http://interestalert.com/brand/siteia.shtml?Story=st/wk/08200000aaa0112d.ap&Sys=doctordebi&Filter=Top%20Stories&Fid=TOPSTRYS
Poll: Family Ties Key to Youth Happiness
By JOCELYN NOVECK and TREVOR TOMPSON
Associated Press Writers
So you're between the ages of 13 and 24. What makes you happy? A worried, weary parent might imagine the answer to sound something like this: Sex, drugs, a little rock 'n' roll. Maybe some cash, or at least the car keys.
Turns out the real answer is quite different. Spending time with family was the top answer to that open-ended question, according to an extensive survey - more than 100 questions asked of 1,280 people ages 13-24 - conducted by The Associated Press and MTV on the nature of happiness among America's young people.
Next was spending time with friends, followed by time with a significant other. And even better for parents: Nearly three-quarters of young people say their relationship with their parents makes them happy.
'They're my foundation,' says Kristiana St. John, 17, a high-school student from Queens in New York. 'My mom tells me that even if I do something stupid, she's still going to love me no matter what. Just knowing that makes me feel very happy and blessed.'
Other results are more disconcerting. While most young people are happy overall with the way their lives are going, there are racial differences: the poll shows whites to be happier, across economic categories, than blacks and Hispanics. A lot of young people feel stress, particularly those from the middle class, and females more than males.
You might think money would be clearly tied to a general sense of happiness. But almost no one said 'money' when asked what makes them happy, though people with the highest family incomes are generally happier with life. However, having highly educated parents is a stronger predictor of happiness than income.
And sex? Yes, we were getting to that. Being sexually active actually leads to less happiness among 13-17 year olds, according to the survey. If you're 18 to 24, sex might lead to more happiness in the moment, but not in general.
From the body to the soul: Close to half say religion and spirituality are very important. And more than half say they believe there is a higher power that has an influence over things that make them happy. Beyond religion, simply belonging to an organized religious group makes people happier.
And parents, here's some more for you: Most young people in school say it makes them happy. Overwhelmingly, young people think marriage would make them happy and want to be married some day. Most also want to have kids.
Finally, when asked to name their heroes, nearly half of respondents mentioned one or both of their parents. The winner, by a nose: Mom.
Saturday, September 29, 2007
Friday, September 28, 2007
Thursday, September 27, 2007
BASKETBALL FUN
This is the latest thing my boys love doing when we are at the mall. I really don't mind because aside from they are having loads of fun, they are practicing their shots and exercising as well. So it really is a win-win for everyone. They usually play 5 times in this slot game and by the time they are done, they are pretty exhausted from laughing and throwing those basketballs. =D
Oops! To the right, Kuya!
Whee! This is fun!
Ready, set, go!
One at a time, guys!
Ethan, it's your turn!
Whee! This is fun!
Final score: 270. Not bad, right? =D
Wednesday, September 26, 2007
STREET SAFETY
http://www.todaysparent.com/preschool/healthsafety/article.jsp?content=20070608_151833_4988&page=1
Pedestrian Safety
Keep your preschooler safe around cars
By Teresa Pitman
When Tyler was a toddler, you could pick him up and carry him across the road if he didn’t want to hold your hand. Now that he’s five, he’s pretty heavy to carry — plus he thinks having to hold Mommy’s hand is embarrassing. Is he old enough to cross the street on his own now?
Not according to Philip Groff, director of research and evaluation at Smartrisk. “For three- and four-year-olds, being struck by a car is the third-leading cause of injuries. By the time kids are five, it’s number one. It is a big problem — more than 4,000 children are hit by motor vehicles each year in Canada.”
Linda Ward, program coordinator at SafeKids Canada, says we need to understand what is going on with preschoolers in developmental terms. Even the brightest preschooler is not capable of judging how far away a car is or how quickly it is moving. They also aren’t good at evaluating their own abilities (most will happily tell you that they can run “super-fast”). So they’re likely to dart out in front of a car, even if they see it coming, because they think they have enough time to cross safely.
Cautionary steps
So what do you do to keep your preschooler safe around cars?
Staying in touch — literally
“Supervision is the key,” says Groff. Stick close if your children are playing anywhere near the road. When you are walking together, holding hands should be the rule. “More than an arm’s length away isn’t really supervision,” Groff adds. “They can dart into the road so quickly.”
Your preschooler won’t hold your hand? You may need to hold his arm or wrist. Or your hands aren’t free? Waterloo, Ont., mother of three Kat Murphy says: “Before we cross the road, I announce, ‘Grab a part!’ and my son will say, ‘I have the diaper bag’ or ‘I have a baby leg,’ and off we go. Another thing we do, if my hands are free, is hold hands and skip across the street. Much more fun!”
Parking lot cautions
Parking lots pose special risks. Groff points out that cars are often backing up, and the rows of cars can block the driver’s view, making small preschoolers hard to see. In addition, parents are often preoccupied with loading groceries or other tasks.
“You should always buckle your child into his car seat first, then put the shopping in the trunk,” says Ward. Finally, treat the parking lot as a road — insist on holding hands or staying close as you walk through.
Playing it safe
Many injuries, Ward says, happen when children are playing in an area where there are no sidewalks and no boundaries between the play area and the road. Seek out a safer location if the parks around your home don’t qualify. Consider lobbying your municipality about adding sidewalks or fences if these aren’t present where your children play.
Environmental hazards
More young children are injured by cars when it’s dusk or getting dark, and if it is raining or snowing. So pay special attention during those times.
Ward adds, “Preschoolers are so small and cars so big; when the two collide, the children’s injuries tend to be serious. So it is well worth the extra effort it takes to keep them safe.”
Pedestrian Safety
Keep your preschooler safe around cars
By Teresa Pitman
When Tyler was a toddler, you could pick him up and carry him across the road if he didn’t want to hold your hand. Now that he’s five, he’s pretty heavy to carry — plus he thinks having to hold Mommy’s hand is embarrassing. Is he old enough to cross the street on his own now?
Not according to Philip Groff, director of research and evaluation at Smartrisk. “For three- and four-year-olds, being struck by a car is the third-leading cause of injuries. By the time kids are five, it’s number one. It is a big problem — more than 4,000 children are hit by motor vehicles each year in Canada.”
Linda Ward, program coordinator at SafeKids Canada, says we need to understand what is going on with preschoolers in developmental terms. Even the brightest preschooler is not capable of judging how far away a car is or how quickly it is moving. They also aren’t good at evaluating their own abilities (most will happily tell you that they can run “super-fast”). So they’re likely to dart out in front of a car, even if they see it coming, because they think they have enough time to cross safely.
Cautionary steps
So what do you do to keep your preschooler safe around cars?
Staying in touch — literally
“Supervision is the key,” says Groff. Stick close if your children are playing anywhere near the road. When you are walking together, holding hands should be the rule. “More than an arm’s length away isn’t really supervision,” Groff adds. “They can dart into the road so quickly.”
Your preschooler won’t hold your hand? You may need to hold his arm or wrist. Or your hands aren’t free? Waterloo, Ont., mother of three Kat Murphy says: “Before we cross the road, I announce, ‘Grab a part!’ and my son will say, ‘I have the diaper bag’ or ‘I have a baby leg,’ and off we go. Another thing we do, if my hands are free, is hold hands and skip across the street. Much more fun!”
Parking lot cautions
Parking lots pose special risks. Groff points out that cars are often backing up, and the rows of cars can block the driver’s view, making small preschoolers hard to see. In addition, parents are often preoccupied with loading groceries or other tasks.
“You should always buckle your child into his car seat first, then put the shopping in the trunk,” says Ward. Finally, treat the parking lot as a road — insist on holding hands or staying close as you walk through.
Playing it safe
Many injuries, Ward says, happen when children are playing in an area where there are no sidewalks and no boundaries between the play area and the road. Seek out a safer location if the parks around your home don’t qualify. Consider lobbying your municipality about adding sidewalks or fences if these aren’t present where your children play.
Environmental hazards
More young children are injured by cars when it’s dusk or getting dark, and if it is raining or snowing. So pay special attention during those times.
Ward adds, “Preschoolers are so small and cars so big; when the two collide, the children’s injuries tend to be serious. So it is well worth the extra effort it takes to keep them safe.”
Tuesday, September 25, 2007
MAKING SNOWFLAKES
After watching an episode of Blue's Clues, we decided to copy a scene there where kids made some snowflakes using white paper. Since we had some scratch paper we thought of using those. Nikki cut the paper carefully but he needed my help in cutting the folded areas because they were a bit thick. Even if the activity lasted for only a few minutes, Nikki still had fun and I was glad. =D
Snip, snip.
Opening the snowflake.
A unique snowflake!
Wow! This one is pretty!
Snip, snip.
Opening the snowflake.
Wonderful creation.
A unique snowflake!
One more...
Wow! This one is pretty!
Nikki and his snowflakes. He wants to show them to his dad. =D
Monday, September 24, 2007
SORTING COLLECTIONS
I got this from Peep and The Big Wide World, one of Nikki's favorite shows. =D
Sorting Collections
Children are natural collectors. Sorting and categorizing a favorite collection is a great learning activity and a lot of fun. (If your child doesn't already have a collection, encourage him or her to gather items while you are out and about in the world. Shells and rocks are durable collectables and can be rearranged and sorted in many different ways — by size, shape, color, and texture, just to name a few. If found collectables aren't an option, dried beans and seeds from the grocery store, building blocks, and other small toys work well too.)
Together, observe each item in the collection closely and encourage your child to describe its color, shape, pattern, and texture. Try categorizing by one characteristic; putting all the smooth shells together, regardless of color or size, or all the blue shells together, regardless of size or texture. You can sort small things in empty egg cartons or muffin tins. Bigger things can be sorted in larger containers, like shoeboxes. As an extension activity, you and your child can create a permanent display of the collection, making labels to describe the categories.
Sorting Collections
Children are natural collectors. Sorting and categorizing a favorite collection is a great learning activity and a lot of fun. (If your child doesn't already have a collection, encourage him or her to gather items while you are out and about in the world. Shells and rocks are durable collectables and can be rearranged and sorted in many different ways — by size, shape, color, and texture, just to name a few. If found collectables aren't an option, dried beans and seeds from the grocery store, building blocks, and other small toys work well too.)
Together, observe each item in the collection closely and encourage your child to describe its color, shape, pattern, and texture. Try categorizing by one characteristic; putting all the smooth shells together, regardless of color or size, or all the blue shells together, regardless of size or texture. You can sort small things in empty egg cartons or muffin tins. Bigger things can be sorted in larger containers, like shoeboxes. As an extension activity, you and your child can create a permanent display of the collection, making labels to describe the categories.
Sunday, September 23, 2007
TIE-DYE
Nikki had a lot of fun with this tie-dye activity. Nikki is not really into arts and crafts so I let him try things that would be easy yet interesting for him. Since I did some tie-dye before, I thought of introducing the activity to him. I decided to use the color red because it's really bright. We also made use of 2 of their house sandos so we really did not spend for this lesson. =D
Here are some photos:
The materials: Shirts, colored dye, rubber bands, vat of hot water over the stove.
Nikki thinks of a design and Mommy attaches the rubber bands to the shirts.
Nikki wets the shirts thoroughly.
Nikki puts some colored dye in the hot water.
The shirts are added to the bye bath and Nikki stirs the shirts.
After several minutes, the shirts are removed and allowed to cool slightly.
After rinsing thoroughly, the rubbers bands are removed and voila!! tie-dye shirts!! This one is Nikki's.
This one is Ethan's.
Mommy put them in hangers to let them dry.
Here are some photos:
The materials: Shirts, colored dye, rubber bands, vat of hot water over the stove.
Nikki thinks of a design and Mommy attaches the rubber bands to the shirts.
Nikki wets the shirts thoroughly.
Nikki puts some colored dye in the hot water.
The shirts are added to the bye bath and Nikki stirs the shirts.
After several minutes, the shirts are removed and allowed to cool slightly.
After rinsing thoroughly, the rubbers bands are removed and voila!! tie-dye shirts!! This one is Nikki's.
This one is Ethan's.
Mommy put them in hangers to let them dry.
"New" shirts for the boys!! =D
Saturday, September 22, 2007
NIKKI'S SCORE
I did a multiple intelligence checklist on Nikki and this is how he fared:
YOUR CHILD'S TALENTS:
Linguistic 7
Logical-Mathematical 3
Spacial 3
Bodily-Kinesthetic 2
Musical 4
Interpersonal 3
Intrapersonal 4
Naturalistic 4
Hopefully, there will be some improvements as we continue with our lessons... =D
YOUR CHILD'S TALENTS:
Linguistic 7
Logical-Mathematical 3
Spacial 3
Bodily-Kinesthetic 2
Musical 4
Interpersonal 3
Intrapersonal 4
Naturalistic 4
Hopefully, there will be some improvements as we continue with our lessons... =D
Friday, September 21, 2007
WORKSHEETS
How to properly write questions...
Introduction to punctuation marks: period and question mark.
Learning sentences and how to write lowercase letters.
Learning sentences and how to write lowercase letters.
Thursday, September 20, 2007
DRAWINGS
Here are some of Ethan's drawings. I always find them so cute!
Spider.
Ethan says this one is a millipede. And I thought it was a Christmas tree! =D
Wednesday, September 19, 2007
FUNNY
One hot day, I decided to turn on the air conditioning in the boys' room just to make it comfortable for Nikki and Ethan. We haven't used the air conditioning for so long so the boys huddled close to it during the hour it was on. Since I didn't want them to get used to using the airconditioning and since we are partly paying the electric bill, I always time our usage. After an hour of use, I decided to turn it off.
Mommy: Nikki, I'm going to turn the air con off now okay?
Nikki: Okay mommy. (Pause.) But later, we'll turn it on again okay?
Mommy: We'll see. We'll turn it on if it gets really hot again. But for now, we'll turn it off because the room is already cold.
Nikki: Yes Mommy. The room is already cold. (Pause.) I think the room needs a blanket.
Hahaha! So cute! =D
Mommy: Nikki, I'm going to turn the air con off now okay?
Nikki: Okay mommy. (Pause.) But later, we'll turn it on again okay?
Mommy: We'll see. We'll turn it on if it gets really hot again. But for now, we'll turn it off because the room is already cold.
Nikki: Yes Mommy. The room is already cold. (Pause.) I think the room needs a blanket.
Hahaha! So cute! =D
Tuesday, September 18, 2007
Monday, September 17, 2007
CONSISTENCY
http://www.parentingideas.com.au/index.php?page=article3
Why consistency is important but makes parents feel bad
- By Michael Grose
Being consistent when children are less than perfect can make you feel dreadful. However consistency is one of the most important elements in the relationship with your children, but it is the one most frequently overlooked.
Consistency means dealing with the little misbehaviours and not letting them grow into bigger behaviours. It means saying no to children's constant requests for five more minutes of television at night or a third serve of ice cream. It means following through and allowing children to experience a consequence when they misbehave every time. It doesn't mean if children arrive home after dark from a friend's place you ground them sometimes but at other times you just voice your disapproval. That type of inconsistency makes you responsible for children's misbehaviour and teaches children nothing about accountability.
Consistency also means that both parents have a similar approach to behaviours. If mum is too strict and dad is too lenient children will know who to go to if they wish to take advantage. They will soon play one parent off against each other. If a child wants to get away without doing a job or stay an extra hour at a friend's place just ask dad because he is easy-going. Even if you are separated, talk about your approaches to discipline and find some common ground. Agree on such issues as family rules, pocket money, and guidelines for going out and suitable consequences for misbehaviour.
If you disagree with a partner's approach do so behind closed doors. When unplanned situations occur don't be afraid to tell your children that you need to consult with your partner before making a decision. Children will realise that you are working as a team and that you are making a considered approach to their behaviour or request.
Consistency, like routines, are often sacrificed by busy working parents and put in the "too hard basket". When we are tired, stretched and overworked the last thing we want to do is engage in a battle with children over what are sometimes petty issues. You may have spent the whole day dealing with difficult customers or colleagues only to come home and find that you have another battle on your hands with equally belligerent children. So to avoid an argument, a tantrum or tears you give in to your child's unruly behaviour or unreasonable request.
But being consistent and holding your ground is a smart long-term strategy. Kids learn quickly how far they can push a parent before they give in. If you give in occasionally they will learn that if they push you hard enough and long enough you will cave in. So consistency is about being strong and holding your ground. That is hard work because the average child will push parental boundaries about 30per cent of the time and more difficult kids push your boundaries twice that much. It is hard work being consistent but good parenting demands it.
Why consistency is important but makes parents feel bad
- By Michael Grose
Being consistent when children are less than perfect can make you feel dreadful. However consistency is one of the most important elements in the relationship with your children, but it is the one most frequently overlooked.
Consistency means dealing with the little misbehaviours and not letting them grow into bigger behaviours. It means saying no to children's constant requests for five more minutes of television at night or a third serve of ice cream. It means following through and allowing children to experience a consequence when they misbehave every time. It doesn't mean if children arrive home after dark from a friend's place you ground them sometimes but at other times you just voice your disapproval. That type of inconsistency makes you responsible for children's misbehaviour and teaches children nothing about accountability.
Consistency also means that both parents have a similar approach to behaviours. If mum is too strict and dad is too lenient children will know who to go to if they wish to take advantage. They will soon play one parent off against each other. If a child wants to get away without doing a job or stay an extra hour at a friend's place just ask dad because he is easy-going. Even if you are separated, talk about your approaches to discipline and find some common ground. Agree on such issues as family rules, pocket money, and guidelines for going out and suitable consequences for misbehaviour.
If you disagree with a partner's approach do so behind closed doors. When unplanned situations occur don't be afraid to tell your children that you need to consult with your partner before making a decision. Children will realise that you are working as a team and that you are making a considered approach to their behaviour or request.
Consistency, like routines, are often sacrificed by busy working parents and put in the "too hard basket". When we are tired, stretched and overworked the last thing we want to do is engage in a battle with children over what are sometimes petty issues. You may have spent the whole day dealing with difficult customers or colleagues only to come home and find that you have another battle on your hands with equally belligerent children. So to avoid an argument, a tantrum or tears you give in to your child's unruly behaviour or unreasonable request.
But being consistent and holding your ground is a smart long-term strategy. Kids learn quickly how far they can push a parent before they give in. If you give in occasionally they will learn that if they push you hard enough and long enough you will cave in. So consistency is about being strong and holding your ground. That is hard work because the average child will push parental boundaries about 30per cent of the time and more difficult kids push your boundaries twice that much. It is hard work being consistent but good parenting demands it.
Sunday, September 16, 2007
MORE BOOKS
New books for the boys! Again, I got these from my favorite bookstore of all time, Booksale! Flip and Flop talks about being brothers, making new friends and playing together. The illustrations are creatively done and I love the story of how the brothers got together in the end. I'm a Big Brother is about responsibility, what happens when a new baby is in the house and how to take care of a younger sibling. It's also an easy read which is okay for Nikki. On the Moon talks about science, outer space, and the moon. It also has rhyming words which will help Nikki in phonics.
We already read these books several times. I'm happy that Nikki enjoys reading or listening to me read to him. We might pass by Booksale again later for more great books! =D
Saturday, September 15, 2007
MAKING A RAINBOW
We're on to another experiment and this time, on how to make a rainbow. We actually had to wait for the sun to come out because it was mostly cloudy for the past week. But when it did get sunny, we decided to do the experiment.
Here are some photos:
Here's Nikki with the materials: a glass of water, a piece of cardboard with a slot, and of course, sunlight.
And here's the rainbow! =D
Friday, September 14, 2007
MAKING TIME
http://eclectichomeschool.org/articles/article.asp?articleid=489&resourceid=131&topicid=22
Too Busy?
by Tammy M. Cardwell
Admit it. As soon as you read the title, you nodded your head and answered, “Oh yeah,” or something close.
Almost all of us are too busy. We live in a world that is too busy. Busy-ness is so common in our lives that we’ve begun to accept that to be “normal” is to be “too busy.”
What are we teaching our children?
Look at medical statistics and you see a frightening trend. The pressure-cooker lifestyle we’ve come to accept is killing us – leading to heart problems, strokes, and more. Young men and women are succumbing to diseases that only affected the aged just one generation ago.
What are you teaching your children?
I ask this question seriously, and strongly advise you to ask it of yourself as you face the end of one school year and begin planning for the next. Homeschoolers have a terrific advantage over system schoolers, because our schedules allow us the flexibility to go and do in ways they can only dream. Field trip opportunities abound, of course, but I’m also thinking in terms of things like co-ops, organized sports, music lessons, college courses, etc.
Take time to look back over this past year and consider not only your schedule, but each child’s schedule as well. Were any of these schedules too full on occasion? Was life always overflowing with active responsibilities, leaving you feeling, far too often, as if you were spinning your wheels, accomplishing nothing though you were in constant motion?
What did this teach your children? Did it teach them that yes, there is always room in the schedule for just one more activity? Did it teach them that your family’s priorities are flexible? Did it teach them that the best way to get ahead in life is to slowly kill yourself?
I know. It sounds melodramatic, but I’m seeing an alarming trend among homeschoolers today, especially among new homeschoolers, that has me genuinely disturbed. Where ten years ago we were the ones looking at the system school parents and shaking our heads over their tendencies to over-schedule their poor kids’ lives, today you see large numbers of homeschoolers doing the very same thing. As adults, we grouse to one another about life being crazy and never feeling like we have time to breathe anymore, but as homeschooling parents we’re teaching our children that this kind of lifestyle is acceptable and must be endured.
Why?
We grumble to one another as if this is simply “the way it is” and we must accept reality. We live in a microwave, blazing Internet, exceed-the-speed-limit society and we’ve come to believe, or so it seems, that we are responsible for learning (and teaching our kids) to keep up with the Joneses in the literal as well as figurative sense. But we also, as we complain, are convinced in our heart of hearts that constantly over-scheduling our lives is wrong.
If you don’t feel such over-scheduling is wrong, you might as well stop reading now, but if you agree, and have concerns about your own family, read on.
Consider the school year that is just ending. How did it play out? Did everything fall in line with your philosophy of education – your concept of the manner in which education needs to take place in your home? Or did it, instead, turn into a virtual free-for-all, where your schedule is concerned, and now you look back and can’t help but wonder where you went wrong? What did you teach your kids this year?
One thing we desperately need to teach our kids – one thing many of us must relearn ourselves if we are not to see our lives spiral into a scheduling pit – is how to say, “No.” As a society, at least here in America, we have a weakness in this area. Saying “No” can be really hard, so we don’t bother saying it as often as we should – not to ourselves or to anyone else. So your son approaches you, wanting to take karate. Hey, karate is a great thing. Sure! Of course, he’s already involved in baseball, taking piano lessons, and growing his own garden to make extra money...on top of his homeschooling. How much is too much?
You have to decide that for yourself, of course. I’m just encouraging you to actively make that decision, and to make it now, before you finalize your plans for next year. Sit down – alone, with your spouse, or with your whole family – and take a serious look at your current lifestyle and how well it fits in with your philosophy of education and general priorities. A healthy life is a balanced life, and that means sufficient rest and downtime as well as the right amount of educational pursuits, physical exercise, etc. Your job, as the parent, is to make sure your family finds this balance, and to help your children understand what it takes to maintain it.
Start by setting some overarching priorities. What are your absolutes where education is concerned? What parts of your week or day are non-negotiable? (Note: If none of them are non-negotiable, you most likely have a problem.) What activities are you and your children involved in that must not be interfered with?
Perhaps it would help if I used my own family as an example. While we’re not homeschooling anymore, the rules we used in scheduling still apply. For instance, God invariably comes first. Our children always knew that Sunday was His and service attendance was non-negotiable. The same was true for Wednesday. This meant that when our oldest son reached the place in Little League when they began scheduling Wednesday games, Little League was no longer an option. Was he happy? No, but since he knew as well as we did that missing Wednesday night services was not an option, he understood our decision. It’s part of learning to prioritize, to tell one’s self and others, “No.”
On the other hand, when our oldest got involved in music, especially after he started teaching himself to play the guitar, and as it became obvious that he was gifted musically, those studies became a priority. We provided both time and finances for voice lessons until he chose to switch to piano lessons in order to learn more music theory. We also allowed him plenty of time to practice undisturbed, or as undisturbed as you can be when you have a younger brother around. Because he did not live an overly scheduled life, he had plenty of time to truly pursue his passion, and his passion has led him into working at our church full time, serving as our band leader (also lead guitarist and, in a pinch, bassist, keyboardist, or drummer), and singing when he’s needed. We taught him to prioritize and I have reason to hope it’s a lesson he learned well; I count it as one of the most important lessons of all.
Please, as you look to the new school year, choosing curriculum and making out schedules, consider all that you are teaching your children, and make sure it’s all good.
Copyright © 2006 Eclectic Homeschool Association
Too Busy?
by Tammy M. Cardwell
Admit it. As soon as you read the title, you nodded your head and answered, “Oh yeah,” or something close.
Almost all of us are too busy. We live in a world that is too busy. Busy-ness is so common in our lives that we’ve begun to accept that to be “normal” is to be “too busy.”
What are we teaching our children?
Look at medical statistics and you see a frightening trend. The pressure-cooker lifestyle we’ve come to accept is killing us – leading to heart problems, strokes, and more. Young men and women are succumbing to diseases that only affected the aged just one generation ago.
What are you teaching your children?
I ask this question seriously, and strongly advise you to ask it of yourself as you face the end of one school year and begin planning for the next. Homeschoolers have a terrific advantage over system schoolers, because our schedules allow us the flexibility to go and do in ways they can only dream. Field trip opportunities abound, of course, but I’m also thinking in terms of things like co-ops, organized sports, music lessons, college courses, etc.
Take time to look back over this past year and consider not only your schedule, but each child’s schedule as well. Were any of these schedules too full on occasion? Was life always overflowing with active responsibilities, leaving you feeling, far too often, as if you were spinning your wheels, accomplishing nothing though you were in constant motion?
What did this teach your children? Did it teach them that yes, there is always room in the schedule for just one more activity? Did it teach them that your family’s priorities are flexible? Did it teach them that the best way to get ahead in life is to slowly kill yourself?
I know. It sounds melodramatic, but I’m seeing an alarming trend among homeschoolers today, especially among new homeschoolers, that has me genuinely disturbed. Where ten years ago we were the ones looking at the system school parents and shaking our heads over their tendencies to over-schedule their poor kids’ lives, today you see large numbers of homeschoolers doing the very same thing. As adults, we grouse to one another about life being crazy and never feeling like we have time to breathe anymore, but as homeschooling parents we’re teaching our children that this kind of lifestyle is acceptable and must be endured.
Why?
We grumble to one another as if this is simply “the way it is” and we must accept reality. We live in a microwave, blazing Internet, exceed-the-speed-limit society and we’ve come to believe, or so it seems, that we are responsible for learning (and teaching our kids) to keep up with the Joneses in the literal as well as figurative sense. But we also, as we complain, are convinced in our heart of hearts that constantly over-scheduling our lives is wrong.
If you don’t feel such over-scheduling is wrong, you might as well stop reading now, but if you agree, and have concerns about your own family, read on.
Consider the school year that is just ending. How did it play out? Did everything fall in line with your philosophy of education – your concept of the manner in which education needs to take place in your home? Or did it, instead, turn into a virtual free-for-all, where your schedule is concerned, and now you look back and can’t help but wonder where you went wrong? What did you teach your kids this year?
One thing we desperately need to teach our kids – one thing many of us must relearn ourselves if we are not to see our lives spiral into a scheduling pit – is how to say, “No.” As a society, at least here in America, we have a weakness in this area. Saying “No” can be really hard, so we don’t bother saying it as often as we should – not to ourselves or to anyone else. So your son approaches you, wanting to take karate. Hey, karate is a great thing. Sure! Of course, he’s already involved in baseball, taking piano lessons, and growing his own garden to make extra money...on top of his homeschooling. How much is too much?
You have to decide that for yourself, of course. I’m just encouraging you to actively make that decision, and to make it now, before you finalize your plans for next year. Sit down – alone, with your spouse, or with your whole family – and take a serious look at your current lifestyle and how well it fits in with your philosophy of education and general priorities. A healthy life is a balanced life, and that means sufficient rest and downtime as well as the right amount of educational pursuits, physical exercise, etc. Your job, as the parent, is to make sure your family finds this balance, and to help your children understand what it takes to maintain it.
Start by setting some overarching priorities. What are your absolutes where education is concerned? What parts of your week or day are non-negotiable? (Note: If none of them are non-negotiable, you most likely have a problem.) What activities are you and your children involved in that must not be interfered with?
Perhaps it would help if I used my own family as an example. While we’re not homeschooling anymore, the rules we used in scheduling still apply. For instance, God invariably comes first. Our children always knew that Sunday was His and service attendance was non-negotiable. The same was true for Wednesday. This meant that when our oldest son reached the place in Little League when they began scheduling Wednesday games, Little League was no longer an option. Was he happy? No, but since he knew as well as we did that missing Wednesday night services was not an option, he understood our decision. It’s part of learning to prioritize, to tell one’s self and others, “No.”
On the other hand, when our oldest got involved in music, especially after he started teaching himself to play the guitar, and as it became obvious that he was gifted musically, those studies became a priority. We provided both time and finances for voice lessons until he chose to switch to piano lessons in order to learn more music theory. We also allowed him plenty of time to practice undisturbed, or as undisturbed as you can be when you have a younger brother around. Because he did not live an overly scheduled life, he had plenty of time to truly pursue his passion, and his passion has led him into working at our church full time, serving as our band leader (also lead guitarist and, in a pinch, bassist, keyboardist, or drummer), and singing when he’s needed. We taught him to prioritize and I have reason to hope it’s a lesson he learned well; I count it as one of the most important lessons of all.
Please, as you look to the new school year, choosing curriculum and making out schedules, consider all that you are teaching your children, and make sure it’s all good.
Copyright © 2006 Eclectic Homeschool Association
Thursday, September 13, 2007
WORKSHEETS
This is really easy for Nikki, but I still wanted him to do the page.
He found this page fun. =D
He needed some suggestions from me on what to draw on this page. =)
Nikki did this fine...
Ending sounds were a bit more difficult. He had to listen to the sound first before answering...
After he did the previous page, he easily answered this one... =D
Wednesday, September 12, 2007
Tuesday, September 11, 2007
ECLECTIC HOMESCHOOLING
Eclectic Homeschooling
by Michele Hastings
Upon returning from our annual homeschooling convention this week-end, I 've stepped into this week with a new sense of confidence and assurance. I am endowed with a new identity...that of an "Eclectic" Homeschooler. In the past, I was under the impression that the term eclectic meant using a little bit of this curriculum and a little bit of that. However, I've come to understand that the term actually refers to using a variety of "styles and philosophies" rather than referring to using various resources.
Upon embarking on this homeschooling adventure, I just assumed that it would be basically "school at home". Within a very short time however, I came to the stark realization that my children wanted nothing to do with sitting down at the kitchen table to learn their letters and numbers! After struggling for awhile, I began to look for another way of doing this thing called homeschooling. I discovered the Moore Theory, sometimes referred to as "Delayed Academics". The materials I read about this philosophy, (of waiting to teach academics until the child was "ready" between the ages of 8-12) began to make sense to me and we set out with new resolve to face the objections I would receive from well meaning friends and family, including other homeschoolers.
Meanwhile, I continued my own "self-education" about homeschooling and soon discovered the "Unschooling" philosophy. Parts of me were very receptive to this theory, (that kids learn best when they pursue their own interests and passions.) I could see evidence of that in my own children as I watched them teach themselves about fishing, coins and football. However, there was a constant nagging in my spirit that they would never really discipline themselves to learn those things that didn't come naturally, like reading, writing and math. I continued to read and discovered Marilyn Howshall's "Wisdom's Way of Learning." I incorporated a "table time" in amongst my childrens' daily pursuits and some gains were made in the areas I've considered them to be weak. However, there remained a "battle" within me...the desire to allow my kids to blossom in their own time, learning that which they wanted to learn, eventually learning everything they "needed" to learn...and the lack of faith that they actually would!
Well, now I've claimed a "label" that I can really be at peace with. Eclectic homeschoolers use whatever works for each child...not letting any particular philosophy dictate what that is. They begin by taking a look at what their child is doing on a daily, weekly, and yearly basis...and deciding what educational value each activity has. Then, they fill in the gaps, using whatever resources seem to meet that particular child's needs. I can have the best of both worlds! I can allow my kids to pursue their interests and passions and I can also not feel guilty about filling in the holes with tools and activities I deem important.
Everyone needs some sort of "framework" to work from. In fact, that seems to me to be the most reasonable starting place for homeschooling parents to begin from. When I began to homeschool my kids five years ago, I was presented with "styles" of homeschooling, but what we found ourselves doing, didn't seem to fit into any one style or philosophy. I happen to be the type of person who seems to need to have things make sense. My desire to let the kids initiate and self-direct their own learning, seemed to be in constant conflict with my inner conscience, that feared that they wouldn't learn those things I felt were so important but they didn't yet see a need for. Some people have the faith to trust their kids enough to do this...but I don't. I've been calling myself an unschooler because that seems to suit what we're doing more than anything else..but there are still those areas I tend to "ride" my kids about...which keeps me from being a "true" unschooler. Now I have a new sense of confidence that both my kids' goals and my goals will be met through Eclectic homeschooling. My thanks to Cafi Cohen who was our keynote speaker at this year's convention. She brought order and peace to confusion and feelings of guilt, with her description of Eclectic Homeschooling!
© 2000 Michele Hastings. All rights reserved. Re-printed with permission.
by Michele Hastings
Upon returning from our annual homeschooling convention this week-end, I 've stepped into this week with a new sense of confidence and assurance. I am endowed with a new identity...that of an "Eclectic" Homeschooler. In the past, I was under the impression that the term eclectic meant using a little bit of this curriculum and a little bit of that. However, I've come to understand that the term actually refers to using a variety of "styles and philosophies" rather than referring to using various resources.
Upon embarking on this homeschooling adventure, I just assumed that it would be basically "school at home". Within a very short time however, I came to the stark realization that my children wanted nothing to do with sitting down at the kitchen table to learn their letters and numbers! After struggling for awhile, I began to look for another way of doing this thing called homeschooling. I discovered the Moore Theory, sometimes referred to as "Delayed Academics". The materials I read about this philosophy, (of waiting to teach academics until the child was "ready" between the ages of 8-12) began to make sense to me and we set out with new resolve to face the objections I would receive from well meaning friends and family, including other homeschoolers.
Meanwhile, I continued my own "self-education" about homeschooling and soon discovered the "Unschooling" philosophy. Parts of me were very receptive to this theory, (that kids learn best when they pursue their own interests and passions.) I could see evidence of that in my own children as I watched them teach themselves about fishing, coins and football. However, there was a constant nagging in my spirit that they would never really discipline themselves to learn those things that didn't come naturally, like reading, writing and math. I continued to read and discovered Marilyn Howshall's "Wisdom's Way of Learning." I incorporated a "table time" in amongst my childrens' daily pursuits and some gains were made in the areas I've considered them to be weak. However, there remained a "battle" within me...the desire to allow my kids to blossom in their own time, learning that which they wanted to learn, eventually learning everything they "needed" to learn...and the lack of faith that they actually would!
Well, now I've claimed a "label" that I can really be at peace with. Eclectic homeschoolers use whatever works for each child...not letting any particular philosophy dictate what that is. They begin by taking a look at what their child is doing on a daily, weekly, and yearly basis...and deciding what educational value each activity has. Then, they fill in the gaps, using whatever resources seem to meet that particular child's needs. I can have the best of both worlds! I can allow my kids to pursue their interests and passions and I can also not feel guilty about filling in the holes with tools and activities I deem important.
Everyone needs some sort of "framework" to work from. In fact, that seems to me to be the most reasonable starting place for homeschooling parents to begin from. When I began to homeschool my kids five years ago, I was presented with "styles" of homeschooling, but what we found ourselves doing, didn't seem to fit into any one style or philosophy. I happen to be the type of person who seems to need to have things make sense. My desire to let the kids initiate and self-direct their own learning, seemed to be in constant conflict with my inner conscience, that feared that they wouldn't learn those things I felt were so important but they didn't yet see a need for. Some people have the faith to trust their kids enough to do this...but I don't. I've been calling myself an unschooler because that seems to suit what we're doing more than anything else..but there are still those areas I tend to "ride" my kids about...which keeps me from being a "true" unschooler. Now I have a new sense of confidence that both my kids' goals and my goals will be met through Eclectic homeschooling. My thanks to Cafi Cohen who was our keynote speaker at this year's convention. She brought order and peace to confusion and feelings of guilt, with her description of Eclectic Homeschooling!
© 2000 Michele Hastings. All rights reserved. Re-printed with permission.
Monday, September 10, 2007
NIKKI IS IN WORKING MOM MAGAZINE!!!
My boy is a celebrity! Nikki is in this month's Working Mom Mag! I was so happy that they picked his photo. Only 7 kids were chosen! Wow! I hope there will be more moments like this in the future. =D
Here's the whole page. =D Isn't Nikki cute?
Sunday, September 9, 2007
AIR HOCKEY
I bought this air hockey toy in Japan. I chanced upon it and thought that it would be a great toy for the boys and for the family. It's really cool because it has a small fan in it and the puck really floats!! Hours of fun indeed!
Saturday, September 8, 2007
MAKING THE CHOICE
Another beautiful letter... (from homeschoolfreestuff)
Why We Homeschool...
We realized early on that our 4th daughter, now 11, had special educational & health needs. She didn't qualify for headstart.... because we were married, spoke English, etc.!
I dove right into it, though. I home schooled her for preschool. I discovered her weaknesses and strengths. Also, her limitations and short attention span. I taught the same thing several different ways. Teaching became an all day event. Shopping and every day events were learning experiences. "what color is this....", "can you count the ...". She even learned a little sign language.
I enrolled her in traditional school for Kindergarten, and relayed my concerns and informed them as of her learning problems were. I was given a pat on the hand and told, "she is just fine". Last year after a miserable time for her in 5th grade, I told my husband I had certainly had enough. The reasoning behind the way they treated our daughter was, "We are getting her ready for high school". I just wanted to get her through 5th grade with her esteem intact!!
As we prepared for homeschooling this year I started to get really nervous. I thought "Can I really do this well enough so that she can learn?" While I was giving her a few tests to determine her level; I discovered more than I thought I ever would. During the math portion of the test I had to re-teach her common math. Some times a couple of different ways. She felt terrible at first, but after doing 10 tests she started to feel differently. I told her last night that she did 87% on the test; all that was require to place was 50%.
We CAN do this!! We love her. We have more than time invested in her. We couldn't be paid to do what we need to do for her. I will be there in her life no matter what she does. It matters to us. She knows that it matters to us, and I think that makes all the difference in the world to a child.
She had a terrible time with some really mean children. She has remarked to me on more than one occasion that the "homeschool kids are REALLY, REALLY nice! They like me!" How glad I am for her to finally be where she is and not feel less than she is... a funny, bright, friendly girl with a lot of potential.
~Barbara Craig~
Why We Homeschool...
We realized early on that our 4th daughter, now 11, had special educational & health needs. She didn't qualify for headstart.... because we were married, spoke English, etc.!
I dove right into it, though. I home schooled her for preschool. I discovered her weaknesses and strengths. Also, her limitations and short attention span. I taught the same thing several different ways. Teaching became an all day event. Shopping and every day events were learning experiences. "what color is this....", "can you count the ...". She even learned a little sign language.
I enrolled her in traditional school for Kindergarten, and relayed my concerns and informed them as of her learning problems were. I was given a pat on the hand and told, "she is just fine". Last year after a miserable time for her in 5th grade, I told my husband I had certainly had enough. The reasoning behind the way they treated our daughter was, "We are getting her ready for high school". I just wanted to get her through 5th grade with her esteem intact!!
As we prepared for homeschooling this year I started to get really nervous. I thought "Can I really do this well enough so that she can learn?" While I was giving her a few tests to determine her level; I discovered more than I thought I ever would. During the math portion of the test I had to re-teach her common math. Some times a couple of different ways. She felt terrible at first, but after doing 10 tests she started to feel differently. I told her last night that she did 87% on the test; all that was require to place was 50%.
We CAN do this!! We love her. We have more than time invested in her. We couldn't be paid to do what we need to do for her. I will be there in her life no matter what she does. It matters to us. She knows that it matters to us, and I think that makes all the difference in the world to a child.
She had a terrible time with some really mean children. She has remarked to me on more than one occasion that the "homeschool kids are REALLY, REALLY nice! They like me!" How glad I am for her to finally be where she is and not feel less than she is... a funny, bright, friendly girl with a lot of potential.
~Barbara Craig~
Friday, September 7, 2007
STUDYING THE WATER CYCLE
Nikki and I did this simple experiment the other day while waiting for their bath water to heat. I figured, we could always do something while waiting. =D
Thursday, September 6, 2007
STUDYING FLAGS
Nikki really enjoys studying geography so I thought it would also be nice to study the flags. We made some flags using pentel pens and Nikki enjoyed it. He already knows a few flags of some well-known countries and I'm happy about that. Next week, we will add more flags until he will be familiar with most of the flags of the world.
The flag of Japan.
Philippine flag.
Flag of Egypt.
Flag of France.
Italy's flag.
Flag of China.
Here are some photos:
The flag of Japan.
Flag of Egypt.
Flag of France.
Italy's flag.
Flag of China.
Flag of Indonesia.
Wednesday, September 5, 2007
KIDS AND TV
http://news.yahoo.com/s/nm/20070904/hl_nm/attention_television_dc;_ylt=AppatqiMyvDiatB1F7haii2s0NUE
Childhood TV viewing can cause teenage problems
By Andrew Stern
Tue Sep 4, 11:50 AM ET
CHICAGO (Reuters) - Watching television more than two hours a day early in life can lead to attention problems later in adolescence, according to a study released on Tuesday.
The roughly 40 percent increase in attention problems among heavy TV viewers was observed in both boys and girls, and was independent of whether a diagnosis of attention deficit/hyperactivity disorder was made prior to adolescence.
The link was established by a long-term study of the habits and behaviors of more than 1,000 children born in Dunedin, New Zealand, between April 1972 and March 1973.
The children aged 5 to 11 watched an average of 2.05 hours of weekday television. From age 13 to 15, time spent in front of the tube rose to an average of 3.1 hours a day.
"Those who watched more than two hours, and particularly those who watched more than three hours, of television per day during childhood had above-average symptoms of attention problems in adolescence," Carl Landhuis of the University of Otago in Dunedin wrote in his report, published in the journal Pediatrics.
Young children who watched a lot of television were more likely to continue the habit as they got older, but even if they did not the damage was done, the report said.
"This suggests that the effects of childhood viewing on attention may be long lasting," Landhuis wrote.
Landhuis offered several possible explanations for the association.
One was that the rapid scene changes common to many TV programs may over stimulate the developing brain of a young child, and could make reality seem boring by comparison.
"Hence, children who watch a lot of television may become less tolerant of slower-paced and more mundane tasks, such as school work," he wrote.
It was also possible that TV viewing may supplant other activities that promote concentration, such as reading, games, sports and play, he said. The lack of participation inherent in TV watching might also condition children when it comes to other activities.
The study was not proof that TV viewing causes attention problems, Landhuis said, because it may be that children prone to attention problems may be drawn to watching television.
"However, our results show that the net effect of television seems to be adverse," he wrote.
Previous studies have linked the sedentary habit of TV watching among children to obesity and diabetes, and another study in the same journal cited the poor nutritional content of the overwhelming majority of food products advertised on the top-rated U.S. children's television shows.
Up to 98 percent of the TV ads promoting food products that were directed at children aged 2 through 11 "were high in either fat, sugar, or sodium," wrote Lisa Powell of the University of Illinois in Chicago.
Childhood TV viewing can cause teenage problems
By Andrew Stern
Tue Sep 4, 11:50 AM ET
CHICAGO (Reuters) - Watching television more than two hours a day early in life can lead to attention problems later in adolescence, according to a study released on Tuesday.
The roughly 40 percent increase in attention problems among heavy TV viewers was observed in both boys and girls, and was independent of whether a diagnosis of attention deficit/hyperactivity disorder was made prior to adolescence.
The link was established by a long-term study of the habits and behaviors of more than 1,000 children born in Dunedin, New Zealand, between April 1972 and March 1973.
The children aged 5 to 11 watched an average of 2.05 hours of weekday television. From age 13 to 15, time spent in front of the tube rose to an average of 3.1 hours a day.
"Those who watched more than two hours, and particularly those who watched more than three hours, of television per day during childhood had above-average symptoms of attention problems in adolescence," Carl Landhuis of the University of Otago in Dunedin wrote in his report, published in the journal Pediatrics.
Young children who watched a lot of television were more likely to continue the habit as they got older, but even if they did not the damage was done, the report said.
"This suggests that the effects of childhood viewing on attention may be long lasting," Landhuis wrote.
Landhuis offered several possible explanations for the association.
One was that the rapid scene changes common to many TV programs may over stimulate the developing brain of a young child, and could make reality seem boring by comparison.
"Hence, children who watch a lot of television may become less tolerant of slower-paced and more mundane tasks, such as school work," he wrote.
It was also possible that TV viewing may supplant other activities that promote concentration, such as reading, games, sports and play, he said. The lack of participation inherent in TV watching might also condition children when it comes to other activities.
The study was not proof that TV viewing causes attention problems, Landhuis said, because it may be that children prone to attention problems may be drawn to watching television.
"However, our results show that the net effect of television seems to be adverse," he wrote.
Previous studies have linked the sedentary habit of TV watching among children to obesity and diabetes, and another study in the same journal cited the poor nutritional content of the overwhelming majority of food products advertised on the top-rated U.S. children's television shows.
Up to 98 percent of the TV ads promoting food products that were directed at children aged 2 through 11 "were high in either fat, sugar, or sodium," wrote Lisa Powell of the University of Illinois in Chicago.
Tuesday, September 4, 2007
Monday, September 3, 2007
STAMPING
Here are the boys having fun with their stamps. Ethan really loves this and all other art activities. =D
Sunday, September 2, 2007
ACCIDENTAL HOMESCHOOLER
http://eclectichomeschool.org/articles/article.asp?articleid=550&resourceid=69
What is an "Accidental Homeschooler"?
by John Edelson
While some families know from the start that they want to homeschool, others arrive somewhat "accidentally". These are families who had initially put their children in traditional schools. Then, “something” happens. Perhaps it happens over and over or different “things” happen.
Sometimes there are a few classroom or school changes but it still is not working. The problems can be with other students, the school culture, the academics, or even the faculty and staff. But over time, it becomes clear that traditional schools are not working and they become convinced that the available schools are unacceptable.
I Never Thought I Would Homeschool…..
Although many are people of strong faith, these families start to homeschool not for religious or philosophical reasons, but as problem solvers trying to do the best for their children.
"I never thought I would homeschool, but after trying my son in several different schools, we were at our wit's end. Our son was miserable in school and doing badly. After one particularly bad day when he came home in tears and humiliated, we agreed to try homeschooling for the rest of third grade. That was two years ago and it has really worked out for us".
There was one particular conversation that got me thinking about these families and the process of suddenly jumping into homeschooling. One mother, who had called to find out about our curriculum, felt it important to explain to me that: "I don't really believe in homeschooling and I don't want to do it, but I have to because of my children and the way schools worked. I only want to do the best thing for my child…."
I was somewhat speechless trying to think how that made her different from other homeschooling parents, or any parents for that matter.
I noticed that she was not the only one who followed a bumpy conflicted path into homeschooling. It's striking that I rarely hear from people planning to start homeschooling in a few months. But, I hear daily from families that have decided to homeschool and want to start immediately.
It was while taking one of these calls, that I coined the "Accidental Homeschooler" term to describe those starting to homeschool motivated by a process of elimination, not because homeschooling is their primary choice.
Are Most Homeschoolers “Accidental”?
While we can't seem to find any data, our experience at Time4Learning shows that about half of today's homeschoolers started in traditional schools. So, with some fear of over-generalizing, here are some characteristics of accidental homeschoolers that we have observed:
Accidental homeschoolers often have the impression that they are unusual in that they are only homeschooling because it's the best option. Many seem to feel that this sets them apart from other homeschoolers.
"I had starting homeschooling when I found that the schools just did not work for my children. My initial attitude was bitterness with the schools and the blunders and accidents that had forced us to take on the education ourselves.
Over the years, a funny thing happened. I began to notice that there was nothing regrettable about the fork in the road that I took and the homeschooling path that I was on. I shifted from being a critic of the schools to being a homeschool advocate. I noticed that many of the friends I made that first year experienced a similar metamorphosis:
The Accidental Homeschoolers became the Enthusiastic Homeschoolers."
John Edelson is the founder of Time4Learning.com. Copyright © 2007 Eclectic Homeschool Association
What is an "Accidental Homeschooler"?
by John Edelson
While some families know from the start that they want to homeschool, others arrive somewhat "accidentally". These are families who had initially put their children in traditional schools. Then, “something” happens. Perhaps it happens over and over or different “things” happen.
Sometimes there are a few classroom or school changes but it still is not working. The problems can be with other students, the school culture, the academics, or even the faculty and staff. But over time, it becomes clear that traditional schools are not working and they become convinced that the available schools are unacceptable.
I Never Thought I Would Homeschool…..
Although many are people of strong faith, these families start to homeschool not for religious or philosophical reasons, but as problem solvers trying to do the best for their children.
"I never thought I would homeschool, but after trying my son in several different schools, we were at our wit's end. Our son was miserable in school and doing badly. After one particularly bad day when he came home in tears and humiliated, we agreed to try homeschooling for the rest of third grade. That was two years ago and it has really worked out for us".
There was one particular conversation that got me thinking about these families and the process of suddenly jumping into homeschooling. One mother, who had called to find out about our curriculum, felt it important to explain to me that: "I don't really believe in homeschooling and I don't want to do it, but I have to because of my children and the way schools worked. I only want to do the best thing for my child…."
I was somewhat speechless trying to think how that made her different from other homeschooling parents, or any parents for that matter.
I noticed that she was not the only one who followed a bumpy conflicted path into homeschooling. It's striking that I rarely hear from people planning to start homeschooling in a few months. But, I hear daily from families that have decided to homeschool and want to start immediately.
It was while taking one of these calls, that I coined the "Accidental Homeschooler" term to describe those starting to homeschool motivated by a process of elimination, not because homeschooling is their primary choice.
Are Most Homeschoolers “Accidental”?
While we can't seem to find any data, our experience at Time4Learning shows that about half of today's homeschoolers started in traditional schools. So, with some fear of over-generalizing, here are some characteristics of accidental homeschoolers that we have observed:
Accidental homeschoolers often have the impression that they are unusual in that they are only homeschooling because it's the best option. Many seem to feel that this sets them apart from other homeschoolers.
- Accidental homeschoolers' decision to homeschool often resolves a crisis, or series of crises, with the children, the school, and sometimes within the family.
- Many accidental homeschoolers have been preoccupied trying to make traditional education work for their children so that when they finally "give-up" on schools and decide to homeschool, they find themselves with no preparation and no real idea what homeschooling means.
- Accidental homeschoolers start with real trepidation and often with little to no enthusiasm for their endeavor.
- The number of people starting as "accidental homeschoolers" is increasing now that the public has broad awareness and acceptance of homeschooling.
Since we get a lot of these calls from these families in transition, Time4Learning has created a free guide with ten key ideas to help them through the transition. The advice includes how to avoid mistakes in an initial buying spree, how to layer in an overall homeschool program, how to connect with other homeschoolers locally and online, and how to build an appropriate mix of activities for each day.
The Homeschool Melting Pot
We've noticed that the accidental homeschooler label only applies for a limited period to these homeschoolers. After a deschooling transition period, parents become immersed in their new approach to education and lifestyle. Their initial anger with the education system, which they feel failed them, melts away as they adapt to their new life. They seem to forget that their decision to homeschool was one of necessity, not a deliberate choice.
"I had starting homeschooling when I found that the schools just did not work for my children. My initial attitude was bitterness with the schools and the blunders and accidents that had forced us to take on the education ourselves.
Over the years, a funny thing happened. I began to notice that there was nothing regrettable about the fork in the road that I took and the homeschooling path that I was on. I shifted from being a critic of the schools to being a homeschool advocate. I noticed that many of the friends I made that first year experienced a similar metamorphosis:
The Accidental Homeschoolers became the Enthusiastic Homeschoolers."
John Edelson is the founder of Time4Learning.com. Copyright © 2007 Eclectic Homeschool Association
Saturday, September 1, 2007
MORE SAND ART
This is actually the 4th time the boys have done this. Since it is relatively easy to do and mess-free, I really don't mind. Besides, they get to admire their work and see how different the previous ones were to the current one. =D
Materials.
Kuya pours the sand carefully.
Ethan watches closely.
Materials.
Kuya pours the sand carefully.
Ethan watches closely.
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