First, two things that made me laugh today: What the Buck’s review of the Disney Channel’s Camp Rock (he has many more highly accurate and equally funny take-downs of films and TV shows here) and this temporary to-do list tattoo, for those of us who have ever written things to remember on our palms. Which is all of us, am I right?
I have been giving a lot of thought this year to letting go of the concept of school in me and Shorty’s homeschool and aiming, instead, for just an “educational environment.” How very unschooling of me, I know, even though I am not an unschooler and in fact have strong critiques of many common unschooler claims ((a post for another day, I’m afraid). But I digress.
For the first couple of years of homeschooling, I would say the first 3, I did “school at home” because it was all I knew, and having had formal training in early childhood pedagogy, it was all I could conceive as a model for small children learning. Teacher at the front, children sitting primly at a desk with open textbooks whose material matched whatever was being written on the board. It was familiar. From my many lengthy discussions with my dear friends at my local park group, this is a common starting point, ESPECIALLY if you have a formal background in education. It’s all you know.
Around Shorty’s first grade, I discovered The Well-Trained Mind. I devoured it and, being a compulsive list-maker, I promptly and proudly mapped out the next, oh, eight or nine years of my kid’s education. This was partly because a classical education such as is outlined in the WTM is the ULTIMATE school-at-home experience, with the loftiest ideaIs and the most robust scope. It is a very popular text and academic outline for homeschoolers, probably for the same reason that school-at-home is the first thing we all try. I think for a new homeschooling parent looking for validation and structure and the promise of an excellent education for their children, the WTM is very impressive.
Unfortunately, I had not yet grasped the full scope of Shorty’s learning difficulties, or the fact that most little boys and many little girls at age 6 (or 7… or 8… or…) do not have the capacity or attention span to sit still and quietly learn Latin and recite poetry for 5 hours a day. Shorty found The Story of the World, the WTM’s history text for that grade level, mystifying and bizarre and totally inaccessible, and thanks to his auditory processing issues, asking him to narrate anything was an exercise in total frustration. He can EASILY do all those things now at age 10, but it was just too mature for him four years ago, frankly. Honestly, I don’t know ANY six-year-old with the attention span to sit through a four-page, pictureless chapter about ancient Mesopotamia so I don’t even know how realistic the WTM’s educational goals are, but the point is, Shorty was a square peg being shoved into the WTM’s triangle hole. So while I still like some of their ideals and reading lists and still use some of their recommended materials, I, shall we say, aimed to loosen up.
Yet third grade was our most disastrous, I think. I wanted Shorty to do something more fun and more structured than our previous three years, which had been kind of a mish-mash free-for-all of workbooks and library books and half-abandoned curriculum. To me, Alpha Omega’s Switched-On Schoolhouse looked perfect. It was relatively cheap (we got all five subjects off eBay for something like $150), it kept records and “grades” for me, and it was computer-based, which meant it HAD to be fun (right? right??? umm…) so it seemed ideal and for a few months, it was. But it was also extremely dry and repetitive and sucked all the fun out of learning. One subject, “history,” which was not history at all, but more like a lame, surreal overview of American agricultural social studies, was abandoned within weeks and replaced by Story of the World Vol 2, which by then Shorty was mature enough to both understand and read on his own.
And it was still SCHOOL AT HOME, except the computer was the teacher and the screen was the chalkboard. It also indulged Shorty’s “producer personality,” which he definitely got from his mom. He likes to COMPLETE CHECKLISTS. It doesn’t matter how much he actually retains from the tasks, so long as they are done and can be CHECKED OFF. I call this our “Ta-da! tendency,” as in, “Ta-da, I am done, end of story!” Ergo, I am pretty sure he didn’t learn a single thing the whole year. Learning to tailor an educational environment to a specific individual’s strengths and weaknesses will involve a great many instances of trial and error, so I try to forgive myself by telling myself that we still had another 10 years to make up for it, and he definitely has made great strides this year.
This year I discovered Charlotte Mason’s child-friendly , gentle, Montessori-like, yet comprehensive ideas and fell in love. To me, it seems to be the best of both worlds of a broad, classical education and interest-led learning and I read everything I could on the subject. Shortly thereafter, I discovered WinterPromise, an AWESOME Charlotte Mason style curriculum, which is what we used for science, nature studies, narration, literature, history, poetry, art and lots and lots of hands-on stuff this year.
BOY HOWDY, has it been a hit. Shorty’s attitude toward learning has done a radical about-face. Shorty no longer considers any of the WinterPromise stuff “school” – he will say things like “When we get done with school [meaning math and penmanship] can we do more WinterPromise stuff?” and it amazes me how much he has retained. We look forward to doing more of the same for next year and if it goes as well as it went this year, we’ll stick with this curriculum through at least junior high.
We are also happy with our language arts choice (the WTM’s rec, actually) and it would take us a bit longer to finally find a math level and program that Shorty could work with which ended up being the math curriculum from the same publisher, only he is a year behind, thanks to not having learned anything with Switched-On Schoolhouse. (Ugh). Rod and Staff is a Mennonite (read: Amish) publishing company, and their texts are very quaint, and definitely Christian, but so generic as to only be offensive if you are completely secular (i.e., if you cannot deal with “Math is the language of the universe… because God made the universe and God is a god of order and loveliness.”) The Amish angle is annoying to more cosmopolitan homeschoolers, but Shorty and I find it entertaining when the word problems are like, “Prudence and her 11 brothers and sisters each milked 6 cows…” Hee! They are actually very Charlotte Mason-ish too. More review for kids who need it, less review for kids who don’t, gentle approach, etc. His rote math skills have lept forward by leaps and bounds. He is already a strong speller and studies grammar and vocabulary on his own (word geekery… it is genetic, aye) so their light language arts curriculum with an emphasis on composition skills is perfect for him. Again with the “tailoring the educational experience to the individual” thing.
We plan to keep going with this same combo next year, adding in some formal health studies, typing, and French. Maybe more art and music appreciation.
And yet, our homeschool doesn’t look very much like a classroom anymore. We don’t do anything that Shorty doesn’t enjoy. We have academics whenever we have a few hours to spare in the day, whether that be in the morning, after lunch, right before judo/scouts/ whatever, right before bed. Any and all attempts to create a structured daily schedule for me, a work-at-home single parent, and Shorty, a fly-by-the-seat-of-his-pants budding artist and visionary
have failed utterly. We “do school” on the floor, on the couch, walking around outside, driving around in the car, whatever. Though I think this has been the most educationally rich year for Shorty, I am no longer even comfortable calling it “doing school.” I just say “Let’s do some book stuff!” and let him pick the order. He is older now and he has a lot more say in what he does now, and since I want to encourage independent learning, a lot of it consists of giving him a to-read list, with the expectation that everything he has read will be narrated back to me either in writing or orally, to make sure he has read and understood the material.
The homeschooling community has a fond saying that “the world is our classroom!” I understand the sentiment behind it. We can use the whole world as a resource for learning. But this has sat poorer and poorer with me the longer I homeschool. I don’t want the world to be my child’s classroom. I don’t like classrooms anymore! For many kids, classrooms delineate where the learning starts AND stops. I will never forget my friend C’s anecdote about the time when, for Martin Luther King, Jr.’s birthday, her kids and her spent a weekend reading about MLK,Jr. and watching his “I have a dream” speech on YouTube and just generally getting all caught up in the excitement about learning about this amazing man’s life. Then the traditionally-schooled neighbor children came over to play, and when C’s kids excitedly rushed them over to the computer to watch the YouTube stuff, the neighbor kids were all “UGH, NO, that’s SCHOOL STUFF, and today is our DAY OFF.” Sad but understandable, all around.
Or to name a less tragic example, the time when my kid saw all the neighbor kids coming home on the last day of school 2 years ago, and they were all whooping and leaping for joy. “What are you so happy about?” he asked one child, who exclaimed, “We don’t have any more school until AUGUST!” Shorty solemnly turned to me and whispered, “Boy, going to school must be HORRIBLE.” Heeeeeee.
To me, that is the difference between my educational goals and institutional school. I do not want my child to just think of learning as a chore he has to endure ten months out of the year 8 hours a day. I want him to feel like he has the capacity to learn anything he wants, to indulge any curiosity that strikes his fancy. I don’t want him to feel like the world is a classroom. But I guess “The world is our encyclopedia or possibly library or like a living Google or something!” doesn’t have quite the same ring.
And so it is that this year, we have finally bid adieu to what I hope is the last remaining remnant of a school background. We have agreed that since we don’t get any schoolwork done from Thanksgiving through New Year’s Day anyway, we are going to continue to do “book stuff” all through the summer (this is not drudgery if your kid thinks this is FUN, e.g., Shorty has already gleefully filled my Netflix queue with History Channel documentaries we previously thought we wouldn’t have time to watch) and our “summer vacation” will be late November through January, so our “school year” will be January through October. We’ll see how this works out with us intending to move across the country next summer.
I guess we’ll do what we always do – learn to cross that bridge when we get to it.