You can visit the FAQ page any time, but I wanted to post it here as well so you can comment and ask more questions as necessary.
1. Why do you homeschool?
The nutshell: My responsibility is to provide the best available education for my children. I am able to do that at home at this time. For a broader and more detailed response, see Why, oh why.
2. How do you do it?
Our situation is somewhat unique in that we participate in what was once called a "cottage school." A cottage school is a group of families coming together in one home to educate their children. It is different than a co-op, in which one parent will teach a class of students in their field of expertise in exchange for another parent teaching a different field. Parents teach together in a cottage school. In our case, our next-door friends (I like that...I used to call them our "friends and neighbors", but I like NDFs better.) join us and we teach and learn our lessons together. Logistically, I have dedicated an entire room in my house to homeschooling. It's not necessary, but it certainly is nice now that we have that opportunity. We have a large table that we gather around four days per week. We follow a daily schedule including a prayer, the Pledge of Allegiance, a hymn or patriotic song, math, phonics/reading/spelling, grammar, bible, social studies/history, science, art and any holiday or theme appropriate at the time. We spend our time instructing, reading aloud and practicing what we've learned. Independent work is begun under teacher observation and completed after "school." Additional independent work to be completed outside of class time is assigned to reinforce important concepts in math, handwriting, and other subjects in which memory work and repetition are influential.
3. Are you a teacher?
I have been blessed with the ability to teach. It is my spiritual gift. I love to teach. I love to find new ways to look at old ideas. I love to challenge others to learn new things and to think critically. I have a passion for exploring history and science. I LOVE math and am pretty good at it. Could there be a better combination of passions than my love of learning and teaching and my very own children? But, what I suspect is behind this question is, "what are your qualifications for teaching your children?" I respectfully remind you that an effective teacher knows where her students' strengths and weakness lie, their interests, their capabilities at a given time, and their willingness to receive a lesson. Without that knowledge, she would be ineffectual. So, I answer your question with another question: Who knows my children better than me? I argue that I am qualified by those standards alone. It is for that reason that I regret that I must also say that I am trained and certified to teach grades 1-8 in the Texas Public Schools.
4. How do you know they are learning what they are supposed to?
I will only briefly step on to my soap box to address the idea that traditional schools know what children are "supposed to" learn. Remember that government-run schools have always been run, in part, to suit social engineering. That is, to meet the needs of the state. The Space Race comes to mind. Further, the troubled system requires that compromises be made in setting the minimum standards by which schools will be judged. So, using legislated education standards as the basis for our goals could deprive our students of potential knowledge. [stepping of soap box] Instead, I prefer to set my goals a little higher. I aim to use their experience of learning the "basics" to foster their true education, which is the art of learning itself. If I can instill in them a love of learning and the tools with which to do it, they will never find themselves lacking. Whatever new subject matter they encounter will just be that which they have not yet learned, rather than something they weren't taught. As we explore these "basics" together, we will focus on the critical skills necessary to use them. I have no fear that I will miss any essential concept. How could we go through life together for 18 or more years and never encounter a circumstance to add, subtract, measure distance, read, write, discuss our past and present, observe the life cycle of a plant or animal? These subjects are the basis we use to practice our skills of acquiring, processing, and applying knowledge.
5. Do they have to take tests?
Perhaps it is the former public school teacher in me or perhaps I have fond memories of a good challenge in school, but I love tests. I love to write tests that really assess a student's ownership of the studies we have completed. I suspect that my children will take many of my tests throughout their schooling. That said, homeschool students in the state of Texas are not required to take any standardized tests. Some parents like to use them for practice. Some use them to assess progress. I find most standardized testing a waste of time. Comparing my students to others is of little use to me and testing against a list of minimum standards can not help me assess whether my students are fulfilling their potential. The exception is the SAT/ACT. These college entry exams are still important for the enrollment process for upper education, so it is important that homeschool students participate. Statistically, students schooled at home perform very well on these tests.
6. What about college?
We will encourage our children to attend a college or university appropriate to their field of interest. Many homeschool students attend community college classes during their high school years, receiving dual credit for those courses. Homeschool students, as a whole, perform well on college entry exams and are well-received by admission boards.
7. What about socialization?
There it is. The bombshell question. This is the question everyone wants to ask, though some are afraid.
Rumor has it that kids who are homeschooled aren't socialized. I'd like to deal with this question directly and in three parts. There are three definitions for the word "socialization."
1. To organize according to the principles of socialism. They certainly would experience this in a school run by a bankrupt and broken government system or I could keep them home and teach them the definition of irony (and the truth about the freedoms we strive to maintain in our country).
2. To mix socially with others. Many have mistaken this definition with learning to work with and get along well with others, but I would argue that those skills fall into the category of the 3rd definition below. By very nature, the place of learning academics is not a social setting, just as an adult's office is not a social setting. There is a purpose to school and work beyond meeting each other for pleasure. Our children will, like every other child, socialize in this way at birthday parties, on the sidewalk wearing skates, church fellowship activities, at the playground, with brothers and sisters, before and after sporting events (and during as spectators), in girl and boy scouts, play dates, neighborhood gatherings, and as many other opportunities arise. The myth of the socially isolated home school student falls short when you compare the percentage of time spent on school work for the traditional student compared to that of the home schooled student. Home schooled kids simply have more time for pleasurable activities and they have the friends with which to enjoy that time.
3. To make someone behave in a way that is acceptable to their society. There can be no doubt that our American school system performs this task very well, teaching students to conform to the standards set out by those around them. Many a tale has been told of a Kindergartner giving up that beloved blankie or a thumb-sucking habit under pressure of peers. Middle and high school students quickly learn to blend in. Any behavior, dress or achievement that makes you stand out will not be tolerated. Be smart, but not too smart, dress cool, and remain indifferent to the teachers and your studies. This is effective socialization for the culture of schools. The problem with socializing our students among their peers is that in no other time of their life will their peer group consist of such a homogenous group by age, experience, status and maturity. Adults interact with ill-matched individuals in the neighborhood and church, at work and in the marketplace. When I socialize my children, I want them not only to behave in a way acceptable among other children, but also among adults, persons of authority, the less fortunate, the elderly and youth alike. By immersing our students in seas of others just like them, we deprive them of the experience of being productive along side those who are not their equal. Learning among older and younger siblings provides a unique perspective, not to mention the opportunities home schooled students are afforded in the areas of apprenticeship and training that prepare them for a lifetime of interactions with non-peers. Additionally, it is my firm belief that parents are surrendering the responsibility of forming future citizens to the schools. The efforts of a few dedicated teachers cannot compete with the pressures of fitting in. When we allow the masses of students to decide what kind of adult our children become, we perpetuate the ever-declining sense of respect and responsibility toward our country and fellow Americans. Homeschooling allows me the best chance of producing children comfortable in all social situations and ready to be productive citizens.
8. Is it because you don't want your kids around non-Christians? Don't you want your kids exposed to all walks of life?
I pray that my children will be effective witnesses for the cause of Christ to Christians and non-Christians alike. During these formative years, I want to take advantage of all the time I have available to plant the seeds of our faith and protect them from destructive forces. In that, I hope to strengthen their effectiveness for what God has planned for them in the future. Though we will guard ourselves from forming close bonds with those who might lead us astray, we are called by God to reach all people.
9. Will you school through high school?
I have committed to educate my children at home as long as I am able to provide them with the best available education. That may mean that each of my children ends up in a different program at different ages. It also may mean that we will grow together as teacher and students through all 13 years of "school." I prepare now as though we will continue through graduation.
10. How are you going to teach them the hard subjects?
There are several options for parents teaching upper-level courses. I do not presume that I am incapable of teaching some of the more challenging courses. In most cases, I did study them in high school and college myself and I would love a refresher course as we go through the subjects together. But, I know there are a few classes that I'm not interested in delving any deeper than the cursory knowledge I retained after my own graduation. For those, our options include: the school of D-A-D, participating in the public school class, attending community college courses, and joining a co-op, in which another parent would teach the subject in question.
11. What about prom, graduation and other rights of passage?
Local homeschool cooperatives, coalitions and area support groups often put together programs for these special times.
12. What will happen if they have to go to traditional school later?
If it is determined that the best course of action is to enroll one or more of my students in school, it is very likely that they will experience a brief period of difficulty as they adjust to the new culture, though I have no doubt they will be able to complete the academic requirements easily. We would have to carefully consider grade-level placement based on maturity and abilities, as we are not following the traditional age-based guidelines of the public schools.
13. How does your family feel about what you do?
Most of the extended family is very supportive. I answer many of the questions here for them. They politely keep their reservations to themselves, but mostly they enjoy hearing about the progress we make in our little schoolhouse. Homeschooling is not a decision I made to please anyone else.
14. How much time do you spend on school?
We have school 4 days per week for 2 1/2 - 3 hours each day. The kids spend an additional 30 minutes on independent work each day and I spend 2-3 hours every few weeks planning ahead, reserving books at the library, picking up books and gathering necessary supplies.
15. What curricula do you use?
Currently, we use:
Plus, a collection of our own creations as well as internet resources.
16. Where do you find the stuff you need?
Melanie and I attend the Home School Book Fair each May to peruse curricula and guide our decisions. Sometimes a good deal presents itself at the fair. Usually, we take our new knowledge home and shop online for the items we need after comparison shopping. We check out books from the library system regularly and purchase some supplies from teaching supply stores locally.
17. How do you know what grade they are in?
We know our dogs. We judge curriculum levels based on our knowledge of where our students' strengths and weakness lie, their interests, their capabilities at a given time, and their willingness to receive a lesson. We set goals for our students' progress and promote them based on their achievement of those goals.
18. What do you do with the younger kids?
We try to schedule school when the younger kids are napping. As they begin to drop their naps, we are experimenting with small activities to keep them constructively occupied. At this time, we are fortunate enough to have a student-volunteer to guide their activities before their nap. Eventually, we know that Melanie and I will have to divide our time between age groups to remain productive in school. Flexibility is key.
19. Where do you find the patience?
The same professor who taught me to know my dogs, also taught me that being an effective teacher is sometimes about not being patient. Some caregivers have the luxury of displaying patience hour after hour as their charges learn expected behaviors. The complicated relationship of mother and teacher requires that we make our expectations clear and stick by them. Maintaining order and balance in our school room means having a zero-tolerance policy for some behaviors. The baby I kiss and cuddle when he scrapes his knee can not expect the same compassion when he turns in sloppy work. Still, we have plenty of opportunities to love our children through patience; some days we are really good at it. Other days we make it through our lessons with gritted teeth and breathe a sigh of relief when the kids run to the back yard. Each day is a new challenge, but by the grace of God we make it through.
20. Do they have friends?
Of course. We meet friends in the usual places: extra-curricular activities, clubs, church, the neighborhood and even at the library.
21. Is homeschooling right for me?
Only you can answer that question. I know that homeschooling is right for me, but I also know that homeschooling is not for everyone. There are definitely some families who should not school their children at home. For many children, their best available education lies in a public or private school. My best opportunity for a clean house lies with a house keeper. I don't mind outsourcing that. :-) I think knowing if it's right for you and your child begins is in your mental state.
Here are some questions to discuss. Consider them carefully and be honest. Most importantly, pray about this decision.
Am I, as the parent, willing to do everything I can to help my child succeed?
Am I willing to make a commitment?
Am I willing to sacrifice of myself to educate my child?
Am I willing to sacrifice of myself to educate my child?
Am I willing to be my child's advocate?
Do I have confidence in my ability to instruct them (remember, that you can learn most of the material along with them)?
Can I effectively teach what they need to know?
Are they receptive to me? If not, is it something we can work on?
Will they have better opportunities somewhere else?
Am I willing to fail in a few methods and have to find new ways of doing things?
Am I confident that even if we don't succeed immediately, that we can continue to work toward our goal, making changes as necessary?
Besides these philosophical questions, there are the practical questions like:
Do we have the financial resources for one parent to dedicate the time necessary?
Do we have the financial resources for the materials needed?
Do we have a place in our home to gather for school and store materials?
Are there any physical, mental or emotional obstacles that might interfere with teaching or learning?
22. Will you school my kids?
No.
What are your thoughts about standardized tests? Emma was recently nominated for gifted and talented and did well with most of the stuff until it came time for the standardized test. It was her first time to ever take a test like that and she had no preparation or anything. I felt that as a kindergartner that wasn't fair and if she had the chance to at least practice the test then maybe she would have done a little better. I am not upset that she didn't make g&t just I don't feel it is right to give a kindergartner a test that she has never had before and expect her to ace it. Am I wrong in my thinking?
ReplyDeleteI gave "advice" recently to another mother asking me about G/T testing in Kindergarten. Her son had been nominated, but she didn't know if she wanted to allow him to go through testing because of the stresses.
ReplyDeleteI recall that I enjoyed the tests that were given because the abstract thinking was my thing, but it also wasn't my first test. I don't know how fun it would have been if it were my very first.
My suggestion was to ask questions first. I'd want to know what the GT program would consist of for a Kindergartner. Gifted and Talented is a 'label' like any other label for students with learning differences and while it carries a positive connotation, it does follow them forever. As they progress through school, if they ever wanted to NOT take GT courses, it would be jumping through hoops to have them excluded. Once you're labeled, they won't let you walk away easily. When I was put in GT in late elementary, it was a pull out program. While the thinking was that GT students wouldn't fall behind missing a few classes a week and we weren't held responsible for the work, the reality was that we were held responsible for the information that was presented. Perhaps my homeroom teacher could have been better at helping us bridge that gap, but missing 2/3 of every Wednesday sure put a dent in our instruction time.
So, my thoughts on the subject are that any kind of testing is potentially stressful to a child, though I imagine the 'fun' material of a GT test could override some of those fears. (Talking to others though, finding patterns and making analogies, etc is not necessarily a common thing to find fun.) I also think that Kindergarten is far too young to be testing for any lasting result, especially a permanent label. I wouldn't lay stakes on any results of a Kinder test and pressed to make a decision, I would not allow my young child to be enrolled in a GT system until a couple of years later anyway. I'd postpone testing until 2nd grade if possible.
That said, I'm thankful I don't have those decisions to make right now. I have no doubt that William would be nominated for testing if he were in "real" school. I'm positive, from an educator's point of view as well as a mother's, that he would qualify for GT. Philosophically though, I wouldn't want him tested yet and I know I'd struggle putting my foot down about that seeing what I see in him. Mary is more of a mystery. She's certainly smart and creative, but I wouldn't presume to label her with anything until she gets her feet more wet academically.
Did I even answer your question??
Yes, you did. You made me feel better. It all happened so fast that she took the written or questionnaire test before we realized it. I am happy she was nominated and I am kind of glad she had the opportunity to take the test but I too think Kindergarten is young. Her teacher basically told me that she feels Emma is more mature than a kindergartner and her work resembles someone more mature and that is one of the reasons she was nominated. I think we will wait and see for a couple years. I have no doubt she will be asked again but i think we wait until she is older. I too worry about the missing class and the labels put on her. I don't want her to think she has to have added pressure or anything like that. Also, at the time we didn't even think about it because it was a rush decision b/c they notified us at the last minute but due to my health issues and the change in our household it probably wasn't the right time to test her. I think this process is one mistake we did make in her school career so far.
ReplyDeleteTo be honest we haven't told her she didn't make it. She hasn't brought it up and she seems happy in school so we don't see the reason. If she asks we will tell her but we don't want her to feel bad about herself. I am sure we are doing a bad parenting move right there but she has so much going on I just don't want to add to it, she is only 6.
I dont know if I made any sense in my response, I am drugged up :-)