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
TEACHING HONESTY
http://www.raisingkids.co.uk/4_9/PRI_HR01.ASP
Liar, Liar... Encouraging Kids To Be Honest
Children lie for the same reasons that adults lie, to escape punishment, to avoid disapproval or just to make things easier for themselves.
Young children are very transparent and it's obvious when they lie. As they get older they become more adept at deceit and unfortunately become better liars. The best tactic is to make sure openness is recognised and rewarded in the earlier years when it's easier to spot lies.
I never!
Lies like 'I didn't do it' or 'someone else did it' come from fear of punishment or disapproval. Separate the misdemeanor from the lie. Mistakes happen and your child should understand that you don't expect her to be perfect. You do, however, expect her to be honest.
Caught red-handed
If you're sure she's guilty, make it easy for her to own up. Instead of asking 'Did you break your sister's toy?' say 'I notice her toy is broken. Do you have a plan to make it up to her?' This shows you're calm about the misdemeanor and are concentrating on finding a solution to the problem.
Don't play policeman
Avoid trick questions to catch her out. This tells your daughter that you expect her to lie and are trying to trap her. Try to convey the message that you expect her to tell the truth.
If she lies, don't force a confession. State simply that what she says doesn't sound like the truth to you. Tell her that you know she may feel scared of telling the truth. Suggest that she take half an hour or so to think and you can talk together about it later. Be calm and avoid an accusing tone.
Fibbing not Lying
No child is a liar by nature. Don't look at lying as a sign that she will be a bad person. Most adults understand that the lies children tell are usually very trivial - that's why we call them 'fibs' which is much more appropriate for what children do. Lying happens because it is preferable to telling the truth and perhaps your child is afraid to tell the truth. Once she has told the lie is she afraid to own up, because then she will be in big trouble for lying. Remember her age: in some cases will have difficulty in distinguishing truth from fantasy.
Truth and consequences
Don't say she won't be punished if she tells the truth. Letting her off the hook like this doesn't solve any problems. But make it clear that she will be in worse trouble for lying. Point out the consequences of lies - someone else will be blamed, people won't trust you in future.
Once she owns up, don't lecture or get angry because she lied to you before. Don't label her a liar. Once it's over, forget about it. Show appreciation for owning up and telling the truth.
Make it easy for her to own up
Take a softly softly approach. If you know she is lying, don't get upset. Say very gently ' Is that really true? I don't think so, do you?' . Say it with a smile. Make it easy for her to own up to a lie.
And then...
Acknowledge her honesty and praise her for telling the truth. Say something like, 'I'm glad you didn't tell me a fib. I like it much better when you tell me the truth.' If she gets positive response to telling the truth or admitting to telling a lie, then she is more likely to stick to the truth.
Liar, Liar... Encouraging Kids To Be Honest
Children lie for the same reasons that adults lie, to escape punishment, to avoid disapproval or just to make things easier for themselves.
Young children are very transparent and it's obvious when they lie. As they get older they become more adept at deceit and unfortunately become better liars. The best tactic is to make sure openness is recognised and rewarded in the earlier years when it's easier to spot lies.
I never!
Lies like 'I didn't do it' or 'someone else did it' come from fear of punishment or disapproval. Separate the misdemeanor from the lie. Mistakes happen and your child should understand that you don't expect her to be perfect. You do, however, expect her to be honest.
Caught red-handed
If you're sure she's guilty, make it easy for her to own up. Instead of asking 'Did you break your sister's toy?' say 'I notice her toy is broken. Do you have a plan to make it up to her?' This shows you're calm about the misdemeanor and are concentrating on finding a solution to the problem.
Don't play policeman
Avoid trick questions to catch her out. This tells your daughter that you expect her to lie and are trying to trap her. Try to convey the message that you expect her to tell the truth.
If she lies, don't force a confession. State simply that what she says doesn't sound like the truth to you. Tell her that you know she may feel scared of telling the truth. Suggest that she take half an hour or so to think and you can talk together about it later. Be calm and avoid an accusing tone.
Fibbing not Lying
No child is a liar by nature. Don't look at lying as a sign that she will be a bad person. Most adults understand that the lies children tell are usually very trivial - that's why we call them 'fibs' which is much more appropriate for what children do. Lying happens because it is preferable to telling the truth and perhaps your child is afraid to tell the truth. Once she has told the lie is she afraid to own up, because then she will be in big trouble for lying. Remember her age: in some cases will have difficulty in distinguishing truth from fantasy.
Truth and consequences
Don't say she won't be punished if she tells the truth. Letting her off the hook like this doesn't solve any problems. But make it clear that she will be in worse trouble for lying. Point out the consequences of lies - someone else will be blamed, people won't trust you in future.
Once she owns up, don't lecture or get angry because she lied to you before. Don't label her a liar. Once it's over, forget about it. Show appreciation for owning up and telling the truth.
Make it easy for her to own up
Take a softly softly approach. If you know she is lying, don't get upset. Say very gently ' Is that really true? I don't think so, do you?' . Say it with a smile. Make it easy for her to own up to a lie.
And then...
Acknowledge her honesty and praise her for telling the truth. Say something like, 'I'm glad you didn't tell me a fib. I like it much better when you tell me the truth.' If she gets positive response to telling the truth or admitting to telling a lie, then she is more likely to stick to the truth.
Monday, June 18, 2007
BLOW PENS
My sister gave this set of blowpens to the boys a few days ago. I could not find any of the bond papers we have around here (because everything's not in their proper place due to the ongoing renovations) so I gave them 2 folders to use for their creations. Ethan was very excited. Nikki had some difficulty blowing but at least he kept on trying. Because they enjoyed the activity a lot, they used up all the pens! But no worries because I bought them another set and it only cost P30! Another great thing? It's washable. =D
Sunday, June 17, 2007
Saturday, June 16, 2007
PARENTING BOYS
http://www.allaboutparenting.org/parenting-boys-faq.htm
Parenting Boys: How can I instill virtues in my son at an early age?
Parenting boys is joyful and serious work! It is both a wild ride on an all terrain vehicle through the mountains and a quiet Saturday snuggled up reading. Parenting boys is like holding a tiger by the tail and later that same day, like a new puppy cuddled up asleep on your lap. Our boys are the male leaders of tomorrow. How can we instill values in them at an early age so they grow up to be honest, responsible, hard-working, trustworthy men?
As the parents of boys, we must learn to be their benevolent ruler. We must expect to be respected and obeyed. We must not tolerate rebellious or disrespectful behavior. We are our son's first image of authority. As he treats us, he will go on to treat other authority figures as he gets out into the world.
Here are some tips for parenting boys that we can suggest:
Parenting Boys: How can I instill virtues in my son at an early age?
Parenting boys is joyful and serious work! It is both a wild ride on an all terrain vehicle through the mountains and a quiet Saturday snuggled up reading. Parenting boys is like holding a tiger by the tail and later that same day, like a new puppy cuddled up asleep on your lap. Our boys are the male leaders of tomorrow. How can we instill values in them at an early age so they grow up to be honest, responsible, hard-working, trustworthy men?
As the parents of boys, we must learn to be their benevolent ruler. We must expect to be respected and obeyed. We must not tolerate rebellious or disrespectful behavior. We are our son's first image of authority. As he treats us, he will go on to treat other authority figures as he gets out into the world.
Here are some tips for parenting boys that we can suggest:
- Point out desirable behaviors to your son. When you read "Where the Red Fern Grows," point out that Billy made and saved his own money for two years to buy his own hunting dogs.
- Be a good example to your son. If your son hears you lying on the phone to your boss, he will get the message that lying is okay if the situation calls for it. Be consistent and follow your own rules!
- Praise good behavior. Always make it a point to "catch" your son doing something good. If he helps his little sister up when she falls off her bike, praise him for being compassionate and helpful.
- Don't let bad behavior slide by. The longer a child is allowed to get away with something, the more difficult it will be to break the habit later. Nip bad behavior in the bud, before it becomes a habit!
- Discuss current events. Depending on your son's age, talk with him about what is on the news or what is going on in his school. Point out good and bad behavior and the resulting consequences for those involved.
- Remember, someone once said that values cannot be learned in a day, but must be learned day-by-day. Be loving, be available, be consistent. Your sons deserve it.
CREATIVE IDEAS
http://www.educationworld.com/a_lesson/fillers/fillers021.shtml
Correct the Teacher
Builds listening skills
Instruct students to follow along as you read. Let them know that you will make mistakes as you read on purpose. You might throw in errors of grammar and pronunciation. You might insert errors that are out of context. As the students pick up on an error, they should quickly raise their hands. See who will be first to spot each error.
Videotape Book Report
Builds presentation and analysis skills
Set up a video camera in the back of the room and have each child videotape him or herself presenting a 30-second "commercial" for a book they read. The students should tell what is good about the book within 30 seconds and then they have 2 more minutes to read a favorite passage from the book -- a passage that might motivate others to want to read the book!
Detective Spellcheck
Builds spelling and observation skills
Write 10 words on the board. These should be words the students already know. (This week's spelling words might be good words to use.) Go over the list of words with students. Then instruct them to lay their heads on their desks. When their heads are down, erase one of the words and rewrite it with a spelling error in it. When you announce "Go to work, detectives!" the students can raise their heads and try to figure out which word is misspelled. You can have students raise their hands as soon as they figure out which word is misspelled, or you can have each student write the correct spelling of the misspelled word on a sheet of paper. Correct the papers for a spelling grade.
A-B-C, 1-2-3
Builds sequencing skills
Provide a variety of boxed items from the supermarket. Challenge students put the boxes in sequence. They might sequence numerically according to weight, length, or price; or they might sequence by alphabetical order.
Math in Real Life
Builds awareness of the role of math in real life
Try to make time each day for students to share ways in which they encounter math in real life. Keep a running list of the places and times they find math -- to drive home the understanding that math skills are very important and practical in life.
Correct the Teacher
Builds listening skills
Instruct students to follow along as you read. Let them know that you will make mistakes as you read on purpose. You might throw in errors of grammar and pronunciation. You might insert errors that are out of context. As the students pick up on an error, they should quickly raise their hands. See who will be first to spot each error.
Videotape Book Report
Builds presentation and analysis skills
Set up a video camera in the back of the room and have each child videotape him or herself presenting a 30-second "commercial" for a book they read. The students should tell what is good about the book within 30 seconds and then they have 2 more minutes to read a favorite passage from the book -- a passage that might motivate others to want to read the book!
Detective Spellcheck
Builds spelling and observation skills
Write 10 words on the board. These should be words the students already know. (This week's spelling words might be good words to use.) Go over the list of words with students. Then instruct them to lay their heads on their desks. When their heads are down, erase one of the words and rewrite it with a spelling error in it. When you announce "Go to work, detectives!" the students can raise their heads and try to figure out which word is misspelled. You can have students raise their hands as soon as they figure out which word is misspelled, or you can have each student write the correct spelling of the misspelled word on a sheet of paper. Correct the papers for a spelling grade.
A-B-C, 1-2-3
Builds sequencing skills
Provide a variety of boxed items from the supermarket. Challenge students put the boxes in sequence. They might sequence numerically according to weight, length, or price; or they might sequence by alphabetical order.
Math in Real Life
Builds awareness of the role of math in real life
Try to make time each day for students to share ways in which they encounter math in real life. Keep a running list of the places and times they find math -- to drive home the understanding that math skills are very important and practical in life.
Friday, June 15, 2007
ETHAN'S BIRTHDAY PICS
Happy Birthday Ethan!! A real Cars fan. KA-CHOW!!
(I love the birthday cake. I think it's very cute!)
Thursday, June 14, 2007
TAKING THE OPPORTUNITY
I am now one of the many people who are taking the opportunity to earn while blogging. It's not easy being a stay-at-home mom and being totally dependent financially on my husband. For the longest time, I have wanted to join the many paid blogging sites but I did not have the courage to do so for fear of doing something wrong. But when friends recommended bloggerwave I decided to give it a try. I figured, I could always give it a shot. Besides, what else am I good at these days except blogging (and homeschooling, of course). I registered my blog and I was approved! And so, the first step is done.
I am actually quite excited about this. I still find everything new but I am sure that I will continue to blog away everyday like I always do. Yup, only a few months since I started blogging, I realized that my day is not complete when I check my blog and post something... anything. So why don't you drop by bloggerwave too and see what opportunities they have in store for you. They just might wokr for both you and me. =D
Bloggerwave
I am actually quite excited about this. I still find everything new but I am sure that I will continue to blog away everyday like I always do. Yup, only a few months since I started blogging, I realized that my day is not complete when I check my blog and post something... anything. So why don't you drop by bloggerwave too and see what opportunities they have in store for you. They just might wokr for both you and me. =D
Bloggerwave
ANOTHER LETTER
Here's another beautiful letter from a homeschooling mom (www.homeschoolfreestuff.com)...
Relaxed Homeschooling: How I Jumped In
When we started homeschooling officially last September, I didn't really know what I was expected to do versus not do with a child at home learning. I had read everything I could get my hands on since the day she was born concerning this topic but to really be doing it was another matter to me. I had taken an introduction to homeschooling class at a nearby church, hoping that my answers would be found there. Not finding satisfactory answers to the questions I had concerning the "right" way to homeschool, I jumped right in with school anyway.
I had been told everything from you wouldn't need to spend anything to some whom spent close to $1,000 per year per child. I also had been told about all sorts of books, lesson plans and other manipulatives that one just had to have to homeschool. I had visited many different households that ranged from an actual schoolroom complete with a library including rows and a system to find books to just a table in the kitchen.
A suffocating feeling began to completely overwhelm me. It made me remember when my daughter was two and a helpful friend gave me a stack of catalogs when I expressed an interest. Being an avid reader, I figured looking through a bunch of catalogs would be fun. That was hardly true as I tried to make sense of all this confusing information.
In the end, I purchased nothing and headed for the library instead. The way I thought, Kindergarten was optional anyway in our state, so I couldn't really mess up something that wasn't even required by law. With a bachelor's degree myself, I figured I had time to learn how to homeschool even if maybe we weren't doing it correctly this first year.
I am really happy that we started this year with no lesson plans, no formal curriculum, and no schedule of how our days would be. I felt that she was just a child and she should enjoy this part of her life. I never wanted to rush her growing up. I felt that today we want our children to know too much, too soon. I saw the other families rushing around and the mothers were so tired. As I was totally enjoying our days this year, I often wondered if we were actually doing school wrong. So, I read more about how to homeschool. It was then that I read about unschooling.
I had never heard anything like this and it was so similar to the way we were doing things. Anything that was learning counted as school for the day. The line that divided our day of actual school and just life was so blurred there was barely any distinction at all. The attendance record I had printed out to keep for her 180 days of school filled up quickly as I realized we were learning all seven days a week. It was in bits and spurts; nothing formal. Some days we would delve far into a topic and others we would just brush the surface of something. But we were learning and that was all it was about in my view. When confronted with some that schooled 4 days versus 5 days a week, I just laughed inside as I again felt the freedom of not having a schedule.
Part of me wondered as we were playing with the garden outside if she was learning what she needed to know when. Fearful that perhaps we weren't doing school correctly yet, I asked around. Finding stressed out mothers was perhaps the biggest shock to me. Homeschooling is supposed to bring freedom into our lives, not stress. I listened and found these same mothers who supported the freedom mentioned as an idea were not able to make it a reality in their own lives.
Again, I found that learning from life naturally is so fun and free. As this year draws to a close in the education realm, I am finding that school for us is really life. I am not comparing myself to others any longer. We've made it through one year and it was fantastic. I wouldn't do anything different. In fact, school for us will never really end one year and take a break. Life doesn't so we shall just go on as we have all year.
Did my child learn all she needed to know with the freedom of unschooling this year? If I were to take inventory of all she has done, I would say her experiences have been great and varied. She has learned how to read, done compound math problems, started her multiplication tables, tried every scientific experiment she can get me to help her with and stretched her creativity with all sorts of art media. She has grown in areas I never expected. The biggest blessing of all has been seeing her desire to learn only grow and multiply. I have never had to force her to learn. She needs a mere guided hand from me. I have come to see that this is what unschooling is all about and we are absolutely having a ball.
-K.B.-
Relaxed Homeschooling: How I Jumped In
When we started homeschooling officially last September, I didn't really know what I was expected to do versus not do with a child at home learning. I had read everything I could get my hands on since the day she was born concerning this topic but to really be doing it was another matter to me. I had taken an introduction to homeschooling class at a nearby church, hoping that my answers would be found there. Not finding satisfactory answers to the questions I had concerning the "right" way to homeschool, I jumped right in with school anyway.
I had been told everything from you wouldn't need to spend anything to some whom spent close to $1,000 per year per child. I also had been told about all sorts of books, lesson plans and other manipulatives that one just had to have to homeschool. I had visited many different households that ranged from an actual schoolroom complete with a library including rows and a system to find books to just a table in the kitchen.
A suffocating feeling began to completely overwhelm me. It made me remember when my daughter was two and a helpful friend gave me a stack of catalogs when I expressed an interest. Being an avid reader, I figured looking through a bunch of catalogs would be fun. That was hardly true as I tried to make sense of all this confusing information.
In the end, I purchased nothing and headed for the library instead. The way I thought, Kindergarten was optional anyway in our state, so I couldn't really mess up something that wasn't even required by law. With a bachelor's degree myself, I figured I had time to learn how to homeschool even if maybe we weren't doing it correctly this first year.
I am really happy that we started this year with no lesson plans, no formal curriculum, and no schedule of how our days would be. I felt that she was just a child and she should enjoy this part of her life. I never wanted to rush her growing up. I felt that today we want our children to know too much, too soon. I saw the other families rushing around and the mothers were so tired. As I was totally enjoying our days this year, I often wondered if we were actually doing school wrong. So, I read more about how to homeschool. It was then that I read about unschooling.
I had never heard anything like this and it was so similar to the way we were doing things. Anything that was learning counted as school for the day. The line that divided our day of actual school and just life was so blurred there was barely any distinction at all. The attendance record I had printed out to keep for her 180 days of school filled up quickly as I realized we were learning all seven days a week. It was in bits and spurts; nothing formal. Some days we would delve far into a topic and others we would just brush the surface of something. But we were learning and that was all it was about in my view. When confronted with some that schooled 4 days versus 5 days a week, I just laughed inside as I again felt the freedom of not having a schedule.
Part of me wondered as we were playing with the garden outside if she was learning what she needed to know when. Fearful that perhaps we weren't doing school correctly yet, I asked around. Finding stressed out mothers was perhaps the biggest shock to me. Homeschooling is supposed to bring freedom into our lives, not stress. I listened and found these same mothers who supported the freedom mentioned as an idea were not able to make it a reality in their own lives.
Again, I found that learning from life naturally is so fun and free. As this year draws to a close in the education realm, I am finding that school for us is really life. I am not comparing myself to others any longer. We've made it through one year and it was fantastic. I wouldn't do anything different. In fact, school for us will never really end one year and take a break. Life doesn't so we shall just go on as we have all year.
Did my child learn all she needed to know with the freedom of unschooling this year? If I were to take inventory of all she has done, I would say her experiences have been great and varied. She has learned how to read, done compound math problems, started her multiplication tables, tried every scientific experiment she can get me to help her with and stretched her creativity with all sorts of art media. She has grown in areas I never expected. The biggest blessing of all has been seeing her desire to learn only grow and multiply. I have never had to force her to learn. She needs a mere guided hand from me. I have come to see that this is what unschooling is all about and we are absolutely having a ball.
-K.B.-
Wednesday, June 13, 2007
HOW COOL IS THIS BOOK?
I found this book at a secondhand bookstore. It was only priced at P65! I really love it because I think it's very creative. Even Nikki enjoys reading this book. I wish most kids books were this interesting. Not only is it cute, it also teaches rhyming words. Love love love it!
Yummy-looking book!! =D
Yummy-looking book!! =D
Monday, June 11, 2007
TEACHING SAFETY
http://www.bbc.co.uk/parenting/your_kids/safety_out.shtml
Getting the message across
By about the age of three, you can start teaching children some simple safety rules - particularly road safety.
Practise crossing the road and explain why they should never step out between parked cars.
You should also show them secure places to play. Point out unsafe places such as rivers or busy roads and explain what makes them dangerous.
Another vital safety rule is: "Never go off with anyone you don't know - even another child - without checking with me first."
As they get older, make sure your children know their full name, address and telephone number. They may not confidently remember these until they're about five or six, so check periodically whether they remember them.
You should also teach your child how to ask for and get help.
What if your child becomes lost?
It's a heart-stopping moment when your child disappears from view, so you should help her to understand what to do if she becomes lost.
Taking a sensible approach
Most experts agree it's not helpful to tell children not to speak to all strangers, as this can make them worry excessively about dangers in the world.
If your child can't talk to any strangers, they can't seek help if they're in danger or lost, so tell them about appropriate people to speak to.
Making safe choices
As your children get older, they need independence and freedom to explore, but they also need to be aware of potentially unsafe situations. You can help them by:
How you can help your child
There are lots of things you can do to keep your child safe. Here are some ideas:
Getting the message across
By about the age of three, you can start teaching children some simple safety rules - particularly road safety.
Practise crossing the road and explain why they should never step out between parked cars.
You should also show them secure places to play. Point out unsafe places such as rivers or busy roads and explain what makes them dangerous.
Another vital safety rule is: "Never go off with anyone you don't know - even another child - without checking with me first."
As they get older, make sure your children know their full name, address and telephone number. They may not confidently remember these until they're about five or six, so check periodically whether they remember them.
You should also teach your child how to ask for and get help.
What if your child becomes lost?
It's a heart-stopping moment when your child disappears from view, so you should help her to understand what to do if she becomes lost.
- Always arrange a safe meeting place so she knows where to go if you get separated - this might be by the checkout or central information point in a shop
- Talk about the people she can ask for help - a shop assistant, a mum with a child, or a police officer if they see one in the street
- Consider safe places on your local routes, such as the library or doctor's surgery
- Explain that if ever she feels threatened, it's all right to yell, kick and run from the situation
Taking a sensible approach
Most experts agree it's not helpful to tell children not to speak to all strangers, as this can make them worry excessively about dangers in the world.
If your child can't talk to any strangers, they can't seek help if they're in danger or lost, so tell them about appropriate people to speak to.
Making safe choices
As your children get older, they need independence and freedom to explore, but they also need to be aware of potentially unsafe situations. You can help them by:
- Discussing what might be an unsafe situation
- Role-playing so they know what to do when worried or any danger
How you can help your child
There are lots of things you can do to keep your child safe. Here are some ideas:
- Encourage coping and independence from an early age
- Let your child take some risks in a controlled way to build confidence, for example going to the corner shop while you follow some distance behind
- Allow lots of time for free play and messing about with other children - don't restrict them to adult-supervised activities
- Encourage good communication about what yor child and her friends can do together
- If your child's afraid of trying new things, work at developing a 'can-do' attitude
- With more robust children, explain that some risks are just too dangerous and negotiate safe, agreed boundaries
- If possible, get together with other adults in your neighbourhood to take active steps to look out for the safety of each other's children
Friday, June 8, 2007
ANOTHER LOVELY LETTER
From a homeschooling mom
Learning When It Feels Right
It's Thursday. Although I told myself early in the week that I would try to do a lot of school early in the week, I have not accomplished the goal I set for our school and myself. Monday we worked most of the day and got off to a wonderful start. Tuesday we had soccer at 1:00, knitting at four thirty and Triad Tapestry Choir at 7:00. So not much school got done that day. Then I locked my keys in the trunk and had to call my husband. It was later when we got home and everyone went straight to bed… with a little prodding. Wonderful Wednesday, our local learning co-op used up Wednesday morning and the afternoon was full of starts and stops. It is Thursday and we skate starting in just a little while. I am over that too so I have to be there.
Somewhere through the week I lost sight of the fact that living is learning. "School" seems so relevant when you plan to get certain things done, and to learn a certain amount, by a certain time. But in our home -- school is life. There is no separation. I am learning to think more in the moment… and I hope I teach my kids this mindset too.
What if we stopped breathing after this breath? Would we have enjoyed the last few moments of our lives?
Be still. Take a moment. Be thankful for everything in life… even trials. What are we supposed to learn from the hard stuff? Just look at all the good things in life. I am so grateful to be with my children, to feel their warmth against me as we lie on the bed and have school. I smell my son's breath as he reads aloud. I think about how his breathe smells… like "puppy-breath"... all sweet and innocent.
Moments before Emme was singing "In Constant Sorrow" from "Oh, Brother!" with a ukulele with one string. It didn't seem to bother her, but it was pretty annoying to my son -- but funny nonetheless.
My son looked up from his math book (the one he hates) and smiled his innocent smile. "Mom, right now my body is surging with energy so much that I think math is not an option for my brain right now."
So I asked what subject could use up all that energy. He said, "Well, Mom I was thinking that if I rode my bike a while, my heart muscle would be activated, my blood would pump harder and get some fresh oxygen -- thanks to my lungs, and maybe the brain could work better… later after it got some fresh blood, what do you think? I might better apply myself. What do you say?
I have learned to appreciate my kids for who they are. My son just plainly told me that his mind was not into what he is doing now so I have learned to trust him. He knows how he feels. I taught him to be honest and here he is doing what I taught him. Another day when I was not so understanding I might scream something about having to get a job somewhere at a fast food place because he cannot do math…. but I decided to trust him and let him have his way… for now.
Children came later in life for me. So I have learned not to have pre-conceived notions about what the days hold, or what I need to get done. I allow myself to revel in each moment and to appreciate the fact that I get to be with my most favorite students and that they will learn what they need to know… when their brains are ready.
-Anita Shaver-
Learning When It Feels Right
It's Thursday. Although I told myself early in the week that I would try to do a lot of school early in the week, I have not accomplished the goal I set for our school and myself. Monday we worked most of the day and got off to a wonderful start. Tuesday we had soccer at 1:00, knitting at four thirty and Triad Tapestry Choir at 7:00. So not much school got done that day. Then I locked my keys in the trunk and had to call my husband. It was later when we got home and everyone went straight to bed… with a little prodding. Wonderful Wednesday, our local learning co-op used up Wednesday morning and the afternoon was full of starts and stops. It is Thursday and we skate starting in just a little while. I am over that too so I have to be there.
Somewhere through the week I lost sight of the fact that living is learning. "School" seems so relevant when you plan to get certain things done, and to learn a certain amount, by a certain time. But in our home -- school is life. There is no separation. I am learning to think more in the moment… and I hope I teach my kids this mindset too.
What if we stopped breathing after this breath? Would we have enjoyed the last few moments of our lives?
Be still. Take a moment. Be thankful for everything in life… even trials. What are we supposed to learn from the hard stuff? Just look at all the good things in life. I am so grateful to be with my children, to feel their warmth against me as we lie on the bed and have school. I smell my son's breath as he reads aloud. I think about how his breathe smells… like "puppy-breath"... all sweet and innocent.
Moments before Emme was singing "In Constant Sorrow" from "Oh, Brother!" with a ukulele with one string. It didn't seem to bother her, but it was pretty annoying to my son -- but funny nonetheless.
My son looked up from his math book (the one he hates) and smiled his innocent smile. "Mom, right now my body is surging with energy so much that I think math is not an option for my brain right now."
So I asked what subject could use up all that energy. He said, "Well, Mom I was thinking that if I rode my bike a while, my heart muscle would be activated, my blood would pump harder and get some fresh oxygen -- thanks to my lungs, and maybe the brain could work better… later after it got some fresh blood, what do you think? I might better apply myself. What do you say?
I have learned to appreciate my kids for who they are. My son just plainly told me that his mind was not into what he is doing now so I have learned to trust him. He knows how he feels. I taught him to be honest and here he is doing what I taught him. Another day when I was not so understanding I might scream something about having to get a job somewhere at a fast food place because he cannot do math…. but I decided to trust him and let him have his way… for now.
Children came later in life for me. So I have learned not to have pre-conceived notions about what the days hold, or what I need to get done. I allow myself to revel in each moment and to appreciate the fact that I get to be with my most favorite students and that they will learn what they need to know… when their brains are ready.
-Anita Shaver-
Thursday, June 7, 2007
WORKSHEETS
Some of Nikki's worksheets...
I was quite happy with Nikki's work here. Even if he had to read the paragraph again to determine the order of the groceries, he still did well and so I'm proud of him. =D
Nikki already knows the days of the week, even their spelling. But I wasn't so sure if he knew them at random so this worksheet helped a lot in this evaluation. After he answered it, I could say that he does know the days of the week fairly well. =D
Wednesday, June 6, 2007
SEEING EYE TO EYE...OR NOT?
http://www.justmommies.com/articles/parents_disagree.shtml
When Parents Disagree
Moms and dads, are there times you think that parenting would be easier if you didn't have to make family decisions? Having a partner that is not in agreement with your parenting ideas or discipline approaches is more than just frustrating. It can be a cause of division in even the best of relationships. Furthermore, how you handle your disagreements will have a direct impact on your relationship with your partner and with your children.
It would be great if every couple agreed on everything but that is an unlikely event. One partner may have been raised in a relaxed environment; another may have been raised in a very strict home. What is acceptable by one partner may be appalling to another. It is important to discuss with your partner what your parenting objectives are. Decide what values are important to both of you. You will find that some things are more important to you than to your partner and vice versa. Here are some steps you can do to work towards resolving parenting disagreements.
1. Discuss your parenting objectives. What is important to both of you? Sit down with your partner and decide what values are most important. Also what areas are not as important?
2. Talk about where your children are developmentally and what they are capable of understanding. Sometimes the reasons for parenting disputes are because one partner thinks that a child is capable of understanding something and the other disagrees. Knowing what your child's cognitive level is will help you to make better decisions. Do not compare your child to other children. You can use examples based on what they are capable of doing and not doing. For instance, if you ask them to get something out of their toy box, do they understand and go get it? If not expecting your child to be able to understand certain things may be unreasonable.
3. Find out what both of your parenting strengths and weaknesses are. Many times both parents want the same things for their kids. Compliment your partner on his/her strengths. Don't just point out your partner's flaws.
4. The majority of parenting disagreements are over discipline methods and when it is appropriate to discipline. One parent may think that spanking is the best method and the other may prefer time outs or something else. One of the most effective ways to resolve this issue is to talk about it. Find out the reasons why your partner feels the way he/she does. There are pros and cons to every form of parenting. Talk about why your partner thinks his/her discipline style is the better method. Sometimes talking about it will help you to see each other's point of view.
5. If the discussion gets heated, agree to disagree. Fighting about how to parent is only going to make the situation worse. Walk away, take a break and discuss it when you are not angry.
6. Plan ahead. Discuss problem situations you are having with your children. For instance, if you are having a problem with your child having temper tantrums, discuss how you think this should be handled. If you have a plan in action, it will be easier for both of you to follow each other's wishes.
7. Pick your battles. Some things you may never agree on. You don't have to agree on everything. Find the issues that are most important to you and work on resolving those first.
8. Do not argue about parenting in front of your children. This is easier said than done. The best way to handle a situation you don't agree with is not to interrupt but to wait till later and then discuss how you think it could have been handled differently.
9. Work on role modeling communication. If your children see that you communicate and problem solve together, they will grow up to do the same. Children often repeat patterns of their own parents. Look at your relationship and evaluate how you communicate. Is this the way you would like your children to communicate with their future partner?
10. Parenting and relationships are a growing process. The more you communicate the better parent/partner you will be. Learn from each other and listen to each other. Build on your parenting strengths and tackle your parenting weaknesses a little at a time. It won't happen over night but if you continue to discuss things with your partner calmly and positively you will become better parenting partners.
When Parents Disagree
Moms and dads, are there times you think that parenting would be easier if you didn't have to make family decisions? Having a partner that is not in agreement with your parenting ideas or discipline approaches is more than just frustrating. It can be a cause of division in even the best of relationships. Furthermore, how you handle your disagreements will have a direct impact on your relationship with your partner and with your children.
It would be great if every couple agreed on everything but that is an unlikely event. One partner may have been raised in a relaxed environment; another may have been raised in a very strict home. What is acceptable by one partner may be appalling to another. It is important to discuss with your partner what your parenting objectives are. Decide what values are important to both of you. You will find that some things are more important to you than to your partner and vice versa. Here are some steps you can do to work towards resolving parenting disagreements.
1. Discuss your parenting objectives. What is important to both of you? Sit down with your partner and decide what values are most important. Also what areas are not as important?
2. Talk about where your children are developmentally and what they are capable of understanding. Sometimes the reasons for parenting disputes are because one partner thinks that a child is capable of understanding something and the other disagrees. Knowing what your child's cognitive level is will help you to make better decisions. Do not compare your child to other children. You can use examples based on what they are capable of doing and not doing. For instance, if you ask them to get something out of their toy box, do they understand and go get it? If not expecting your child to be able to understand certain things may be unreasonable.
3. Find out what both of your parenting strengths and weaknesses are. Many times both parents want the same things for their kids. Compliment your partner on his/her strengths. Don't just point out your partner's flaws.
4. The majority of parenting disagreements are over discipline methods and when it is appropriate to discipline. One parent may think that spanking is the best method and the other may prefer time outs or something else. One of the most effective ways to resolve this issue is to talk about it. Find out the reasons why your partner feels the way he/she does. There are pros and cons to every form of parenting. Talk about why your partner thinks his/her discipline style is the better method. Sometimes talking about it will help you to see each other's point of view.
5. If the discussion gets heated, agree to disagree. Fighting about how to parent is only going to make the situation worse. Walk away, take a break and discuss it when you are not angry.
6. Plan ahead. Discuss problem situations you are having with your children. For instance, if you are having a problem with your child having temper tantrums, discuss how you think this should be handled. If you have a plan in action, it will be easier for both of you to follow each other's wishes.
7. Pick your battles. Some things you may never agree on. You don't have to agree on everything. Find the issues that are most important to you and work on resolving those first.
8. Do not argue about parenting in front of your children. This is easier said than done. The best way to handle a situation you don't agree with is not to interrupt but to wait till later and then discuss how you think it could have been handled differently.
9. Work on role modeling communication. If your children see that you communicate and problem solve together, they will grow up to do the same. Children often repeat patterns of their own parents. Look at your relationship and evaluate how you communicate. Is this the way you would like your children to communicate with their future partner?
10. Parenting and relationships are a growing process. The more you communicate the better parent/partner you will be. Learn from each other and listen to each other. Build on your parenting strengths and tackle your parenting weaknesses a little at a time. It won't happen over night but if you continue to discuss things with your partner calmly and positively you will become better parenting partners.
Monday, June 4, 2007
METAMORPHOSIS
Another fun activity for the boys!
Some animals don't change much as they grow up. Think about it: someone your age looks a lot like a grown-up. Grown-ups have more wrinkles and gray hair. But they still have two arms, two legs and one head—just like you.
We're going to meet an animal that's very different—the butterfly. Butterflies go through four life stages, and they look very different at each stage.
1. An adult butterfly lays an egg.
2. The egg hatches into a caterpillar or larva.
3. The caterpillar forms the chrysalis or pupa.
4. The chrysalis matures into a butterfly.
WHERE DO BUTTERFLIES COME FROM?
Ever wonder where a butterfly comes from? It comes from a chrysalis (KRIS-uh-liss) which is also called a pupa. A chrysalis looks like a tiny leathery pouch. You can find one underneath some leaves in the summer.
Some animals don't change much as they grow up. Think about it: someone your age looks a lot like a grown-up. Grown-ups have more wrinkles and gray hair. But they still have two arms, two legs and one head—just like you.
We're going to meet an animal that's very different—the butterfly. Butterflies go through four life stages, and they look very different at each stage.
Here's what you need:
Toilet-paper tube
Tongue depressor or ice-cream pop stick
Heavy paper
6" (150 mm) piece of pipe cleaner, folded in half
Markers or crayons
Scissors and glue
Tongue depressor or ice-cream pop stick
Heavy paper
6" (150 mm) piece of pipe cleaner, folded in half
Markers or crayons
Scissors and glue
Here's what you do:
1. Cut out and color a butterfly from the heavy paper. Use any colors, but make b
oth halves look the same. Put a small hole at the top of the butterfly's head.
2. Color the toilet paper tube to look like a chrysalis. (A monarch butterfly's chrysalis is green, but you can use any color.)
3. Take a piece of pipe cleaner and shape it like the letter "V". Put one point through the little hole in the butterfly's head and then twist it to look like antennae. Butterflies use these "feelers" to learn about their environment.
4. Glue the butterfly to one end of the tongue depressor or ice-cream pop stick. Let the glue dry.
oth halves look the same. Put a small hole at the top of the butterfly's head.2. Color the toilet paper tube to look like a chrysalis. (A monarch butterfly's chrysalis is green, but you can use any color.)
3. Take a piece of pipe cleaner and shape it like the letter "V". Put one point through the little hole in the butterfly's head and then twist it to look like antennae. Butterflies use these "feelers" to learn about their environment.
4. Glue the butterfly to one end of the tongue depressor or ice-cream pop stick. Let the glue dry.
5. Curl the butterfly's wings and slide it into the chrysalis.
6. Pull the stick to make the beautiful butterfly come out of the chrysalis.
Fly your butterfly like a real one!
6. Pull the stick to make the beautiful butterfly come out of the chrysalis.
Fly your butterfly like a real one!
The butterfly's life cycle
Butterflies go four stages of life, but they only look like butterflies in the final stage. Birds, frogs, snakes and insects also change as they grow.
1. An adult butterfly lays an egg.
2. The egg hatches into a caterpillar or larva.
3. The caterpillar forms the chrysalis or pupa.
4. The chrysalis matures into a butterfly.
Sunday, June 3, 2007
ETHAN GETS A HAIRCUT
Teary-eyed Ethan, getting a haircut... He didn't like it when the cut hair fell on his skin. It made him itchy and very cranky. But after I powdered him a bit, he did sit long enough for the barber to finish trimming his hair.
Poor baby...
FRACTIONS
http://www.math-lessons.ca/info/teaching-fractions.html
Creative Ideas for Teaching Fractions
Fractions are not always an easy subject for children to learn, and they are not any easier for teachers to teach. Fractions can be a difficult concept, and the student who does not learn the basics will have great difficulty mastering concepts that are more advanced. An easy way for teachers to help students learn fractions is to make the lessons fun.
Food Fractions
One way of teaching fractions that will get a child’s attention is to use food and kitchen items. These are familiar items for the child, so it puts fractions into terms they can easily understand.
Measuring cups come in a whole and fractions of a whole. Students can use the smaller cups to scoop beans or beads and pour them into the 1-cup measuring cup. This allows them to see, for example, that four 1/4 measuring cups equals 1 cup. They can also see how fractions relate to each other by pouring 1/4 cups into 1/2 cups or pouring 1/8 cups into 1/2 cups.
Many brands of chocolate bars are scored to make easily breakable sections. Give students chocolate bars, and have them count the number of sections. Explain that there are, for example, sixteen sections in one chocolate bar so one section is equal to one-sixteenth. You can take this further by telling them you want to break it into two equal pieces, and then asking how many sections would need to be in each piece. This leads to one-half of 16 being 8. Students can continue dividing the candy bar for one-fourth and one-eighth.
Other Ideas
Food items may not always be practical, but there are other creative ways to teach fractions.
1. Give students strips of construction paper that are the same length. Have them glue one strip to a sheet of poster board or a larger sheet of construction paper. Have them fold a strip in half and glue this next to the first strip. Do this with thirds, fourths, fifths, etc., and have students discuss things how many sections there are for each folded strip. By gluing them side-by-side, students will be able to see how two halves or three thirds are the same size as one whole.
++ This can also be used to help students understand the basics of multiplying fractions. For example, to make fourths, students fold the strip in half, and then fold each half into half. One-half of one-half is one-fourth.
2. Use words and word puzzles to help students grasp fractions. Create a sentence or two that students have to decode. Another idea is to have students decode clues for a crossword puzzle, with the decoded word being the answer that goes into the puzzle. For example, for the word “one,” the clue to decode it could be “the first one-third of our + the second half of done.”
3. Use alternate names to explain how fractions work. For example, you could explain to students that one strawberry is written as 1/strawberry. Then students can add strawberries, as in 2/strawberries + 3/strawberries = 5/strawberries. This helps emphasize the denominator, and how the denominator does not change when fractions are added.
++ Going a step farther, you could explain that 2/strawberries cannot be added to 3/blueberries because strawberries and blueberries are different. To add them, you have to use a common denominator, like berries, which gives you 2/berries + 3/berries = 5 berries. As students grasp the berries idea, you can change it to numbers. If they start getting confused, simply say 2/berries + 3/berries instead of 2/9 + 3/9. Once they add the numerator, ask for the denominator, saying, “Now we have 5/berries, but instead of berries, we are using…” and point to the nine.
This is, by no means, a complete list of creative methods for teaching fractions. Regardless of the grade level, there are many techniques to help students grasp the concept of fractions. By taking the time to make instruction creative, and to put concepts into terms that are easily understood, teachers can turn fractions into fun.
Creative Ideas for Teaching Fractions
Fractions are not always an easy subject for children to learn, and they are not any easier for teachers to teach. Fractions can be a difficult concept, and the student who does not learn the basics will have great difficulty mastering concepts that are more advanced. An easy way for teachers to help students learn fractions is to make the lessons fun.
Food Fractions
One way of teaching fractions that will get a child’s attention is to use food and kitchen items. These are familiar items for the child, so it puts fractions into terms they can easily understand.
Measuring cups come in a whole and fractions of a whole. Students can use the smaller cups to scoop beans or beads and pour them into the 1-cup measuring cup. This allows them to see, for example, that four 1/4 measuring cups equals 1 cup. They can also see how fractions relate to each other by pouring 1/4 cups into 1/2 cups or pouring 1/8 cups into 1/2 cups.
Many brands of chocolate bars are scored to make easily breakable sections. Give students chocolate bars, and have them count the number of sections. Explain that there are, for example, sixteen sections in one chocolate bar so one section is equal to one-sixteenth. You can take this further by telling them you want to break it into two equal pieces, and then asking how many sections would need to be in each piece. This leads to one-half of 16 being 8. Students can continue dividing the candy bar for one-fourth and one-eighth.
Other Ideas
Food items may not always be practical, but there are other creative ways to teach fractions.
1. Give students strips of construction paper that are the same length. Have them glue one strip to a sheet of poster board or a larger sheet of construction paper. Have them fold a strip in half and glue this next to the first strip. Do this with thirds, fourths, fifths, etc., and have students discuss things how many sections there are for each folded strip. By gluing them side-by-side, students will be able to see how two halves or three thirds are the same size as one whole.
++ This can also be used to help students understand the basics of multiplying fractions. For example, to make fourths, students fold the strip in half, and then fold each half into half. One-half of one-half is one-fourth.
2. Use words and word puzzles to help students grasp fractions. Create a sentence or two that students have to decode. Another idea is to have students decode clues for a crossword puzzle, with the decoded word being the answer that goes into the puzzle. For example, for the word “one,” the clue to decode it could be “the first one-third of our + the second half of done.”
3. Use alternate names to explain how fractions work. For example, you could explain to students that one strawberry is written as 1/strawberry. Then students can add strawberries, as in 2/strawberries + 3/strawberries = 5/strawberries. This helps emphasize the denominator, and how the denominator does not change when fractions are added.
++ Going a step farther, you could explain that 2/strawberries cannot be added to 3/blueberries because strawberries and blueberries are different. To add them, you have to use a common denominator, like berries, which gives you 2/berries + 3/berries = 5 berries. As students grasp the berries idea, you can change it to numbers. If they start getting confused, simply say 2/berries + 3/berries instead of 2/9 + 3/9. Once they add the numerator, ask for the denominator, saying, “Now we have 5/berries, but instead of berries, we are using…” and point to the nine.
This is, by no means, a complete list of creative methods for teaching fractions. Regardless of the grade level, there are many techniques to help students grasp the concept of fractions. By taking the time to make instruction creative, and to put concepts into terms that are easily understood, teachers can turn fractions into fun.
Saturday, June 2, 2007
STUDYING SPANISH
Nikki already knows some Spanish words. I thought of using this printable for reviewing the colors...
yellow - amarillo
green - verde
white - blanco
red - rojo
blue -azul
orange - anaranjado
black - negro
AGGRESSION AND BOYS
http://www.pbs.org/parents/raisingboys/aggression.html
Active or Aggressive Boys?
CRASH! Boom! BAM!!! "You're dead!"
In their fantasy play, boys turn sticks into guns, balloons into bombs, and pencils into swords. They kill, die and get reborn in a matter of seconds, then hop right up to play some more. And yet many parents worry, wondering if their sons are simply normal, active boys, or turning into potentially violent men.
"Mothers are always saying to me, 'Why is my son racing around, not talking, and not listening? Why is he obsessed with playing war and shooting? What's happened to my sweet, vulnerable little boy who used to cuddle with me?'" says Michael Thompson, Ph.D. host of the documentary RAISING CAIN and co-author of the book of the same name. "This is a valid question, because no one wants their son to grow up to be violent. But interpreting play as an early indicator of violence is a misunderstanding both of the nature of boy activity and the real journey to violence that some boys undergo."
"Anyone who spends a lot of time with boys soon sees that most boys are indeed more active than most girls. A recent Harvard University study states that, "By school age, the average boy in a classroom is more active than the girls — even the most active girls don't seem to express their energy in the unrestrained way characteristic of most boys." While these findings support a stereotype some in our society have worked to eradicate, ask a kindergarten teacher and you'll likely hear that this description is true. "I've been teaching young boys for over 25 years and I don't see that their activity levels have changed, but our expectations for how long they have to sit still have dramatically increased," says teacher Jane Katch, author of Under Deadman's Skin: Discovering the Meaning of Children's Violent Play. "And that's a problem for a lot of boys. Some boys in my class need to move a lot. I call them 'high energy boys.' These boys simply can't sit still as long as most of the girls. They don't have the fine motor skills girls do, so many will make big constructions like block towers, while girls will work on smaller, more delicate pictures."
Experts say that you should try not to compare your boy to other boys and keep in mind that there are many different kinds of boys. They range from the highly physical and highly competitive at one end, to the very peaceful quiet boy, who prefers to read. "Not all boys want to compete in sports, wrestle, and shoot guns. It's important to remember that there are quiet boys and studious and bookish boys as well, and this is perfectly normal," adds Thompson.
Understanding Boy Aggression
What did the boys play at recess today? Luke Skywalker vs. Darth Vader. Batman vs. the bad guys. And Batman won.
In most games, young boys clobber, kill, or cream someone. If four girls are playing house in a preschool classroom, it's not uncommon for four boys to go in and rob them. These games and fantasies, while disturbing to some, are not unusual. In fact, they are the norm. However if someone gets hurt during this play, a boy gets in trouble and is often labeled aggressive. But is he? And is this cause for concern?
What does it mean to be aggressive? According to Webster's Dictionary, aggression is "a forceful action...the process of making attacks...hostile, injurious, behavior...caused by frustration." Real life boy examples include physical fighting, name-calling, and rough-housing that results in injury. Aggression is part of the human repertoire. "All human beings have the ability to protect themselves and attack others when in danger," explains Thompson.
Why do boys become aggressive? Sometimes boys are aggressive because they are frustrated or because they want to win. Sometimes they are just angry and can't find another way to express that feeling. And some may behave aggressively, but they're not aggressive all the time.
An active boy is not necessarily an aggressive one. "We often see young boys playing out aggressive themes. It's only a problem when it gets out of control," comments Thompson.
Competition, power and success are the true stuff of boys' play. Many young boys see things in competitive terms and play games like "I can make my marble roll faster than yours" "my tower is taller than yours" and "I can run faster than you." But these games of power and dominance are not necessarily aggressive unless they are intended to hurt.
Fantasy play is not aggressive. A common boy fantasy about killing bad guys and saving the world is just as normal as a common girl fantasy about tucking in animals and putting them to bed. "Most boys will pick up a pretzel and pretend to shoot with it," comments teacher Jane Katch. "If a boy is playing a game about superheroes, you might see it as violent. But the way he sees it, he's making the world safe from the bad guys. This is normal and doesn't indicate that anything is wrong unless he repeatedly hurts or tries to dominate the friends he plays with. And sometimes an act that feels aggressive to one child was actually intended to be a playful action by the child who did it. When this happens in my class, we talk about it, so one child can understand that another child's experience may be different than his own. This is the way empathy develops."
Only a small percentage of boys' behavior is truly aggressive. "While all boys have normal aggressive impulses which they learn to control, only a small percentage are overly aggressive and have chronic difficulty controlling those impulses," says Michael Thompson, Ph.D. These are the boys who truly confuse fantasy with reality, and frequently hit, punch, and bully other kids. They have a lack of impulse control and cannot stop themselves from acting out. "They cannot contain their anger and have little control over their physical behavior and this is when intervention by parent or teacher is needed," says Thompson.
Active or Aggressive Boys?
CRASH! Boom! BAM!!! "You're dead!"
In their fantasy play, boys turn sticks into guns, balloons into bombs, and pencils into swords. They kill, die and get reborn in a matter of seconds, then hop right up to play some more. And yet many parents worry, wondering if their sons are simply normal, active boys, or turning into potentially violent men.
"Mothers are always saying to me, 'Why is my son racing around, not talking, and not listening? Why is he obsessed with playing war and shooting? What's happened to my sweet, vulnerable little boy who used to cuddle with me?'" says Michael Thompson, Ph.D. host of the documentary RAISING CAIN and co-author of the book of the same name. "This is a valid question, because no one wants their son to grow up to be violent. But interpreting play as an early indicator of violence is a misunderstanding both of the nature of boy activity and the real journey to violence that some boys undergo."
"Anyone who spends a lot of time with boys soon sees that most boys are indeed more active than most girls. A recent Harvard University study states that, "By school age, the average boy in a classroom is more active than the girls — even the most active girls don't seem to express their energy in the unrestrained way characteristic of most boys." While these findings support a stereotype some in our society have worked to eradicate, ask a kindergarten teacher and you'll likely hear that this description is true. "I've been teaching young boys for over 25 years and I don't see that their activity levels have changed, but our expectations for how long they have to sit still have dramatically increased," says teacher Jane Katch, author of Under Deadman's Skin: Discovering the Meaning of Children's Violent Play. "And that's a problem for a lot of boys. Some boys in my class need to move a lot. I call them 'high energy boys.' These boys simply can't sit still as long as most of the girls. They don't have the fine motor skills girls do, so many will make big constructions like block towers, while girls will work on smaller, more delicate pictures."
Experts say that you should try not to compare your boy to other boys and keep in mind that there are many different kinds of boys. They range from the highly physical and highly competitive at one end, to the very peaceful quiet boy, who prefers to read. "Not all boys want to compete in sports, wrestle, and shoot guns. It's important to remember that there are quiet boys and studious and bookish boys as well, and this is perfectly normal," adds Thompson.
Understanding Boy Aggression
What did the boys play at recess today? Luke Skywalker vs. Darth Vader. Batman vs. the bad guys. And Batman won.
In most games, young boys clobber, kill, or cream someone. If four girls are playing house in a preschool classroom, it's not uncommon for four boys to go in and rob them. These games and fantasies, while disturbing to some, are not unusual. In fact, they are the norm. However if someone gets hurt during this play, a boy gets in trouble and is often labeled aggressive. But is he? And is this cause for concern?
What does it mean to be aggressive? According to Webster's Dictionary, aggression is "a forceful action...the process of making attacks...hostile, injurious, behavior...caused by frustration." Real life boy examples include physical fighting, name-calling, and rough-housing that results in injury. Aggression is part of the human repertoire. "All human beings have the ability to protect themselves and attack others when in danger," explains Thompson.
Why do boys become aggressive? Sometimes boys are aggressive because they are frustrated or because they want to win. Sometimes they are just angry and can't find another way to express that feeling. And some may behave aggressively, but they're not aggressive all the time.
An active boy is not necessarily an aggressive one. "We often see young boys playing out aggressive themes. It's only a problem when it gets out of control," comments Thompson.
Competition, power and success are the true stuff of boys' play. Many young boys see things in competitive terms and play games like "I can make my marble roll faster than yours" "my tower is taller than yours" and "I can run faster than you." But these games of power and dominance are not necessarily aggressive unless they are intended to hurt.
Fantasy play is not aggressive. A common boy fantasy about killing bad guys and saving the world is just as normal as a common girl fantasy about tucking in animals and putting them to bed. "Most boys will pick up a pretzel and pretend to shoot with it," comments teacher Jane Katch. "If a boy is playing a game about superheroes, you might see it as violent. But the way he sees it, he's making the world safe from the bad guys. This is normal and doesn't indicate that anything is wrong unless he repeatedly hurts or tries to dominate the friends he plays with. And sometimes an act that feels aggressive to one child was actually intended to be a playful action by the child who did it. When this happens in my class, we talk about it, so one child can understand that another child's experience may be different than his own. This is the way empathy develops."
Only a small percentage of boys' behavior is truly aggressive. "While all boys have normal aggressive impulses which they learn to control, only a small percentage are overly aggressive and have chronic difficulty controlling those impulses," says Michael Thompson, Ph.D. These are the boys who truly confuse fantasy with reality, and frequently hit, punch, and bully other kids. They have a lack of impulse control and cannot stop themselves from acting out. "They cannot contain their anger and have little control over their physical behavior and this is when intervention by parent or teacher is needed," says Thompson.
WONDERPETS
This old red dress plus...
...these two pieces of cloth equals...
THIS!!!
Isn't it cute? The boys really love the Wonderpets and when I saw my mom's old red dress in the closet I decided to have it made into a cape for the boys. I had to rummage around for the yellow and blue fabric but it all turned out wonderfully. Nikki LOVES the cape. He even wants to wear it everywhere, even in church! He said he's Tuck, the turtle and Ethan is Linny, the guinea pig. And who do you think he picked to be MingMing? Of course, moi. =D
Nikki as Tuck and Ethan as Linny... MingMing is taking the photo. =D
Trying to fly.
Wonder brothers displaying their capes.
Wonder Nikki. =D
Friday, June 1, 2007
CHILDREN AND MATH
http://news.yahoo.com/s/nm/20070531/od_uk_nm/oukoe_uk_study_shows_children_good_at_approximate
Study shows children good at approximate maths
By Julie Steenhuysen
CHICAGO (Reuters) - Children who had never been taught addition or subtraction were able to solve approximate maths problems involving large numbers, researchers said on Wednesday in a finding that reveals a new understanding of children's innate math ability.
They said children's early struggles with maths may be linked to the need to produce a precise number. Their finding could lead to better ways to teach math to young children.
Writing in the journal Nature, Camilla Gilmore of the University of Nottingham, Elizabeth Spelke of Harvard University and colleagues conducted a series of experiments with 5- and 6-year-old children from a wide variety of socioeconomic backgrounds.
"I was astonished," said Spelke, who expected to find just the opposite.
"Clearly, the number words have to be learned and the Arabic notation has to be learned. These things aren't built into us, but I do think there is a basic nonsymbolic sense of number that is built into us," she said in a telephone interview.
Spelke said researchers have known for some time that adults, children, infants and animals have a sense of number.
What surprised them was that children who had learned their numbers could draw on this ability when presented with problems in symbolic arithmetic.
"We didn't think they would be able to do it," she said.
In one experiment, children were read simple statements and a question: "Sarah has 64 candies. She gives 13 of them away. John has 34 candies. Who has more?" These were accompanied by simple faces and numbers.
Most of the children (65 percent) were able to solve the problems without resorting to guessing or other means of calculation, and the finding could not have been the result of chance, the researchers said.
To see whether the children were drawing on prior knowledge of addition they may have learned at home or elsewhere, the researchers asked them to produce the exact solution, which they were not able to do.
They said teachers in the classroom-based study were sceptical about the experiment and surprised by their students' success and how much they enjoyed participating.
The authors said their study might be useful for teaching maths to young kids.
"It may help children who are at a point of getting discouraged," Spelke said.
Study shows children good at approximate maths
By Julie Steenhuysen
CHICAGO (Reuters) - Children who had never been taught addition or subtraction were able to solve approximate maths problems involving large numbers, researchers said on Wednesday in a finding that reveals a new understanding of children's innate math ability.
They said children's early struggles with maths may be linked to the need to produce a precise number. Their finding could lead to better ways to teach math to young children.
Writing in the journal Nature, Camilla Gilmore of the University of Nottingham, Elizabeth Spelke of Harvard University and colleagues conducted a series of experiments with 5- and 6-year-old children from a wide variety of socioeconomic backgrounds.
"I was astonished," said Spelke, who expected to find just the opposite.
"Clearly, the number words have to be learned and the Arabic notation has to be learned. These things aren't built into us, but I do think there is a basic nonsymbolic sense of number that is built into us," she said in a telephone interview.
Spelke said researchers have known for some time that adults, children, infants and animals have a sense of number.
What surprised them was that children who had learned their numbers could draw on this ability when presented with problems in symbolic arithmetic.
"We didn't think they would be able to do it," she said.
In one experiment, children were read simple statements and a question: "Sarah has 64 candies. She gives 13 of them away. John has 34 candies. Who has more?" These were accompanied by simple faces and numbers.
Most of the children (65 percent) were able to solve the problems without resorting to guessing or other means of calculation, and the finding could not have been the result of chance, the researchers said.
To see whether the children were drawing on prior knowledge of addition they may have learned at home or elsewhere, the researchers asked them to produce the exact solution, which they were not able to do.
They said teachers in the classroom-based study were sceptical about the experiment and surprised by their students' success and how much they enjoyed participating.
The authors said their study might be useful for teaching maths to young kids.
"It may help children who are at a point of getting discouraged," Spelke said.
RECYCLING
Another opportunity to teach the boys to make use of things around the house. We found this 2006 calendar and they used the back pages to draw and doodle and stamp on it. This activity lasted most of the afternoon. =D
Ethan draws some very interesting fish. =D He prefers crayons and colored pens. Ethan loves to draw. Our little artist.
Nikki prefers to write words than draw pictures. Sometimes, he would draw a simple picture then label it. He's very organized. But he still hasn't mastered how to hold the pen properly. I remind him often though.
More drawings and doodles for Ethan. See that litthe thing he's holding? It's a pen, only without the outer casing. Despite this, he still manages to hold the thin pen properly. I'm really proud of him for accomplishing something his kuya is having some difficulty doing. =D
PAPER CUT-OUTS
Nikki and Ethan love the Wonderpets and so I thought of an activity for them. I just printed these ready-made cut-out prints from nickjr.com. I had to print a lot of Linnys, Tucks and MingMings because they wanted to make use of all the hats. The activity didn't take a long time to finish and they had a lot of fun! =D Of course, they asked me to take a photo of their work..
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