awaiting the days for our children to finally be past that phase of the unexpected.
A few years ago, I thought I had finally arrived at that eagerly awaited moment. My kids seemed well past the chaos and impulsivity of their earlier years. It had been quite a while since we had to create a perimeter and monitor their every move, or worry about markers on walls or counters, painted hand prints on the floor, giving dolls or things other than paper haircuts with safety scissors, or sticking a small something into a body orifice. But almost as soon as we started believing our kids were "mature for their ages", our 6 year old daughter did something that caused our little fantasy to slam hard against the reality that she still was a little girl: she gave herself a haircut.
This was one of those parenting moments that rendered me speechless. This was something that other people's kids did - never mine! I will never forget that day. I walked into her room to kiss her good night and couldn't help but notice she looked a bit different. I walked past the pile of hair on the floor next to the purple safety scissors a few times innocently thinking she gave another Barbie a haircut. While holding the evidence, I turned to her and said "Oh my God... why?" Her response: "My bangs were bugging me". To add insult to injury, the next day her teachers and friends actually complimented her on her new haircut, not knowing she did it herself!
To try and reinforce to her that perhaps next time she should pause before she leaps, I came up with the creme de la creme of punishments: telling her dad who was not yet home. When she yelped: "You tell Daddy. It's too hard!" I knew I had found her Achilles heel. So, I quietly dialed my husband's cell and through a waterfall of tears she blurted out: "I gave myself a haircut and didn't tell Mommy!"
To her surprise, while shocked ("I thought we were beyond this with her" was his comment later on), he was not mad and actually told her he was proud of her for being brave enough to tell him. Then he added that "scissor privileges were revoked until further notice - and maybe forever". Gotta have that parental melodrama in there somewhere! Plus, to a 6 year old, one day seems like forever.
We learned two big lessons that haircutting day. First, kids are kids and will do dumb things at times. Second, not overreacting to the small things is likely the only way to get our kids to be brave enough to come to us with the big things. I can't tell you how often I see kids terrified for turning to their parents. One little nine year old was frantic a few years ago at an after school ski program because she lost $3.00. "My mom will kill me!" was her comment. I remember another worried she painted her nails at a friend's house. Those parents will find themselves with some sticky years if they don't find a way to temper their expectations with the reality of their kids' ages.
I view kids younger years as the minor leagues for the teenage and young adult times when the ante is up'd big time on the type of messes our kids will potentially get themselves into. This is a trust road that is not only a two way street but includes many speed bumps and pot holes. For our kids to trust us enough to come to us, we have to let them off the hook a bit when they do and remain calm and approachable.
The more age-appropriate we are with our expectations for our kids the easier it will be to ward off some chaos, and be more prepared for the unexpected. For example, you can talk to your 3 year old for hours about why marking walls with markers is not a good idea but they just won't get it - not until they are older. So, put the markers away and supervise more closely next time the markers are out. And, just to be safe, invest in the washable kind.
So, next time your child does something that throws you for a loop, once you peel yourself off the ceiling and take a deep breathe, remind yourself that if it can happen on TV and to friends of yours with kids the same age, it can and will happen to you!
I guess I have to face the music that my hope that my kids will turn that corner on the chaos years is all one big fantasy. And, since I have not yet experienced the teenage years, I'm a bit worried about what tomorrow's unexpected moment will be... but at least I know it's coming.
Tuesday, June 19, 2007
BOOKS
These are the books we are currently reading right now. I bought all of these from Booksale, one of my favorite bookstores. =D
I got this book for Ethan because he is a kinesthetic learner. He really loves books that he could touch and flip and smell. And he also loves vehicles so this book was a hit with him. Nikki liked this also because of the story. =D
Yes, this book has tires! How cute is that? It's a book and a toy. Ethan loves playing with it and looking at the many vehicles for construction.
This one is such a creative book, with traffic lights. The text was a bit lengthy but I'm sure years from now, the boys will still appreciate this book. I love the traffic lights!! =D
I got this book for Ethan because he is a kinesthetic learner. He really loves books that he could touch and flip and smell. And he also loves vehicles so this book was a hit with him. Nikki liked this also because of the story. =D
Yes, this book has tires! How cute is that? It's a book and a toy. Ethan loves playing with it and looking at the many vehicles for construction.
This one is such a creative book, with traffic lights. The text was a bit lengthy but I'm sure years from now, the boys will still appreciate this book. I love the traffic lights!! =D
Nikki found this book to be so interesting after i taught him how to scratch and sniff. He however refused to sniff the log because according to him, it was "baho" (smelled bad). It was scandalwood and I think he found the scent too strong so he said that. But he likes the smell of the flowers and of course, his favorite, mint. After he sniffed that, he said, "Mommy, it smells like Mentos!" =D
Subscribe to:
Posts (Atom)
