Mathematician's Lament

My husband knows I'm a maths geek.  It was he who told me about this article a few years ago, after hearing about it at work (what else would you talk about whilst building a train?)  It was the perfect gift and I eagerly wrote a blog post to share it ... then forgot to publish it.  Oops.  

I still think the Mathematician's Lament is very clever:

Lockhart's Lament

and Lockhart's Lament - The Sequel

Lockhart's Lament was published in a book in 2009, then in 2012 a second book by Lockhart, Measurement, was released ... perhaps an answer to the question of how to change the status quo.

What is it?  According to Wikipedia, "A Mathematician's Lament is a short book on the pedagogics and philosophy of mathematics by Paul Lockhart, originally a research mathematician but for many years a math teacher at a private school. Characterised as a strongly-worded opinion piece arguing for an intuitive and heuristic approach to teaching and the importance of mathematics teaching reforms, the book frames learning mathematics as an artistic and imaginative pursuit which is not reflected at all in the way the subject is taught in the American educational system."

Here's an enticing quote from page 3 of "Measurement":  

"I am going to assume that you love beautiful things and are curious to learn about them.  The only things you will need on this journey are common sense and simple human curiosity.  So relax.  Art is to be enjoyed, and this is an art book.  Math is not a race or a contest;  it's just you playing with your own imagination.  Have a wonderful time!"

I think mathematics is tremendous fun.  I thought when I aced tests in Year 7, and when I happily battled through 4 unit maths in Year 12 with six classmates who would come over to do problems that took several pages to solve.  At that stage it was mostly about 'the test', but our goofy teacher still made it seem fun.  I felt quite disillusioned a month after our final exam when I realised I had already forgotten most of those abstract concepts, but I am still glad I had that opportunity to stretch my brain.

I am revisiting the marvels of maths, thanks to my children ... with their iPads, Vi Hart videos, Escher posters and a stack of brain-tickling maths books, the sky is the limit.  I'll share a list of our favourite resources and book lists soon.

This link is worth a look ... it presents Lockhart's Lament with a cool video, 'metamorphosis of a cube'.

I will leave you with a quote from an article written by Keith Devlin (whose column featured Lockhart's Lament) ...

"In fact, in the context of this country, bedeviled by the incessant math wars and the intense politicization of mathematics education that drives them, my view is that debate about the curriculum and the educational theory that drives it is a distraction best avoided (at least for now). To me the real issue facing us is a starkly simple one: Teacher education. No matter what the curriculum, and regardless of the psychological and educational theory it is built upon, teaching comes down to one human being interacting with a number of (usually) younger, other human beings. If that teacher does not love what he or she is teaching, and does not understand it, deeply and profoundly, then the results are simply not going to come. The solution? Attract the best and the brightest to become mathematics teachers, teach them well, pay them at a level commensurate with their training, skills, and responsibilities, and provide them with opportunities for continuous professional development. Just what we do in (for example) the medical or engineering professions. It's that simple."

Brave Writer

Brave Writer has helped me see the big picture when it comes to Language Arts.  
The Writer's Jungle taught me how to understand the real stages children go through as writers and introduced me to a gentle, living and wonderful way to mentor my young writers.  I knew it would suit me as soon as I read free online extracts like this ... 

"It’s my hope that you’ll come to love your young writer and his particular jungle in a whole new way. By traveling together, I want to point out the irises you’ve been missing. There’s a world of insight, creativity and passion in your children that writing is meant to capture. By taking some new trails, I hope to lead you to that secret place."  (See more)  

The Brave Writer blog and emails are full of ideas for nurturing writers, developing skills and showing how this writing philosophy translates into reality.  Brave Writer is a flexible resource which complements our eclectic, relaxed, book-loving, individualised approach to home ed.  

I want to write all about how our BraveWriter lifestyle works, what resources we use and what my brave young writers actually do, but it could take a while (I really like what we do but I worry about sounding like an infomercial!)  

This week I wrote a little article about our Poetry Teatimes for the Brave Writer blog.  

Fortunately I took photos before we sat down together ... hence the momentarily tidy table! 

Interesting bytes

Just taking a moment to share some of the interesting bits and pieces taking place here recently!

We had a wonderful time at an athletics carnival this week last term.  The kids actually participated instead of shying out at the last minute!  No pressure, they just loved being with their friends and went in running races, long jump (J. won a ribbon), high jump, tug of war, hurdles, throwing and novelty events.  I'd love to share the group photo, but can't be bothered asking a hundred people for permission!

Obviously inspired by watching lots of Bear Grylls shows this year, the kids created a water filter using things they found in the yard and an old t-shirt.  They did it all while I was inside answering an email ... earlier they'd decided to wash toys and scrub pavers just for fun!  They mixed muddy water in a pit they dug in the gravel path, and I heard one child comment that it still tasted a bit dirty after the filtering process ... at that point I joined the conversation to say that although their filter might be great, there could unfortunately be pesticides or chemicals in the ground in which they mixed their water (we live in suburbia).  I didn't manage to catch it on camera.  They are keen to go camping so they can try out some other bush survival skills ... shelters and fire I can get excited about, but I'm not keen to replicate scenes involving snakes, bodily fluids, carcasses or knives!

A friend lent us an Engineering Connections DVD, in which Richard Hammond reveals the secrets behind some well known super-structures.  We spent several days last term learning about bridges, photographing and drawing them and building models ... the DVD increased our understanding of engineering exponentially!

Inspired by Suji, I created a free Weebly website to organise links to the websites the kids use.  The kids can now click on THEIR page, and easily access whatever they need to via neat drop down menus, organised mostly by subject.  MUCH easier and cuter than our shared, crowded Safari bookmark bar.

We discovered Storybird, which is a fun site where you choose from heaps of awesome artwork to illustrate stories you create.  I set up a 'school' for my family, where we have a class library of the stories we write using Storybird.  It's FUN!

E. and I went to Kid's Camp during the holidays ... 5 days of crazy fun and fellowship for about 60 Year 3-6 kids.  I was surrogate Mum for 5 delightful Year 3 girls, whilst E. shared a dorm with 8 other 8-9 year old boys!  Not a lot of sleep was had, but the fun included dawn walks, Gala Night plays, elective activities like Survivor, Bootcamp, Chocolate Making, Beading; a photo challenge.  The Olympics involved lots of water games ... and a flouro porridge war!

I have been reading a stack of highly recommended Home Ed. books ... they deserve (and shall have) a post all of their own.

Our days have been rich in recipe invention, books shared, Bible reading, bike rides & impromptu picnics, family, friends and fellowship.  We're all full of energy and loving the warm, sunny days of Spring.

How are things at your place?

Homeschooling when Mum is sick

I've been sick for a over week, and the little change-of-season cold I thought I had has outstayed it's welcome.  We've done half-days all week.  Just the bare academic essentials.  Each day starts with our Bible study and prayer time;  a few read alouds when my voice is working, or DS7 feels like reading to us;  the kids proud to work independently and earn play money to spend in my Star Snack Shop; lots of play, cubby making and craft.

I thought I was bouncing back, but today my cough is rough, my head is pounding.  Then the guilt and doubts set in about the learning we haven't done this week ... even though I know the kids are doing fine, and I know they constantly learn even without my input.  But the question niggles ... am I doing enough?

The kids are supposed to be benefiting from tailor-made lessons, one on one time and a rich learning environment.  They are itching to get out and play.  With friends.  We had to cancel another play & learn together day at a friend's house.  After a short walk around the block, I wasn't even up to doing the bare minimum.  Instead the kids watched a new DVD (remember good ol' Road Runner and Wile E. Coyote?), played with playdough, messed around outside.  Now over lunch (easy, baked potato wedges) they're watching a phonics DVD.  DD has decided to pause it to copy some sentences, DS has lost interest and is building lego vehicles.

I know I could talk all day about Tidal Homeschooling, the benefits of kids having free time to be kids, opportunities for independence and responsibility, and Natural Learning ... but still I feel inadequate and need a little more reassurance today that I'm not making a big mistake by homeschooling the kids.

Some people homeschool through chronic pain and serious illness ... and this is just a flu or sinus infection.  I'm overreacting, right?

Here are some articles I dug out to help me get some perspective:

Crosswalk

Whatever state I am

Busy Mommy Media

Professor Mom

And a story which warmed my heart

There are lots of excellent tips in these pages, and after reading them I feel much more peaceful about this.  I'll continue to do my best, look to the Lord for encouragement and comfort, rest and read, let the kids play and maybe ask them to read me a get-well story.

This is where I'm at today.  I hope it helps someone :)

Homeschooling Meme

Renelle from Dove's Rest has tagged me for this meme.
(pronounced /ˈmiːm/; meem, according to Wikipedia ... I didn't know, and since I read the word once a week or so, it was about time I found out!)


It's going around due to the start of the academic year in the Northern Hemisphere.  Third Term is kind of the start of the year for us too, in that I usually do my planning and program updates in June, and it tends to be when my children, coincidentally, move onto new levels in any schoolish resources they are using.  


I agree with Renelle and Jeanne that the idea of giving ONE answer to each question is simply ridiculous and quite impossible!  Here goes!


1. One homeschooling book you have enjoyed:   
I derive great comfort and encouragement from these two books, which I seem to reread every year:


The Well-Adjusted Child:  The Social Benefits of Homeschooling, by Rachel Gathercole
A thorough treatment of the socialisation question, and full of anecdotes from real parents and children.


The Little Book of Big Reasons to Homeschool, by David and Kim d'Escoto
Outlines the benefits to body, mind and soul, using many scriptures and other quotes to help answer common 'Why Homeschool' questions.


2. One resource you wouldn't be without:


ABC Reading Eggs, Targeting Maths CD Roms, ABC Schools TV
The local libraries, and many books from SO many sources!!
Home Ed communities, both local and online



3. One resource you wish you had never bought:


Hard to say because I forget easily ... ummm ... no regrets really.  If I think of one I'll come back to add it.


4. One resource you enjoyed last year:


The Australian Book Traveller, from Homeschooling Downunder
We LOVED "The Australia Book", which built on what the kids had learned in books we previously read.  Since then, we have since been taking the whole journey very slowly, enjoying rabbit trails which appeal to us.  The free "Wombat Stew" unit inspired a lovely few months of learning all about Australian animals, using picture books we owned and borrowed, and of course nature!


5. One resource you will be using next year: 

Lots of World geography and culture books.  Some titles Sonlight recommends, which I've bought second hand, many books from the library ... maybe tied together using Galloping the Globe.  
I've heard good and bad about it ... do you have anything to add for or against GtG??


We'll continue Real Science 4 Kids.  So far I've used the digital download version of Chemistry, and we're loving it.

6. One resource you would like to buy:


Oh, you know, not much.  Just a large block of land and a MASSIVE shed, to deck out with kid's gymnasium, music studio, art and science lab, library and general space to play, create and have fun!  


Know anyone offering a 95% discount for homeschoolers?

7. One resource you wish existed:


A time control device, so that we can fit in all the things we wish to do each day.  And the energy to put dreams into action.

Renelle:  I have a shocking confession ... I don't know about Dr Who's Tardis ... would it satisfy this wish?

8. One homeschool catalogue/magazine you enjoy reading:


The Sonlight catalogue ... don't laugh!  


It satisfies the teacher and resource-researcher in me.  Even though we don't follow any particular curriculum, haven't purchased anything from them directly, and what we do is VERY relaxed.   I just enjoy having so many resources listed and compared in one place.  It has helped with some decisions.

9. One homeschooling website you use regularly:


Aussie Homeschool

10. Tag six other homeschoolers:


I'm taking the easy option.  I can't keep up with who has and hasn't yet been tagged to join in ... so if you read this, and would like to join in, please leave a link to your blog in the comments and jump onboard!




P.S.  Please excuse the spaced out format of this post ... I think I need to revise some settings :)

Overcoming Winteritis

I haven't published a post for ages, nor commented much lately.  Sorry for being distant.  I've been feeling awkward and illiterate.  When I speak or write, often I can't express what I'm thinking.  I'm restless and overwhelmed and uncomfortable and self conscious.  It's just Winteritis again.  It takes all my energy to resist hibernating.  I feel deeply the pain of people close to me who are really hurting at the moment.  I'm sick and cold and tired and sad, and for no good reason ... I have exactly the life I want (minus tropical climate and ocean views), and everything to be glad about!

However, I refuse to let the drop in temperature rob me entirely of my joy!
So, to get the ball rolling again ... some of the wonderful things happening here are:

*  Soccer, Gymnastics, Princess Ballet, Woodwork lessons, Sunday School & lots of play dates and family visits.  A few birthdays and holidays coming up this month, too!


*  A lovely, leisurely book tour using "The Australian Book Traveller".  It's taken us nearly 2 terms just to do 'The Australia Book' and 'Wombat Stew', because we keep adding interesting books, taking time out to follow tangents and research various aspects of Australian geography and wildlife.  We're VERY excited to be moving on to the next stage of the trip this week (partly because the title includes the word 'spear')!


*  Bible stories, Character studies, and a steady stream of books from the library and the postie keep us snuggled up often and give us lots of fresh ideas to think and dream about.


*  I'm getting more organised in the kitchen, putting a weekly menu on the fridge ... stops me worrying about what to cook each day and whether I have the ingredients.  Dinners are planned but flexible, and I write ideas for lunches, snacks and fruit, to remind me what's available.  It also means I shop less often and therefore spend less.  I shop at home first, and use what we have, which means less wastage too.


*  Kids literacy ... both children are taking off and it's so exciting to see!  They're excited too, keen for any hints I can give them, and moving quickly through Reading Eggs.  They're more confidently having a go at slightly more independent writing.  I must tell you about their folders and ladders sometime.


*  I have more peace about the balance of work & leisure, planned & spontaneous, challenging & easy ... and finally a plan I'm happy with for the next year or two in regards to the planned curriculum side of things (always flexible of course, but it is a relief to stop searching for a while).  


*  Pete has built most of the shelves I designed for the dining/ sun/ everything room, and it's immensely satisfying to organise and find homes for our most frequently used resources.  Some smaller units and a desk are still in progress which will bring it all together, and then I have to learn how to paint a kind of lime wash finish.  Photos in a month or two :)


I'm thankful for the safe, peaceful family I've been blessed with.  I'm glad that my peace comes from the Lord, and I'm not at the mercy of my emotions and the troubles and choices of other people.  I'm encouraged by my online friends, many of whom home school, who generously share their ideas and lives, and by doing so provide a lovely, supportive community.

Thanks for sticking by me through my quiet times!

Living Maths - Part One

Anyone who knows me knows I LOVE maths!

Here are a few more confessions to set the scene:

*  I'm interested in metacognition, patterns, and the links between maths, science and art.
*  I like order but am often disorganised, with many ideas and projects buzzing around at once.
*  I love imagining creative ways to do things.
*  My favourite part of teaching is seeing someone's eyes light up when they are inspired and their mind is humming with connections and understandings.

Steps and Stages ...

Since we started home ed., I've often wondered which maths curriculum would suit us now and into the future.  My kids are quite maths-literate, and accelerated themselves through much of K-1 maths before school age. There are gaps of course ... not many people learn neatly according to a schedule!  And we have had great chunks of time spent on Natural Learning, which helps keep things fresh and student-focused.

 I was slightly worried, as in terms of number facts, Elijah has remained at a Year 2 level for 2 years.  But I can see some important connections happening now, and am seeing evidence that he's in another phase of rapid development.  For example, Elijah doesn't have quick recall of all addition facts to 20 and can't be bothered with learning to tell the time properly, beyond the hour and half hour.  His writing is way behind his comprehension, so I've often acted as his scribe.  But he knows how to work out simple percentages (eg. 20% of 1000 or 50% of 40), has a good grasp of some fractions, can count by 2's, 5's, 10's, and quickly understands any new concept we think to introduce.  I have been glad to slow down anyway, not wishing to hasten his acceleration unless it's driven by his own interest and readiness.

The Resources Dilemma ... 

My main problem is that we're spoiled for choice!  I've examined endless reviews, samples, placement tests and articles about all kinds of maths resources.  Some programs which partly suit my preferences include Singapore, MEP, Saxon, Targeting Maths and Go Maths.  They all seem excellent.  But I am never content, so haven't ordered a complete program.  Part of me wanted to find an online solution, but I wasn't fussed with the samples of Teaching Textbooks.  Would Elijah have to prove competence to gain entry to EPGY Grade 3-4, and would it be overly expensive?

Thus far in Maths ... 

I've been using Singapore Maths Textbook 2A with Elijah (no workbooks, just using it as a reader and doing the exercises orally).  I also printed and had bound MEP Maths 2A for him.  Both children have several Yr 1 or 2 textbooks to choose from when they are inclined to do bookwork (for Jasmine, this urge occurs several times a week, for Elijah it's only when I insist) ... Rigby, Maths Plus, Easy Learn Maths, Boomerang and Step Ahead.  Elijah likes the interaction of doing MEP lessons with me, but we don't formally 'do' maths often enough to use MEP properly ... for days we'll play with numbers and ideas in other ways, so that each time we go back to bookwork, he's progressed beyond the lesson we're up to.  I've never stuck rigidly to any textbooks, skipping pages which seem boring, redundant or repetitious.  So perhaps we've been too light on with number drills.  Instead we do sums at the dinner table, counting rhymes in the car.

Whilst some maths programs incorporate a lot of hands on activities, real life applications and motivations, I still find them a bit stifling.  Jasmine likes to do bookwork, but she enjoys the other things we do too.  Elijah definitely prefers learning through stories and conversations, shows, computer games, board games and puzzles.  We've used such a diverse range of resources, it's always a challenge to record them and make sense of the path we've taken.

Ideas ...

I've been toying with the idea of several maths lessons each week being devoted to fun and inspiring ideas, such as looking at M.C. Escher, magic squares, The Golden Section, Bible numerics.  And games.  And hands on, real life problem solving.  Doesn't leave much room for drills and paperwork though.  Do we really need them?  Do I need a 'spine' at all or can we be trusted to cover the 'basics' in unconventional ways?  Will my children be able to fit in if they ever need to go to school?

I'm coming to terms with all these questions, and the answer seems to be:

Living Maths ...

Our best 'lessons' over the years have been experiences such as making a 3D graph of matchbox cars, constructing polyhedra using straws and pipecleaners, counting money as Elijah saved for an electric drum kit, taking measurements for furniture designs, adjusting recipe quantities.

I'm going to TRY to stop looking at Maths Curriculums, and focus more on just 3 factors:
-  being more creative and diligent in RECORDING the incidental maths the kids do in life and play
-  identifying WHAT my children are ready to learn or do next
-  finding interesting printables, stories and manipulatives to ensure they have FUN experiences to gain that knowledge.

I want our maths 'lessons' from now on to be memorable, inspiring, lively, exciting, challenging and real.    I intend to read more on Living Maths and Charlotte Mason and Unschooling websites.  I am excited about diving deeper into Living Maths.  I'm keen to list the many ways MATHS happens in my home, and I think articulating what we unconsciously do will help me let go of my obsession with comparing curriculums!

I already have some great resources, and know of a few more I'd like ... I'm bursting to write about them all, but will have to save that challenge for another day.  I have bookmarked some helpful and inspiring websites, and will also list these and share some links and ideas in Part Two.

If you have any tips to share about studying, doing or recording LIVING MATHS, please share them!

Delightful days

We're really appreciating the freedom we have, having had a taste of being part of the system.  What a wonderful life!  


I always enjoy reading 'typical day' messages written by home ed. families.    They are hard to write and impossible to keep short!  A few friends have recently had a go at it, trying to share the essence of their days, and I felt it was about time for me to jot down what we've been up to.  We have very few typical days, so my version is more of an overview of some of our usual activities ...

Elijah's recent interests have included:

-  counting his money to compare it to the price of whatever he is saving for ... last month, after 2 years saving, he reached his goal and bought an electric drum kit.  He also likes being the banker in Monopoly.

-  playing instruments ... he's never had a lesson, but does amazing things with drums and guitar (playing with both since a toddler), adding words to songs he knows or makes up.

  

-  'reading' an endless supply of non fiction history books, mostly about Knights, sometimes a book about Vikings or Warriors, the Roman Army or other parts of history.  Mostly I think he studies the pictures and labelled diagrams.  He looks at books for several hours most days, on top of our time spent reading together, and is eager to be able to read more for himself so that he won't have to rely on me so much (distracted by cleaning, cooking, phone and computer too often). 

-  Superdad helped Elijah make a bow and arrow from materials in the bush across the road (and string).

-  writing in his self-started 'future book' ... basically planning fun jobs for when he grows up.  So far he has designed a paintball army game centre (asked me to help find camo clothing designs  for the teams on the internet), and a Knights Land (role play for grown ups) with lists of horses, equipment, costumes etc. and a birds eye map of the place.  Elijah usually asks me to write it for him, either on the whiteboard to copy, or in his book to trace.

-  writing in his diary ... self-directed but often asks us to spell words.

-  building a castle using a kit with plaster of paris bricks he makes using a rubber mould.  Also still spends a lot of time building and destroying lego models, and talking to us about what he has made ... the talk continues even without an audience.

-  watching science, geography and history shows on ABC 1 and the internet (Bill Nye), and DVDs such as Leyland Brothers, Grainger's World Australia, and other nature shows either on TV or from the library.

Jasmine loves:

-  colouring in - from a box of colouring books (fairies, Princesses, Bible stories) and sometimes pictures we search the internet to find together (eg. she'll say "I want a water fairy).

-  craft - mosaic sticker pictures (from a few sets rec'd as gifts), bead necklaces and bracelets

-  books about fairies and princesses (mostly Rainbow Magic and The Tiara Club series) ... we read her 3-4 chapter books most weeks, plus picture books she owns (like a Tinkerbell series) and borrows.  As a welcome change from the predictable stories, we found a delightful library book called 'Fairy Foals' which both kids are enjoying ... very arty and imaginative.  

-  writing - a variety of handwriting books, exercise books for sentences and stories, and her own private journals, some locked.

-  Reading Eggs - we had a break for a few months, and Jasmine is glad I renewed our subscription.  The break was good as she is now ready for the lessons she had reached but was finding too hard last year.  100% on today's Map 6 quiz!

-  other computer activities - Targeting Maths Lab 1 CD-rom, Tux Paint, various games we find online, and just plain typing.

-  listening to music and singing along with toy microphone - Delta Goodrem, Jack Johnson, lots of Sunday school CDs, Australian songs etc.

-  playing her guitar or violin ... no lessons, just self-taught and improvised.  I LOVE Jasmine's voice and her way of making up songs as she goes, but I have to be careful as she doesn't like to be observed or adored TOO much!

-  games (like Monopoly Jnr, Mastermind, Jenga, snap, Uno) and puzzles, dolls of many kinds, Dora lego,  listening to stories.

-  people ... always making plans to see her friends, but happiest when it's not in a large group :)

Activities I've strewn/ inspired/ suggested, which have been very well received this year:

-  a new set of watercolours and art book each.  The kids use these freely several times a week and it's always a delight to watch them at work.

-  Australian studies - this mostly involves reading to the children, loosely guided by The Australian Book Traveller.  So far we've read 2/3 of The Australia Book (Eve Pownell), and it will be a slow but deeper journey, as I keep finding extra wonderful books to enjoy together; like "Lost" a survival story about 3 children lost in the Australian bush in 1860's.  Each chapter is followed by (genuinely) interesting facts about life back then, such as toys, homes, food, clothing.  The kids (especially E.) are very interested in Captain Cook's journey, early white settlement and how it impacted on Aborigines, gold rush, explorers, bushrangers etc. and how things have changed over time.

-  most days we read together a chapter from a Bible story book (currently from a huge, old but well written, 10 book series by Arthur Maxwell)

-  we're using phonics (mostly LEM, a bit of Jolly Phonics and Reading Eggs) to fill in gaps to help both kids read and write more confidently.  We use a variety of methods to keep us all interested!  Elijah is also working through Sounds Right, Read, Write Book 3.  

-  soon Elijah will start in the local soccer team, and Jasmine will again do home ed. gymnastics.

-  Nature Studies ... we've read a little of The Wonderland of Nature, complemented by Bill Nye science clips & Magic School Bus books/ shows, and serendipitous sightings around home.  Mostly though, we're on an Australian animals tangent.

-  most of our maths is invisible, just part of life and fun, but they both do a small amount of textbook or practical work to ensure me that their skills are recorded and progressing.  This is negotiable, in terms of when and where, what (limiting the boring, pointless or tedious), how (practical, visual eg. books and DVD's, answers for textbooks can be oral, written or scribed by me) and we're open to creative interpretation and wandering off the track onto more interesting tangents. 

And ...

The kids also spend heaps of time on the trampoline, bikes, at various pools and beaches, visiting friends and relatives, building cubbies with furniture and cushions and sheets.  They love cooking and watching cooking shows, helping Pete in the yard, sometimes doing jobs inside to be helpful or sometimes for extra money.

Recent requests of things the kids WANT to do, some of which I'll try to arrange in coming months:

-  woodwork (hooray, classes start next week!!)

-  sewing ... with my machine, needlework and handmade toys ... mostly inspired by pictures they've seen in books

-  ice skating (Jasmine) and ice hockey (Elijah) ... perhaps a one off visit will have to do for now, as they also want:

-  tennis lessons (Jasmine), violin lessons (Jasmine) and drum lessons (Elijah)

-  Elijah wants to make real medieval and Roman empire spears, shields, costumes, chain-mail suits, helmets, swords etc, preferably after researching the real materials they should be made from!

-  the kids and I want to learn more about Bush Tucker, and edible plants we might find in real life.

Our weeks are full of fun and learning, only a fraction of it planned.  So far today we've had a productive morning of reading, writing and spelling.  Oh, and I did housework while the kids watched school TV shows like Science Clips and Backyard Science.  We went to the shops, then decided to watch a Barbie Rapunzel DVD during lunch.  Soon we'll read together, play outside and sort out clothes which should go to the op shop.  I have to go out again later, while Elijah and Jasmine play or go swimming with Daddy.  The kids asked to do maths after dinner today.  It seems we all like to mix up the expected order of things a little!

A wild ride!

We decided to ride a roller coaster, knowing it would be fast and possibly dangerous.  We almost fell out on some of the loops and got jolted on the corners.  It seemed like it would never end, but finally we cruised into the exit tunnel.  We limped away, but can now look up at the ride and say we survived.  Most families have no choice but to ride this roller coaster every day.  For some it's a nightmare, for others it's comfortable, thrilling, even fun.  I'm just glad we are free to choose a different ride!

I know I haven't written enough about what's been happening here lately ... it's been too crazy to put in words.  I'll try and bring you up to speed.

Late last year Jasmine started wishing fervently to try school, and after prayer and thought over the break, we decided to give it a go.  We enrolled her at the Public School near our place, where we knew nobody but had heard only good reports.  Despite it being her own wish to go, it's been tough for Jasmine, and she's made that very clear with tantrums and daily changes of heart.  In just 7 days she was late 3 times and totally missed 1 day because she carried on for so long that I wouldn't let her go (and wasn't fit to take her anyway after weathering the storm).  Twice her teachers had to take a kicking and screaming child from my arms, and I had to leave and hide around a corner until I knew she'd settled.  Things improved when Jasmine said she wanted me to drop her off and sneak away (previously hard to do, with her climbing me like a tree).  I spent some days happily teaching Elijah, and a few crying and sick with the stress of the morning.

Our hearts broke as we pick up the pieces each afternoon.  Jasi said the best thing was the work (basic phonics she already knows, and lots of colouring in).  On day two, she started sadly confessing that her new friend had decided to not be her friend anymore, and was telling other kids to leave her out as well.  The teacher said she'd help Jasi make new friends, but observed that she doesn't initiate friendship or follow when the group moves on.

Even so, she's done so much more than we knew she could.  Simple things like asking for an iceblock at the canteen, chatting with the teacher for a literacy assessment.  She was disappointed that they didn't do maths (though maybe they did, but it wasn't what Jasi expected).  We're proud of her courage in just giving it a go.

But we decided enough was enough ... I couldn't handle the tension and trauma, and didn't see that any good could come of continuing.  Jasi wanted to finish this week, but it was sealed for me when the teacher lectured me yesterday for bringing Jasmine late, saying it wasn't good enough and we'd have to get our act together and stop messing around (basically).  She repeated this when Mum picked up Jasmine in the afternoon (I was too sick with anxiety to go in) ... thankfully I'd typed a letter for Mum to deliver, saying thanks and sorry to the teacher, and informing her that we'd be notifying the Principal of our intention to resume home education today.

I was keen to exit gracefully, and hope the carefully written letters to the teacher and Principal will allow us all to end on a positive note.  Now we can get on with our lives without school, and I can salvage what's left of my dignity.

I am SOOOO relieved.  Jasmine is too.  She cried for half an hour yesterday when I told her she wouldn't be going back to school, then bounced back to being a free and happy girl again, grinning and excited about what we'll be doing together.  It is the same relief she expressed when we told her she could leave her stifling and boring ballet class a year ago.

Why did we let our 5 year old daughter enrol in Kindergarten at the local Public School?

Because we thought it was harmless to let her try Kindergarten.  Because I thought 5 year olds would be kinder and easier to befriend than older children in years to come.  Because we could always return to homeschooling, anytime we wanted, and just treat this as an innocent experiment.

Why are we letting her, after 7 days, return to home schooling?

Because we can.  Because I love my daughter and her turmoil each day tortured me, to the point where I felt physical pain.  Because teachers shouldn't belittle parents in front of the class, nor loudly and condescendingly lecture an already frightened child.  Because we believe home ed. suits our children and love tailoring each day to them.  Because home schooling allows us to raise our children the way we believe God wants us to.  Because of the scratchy uniform and the unkindness of mean girls.  Because I don't believe in school enough to force her to go again and again when she's determined not to anymore.  Because we have little trust in the staff, after one week and four different teachers already.  Because we ALL need to have some stability and continuity.  Because we want to get on with real life and learning, not playing the school game.

Was it worth it?

I felt like an incompetent Mum, an unprofessional teacher, inconsistent and too easily influenced by my daughter's fluctuating moods, wishes, strength and vulnerability.  We didn't last the term, as we'd planned to.  I got in trouble ... I've always hated confrontation and conflict.  The teacher spoke down to my daughter.  She won't have the chance to do that again.

BUT on the bright side, Jasmine's curiosity has been satisfied.  She is now keen to have a wonderful year of home ed., instead of feeling deprived and controlled.  We respected her wish to explore.  We had an intense two weeks, difficult in many ways, but have emerged with our love and respect for each other intact and strengthened.  I have learned more about Jasmine's character, learning style and inner strength, and can use this to be a better parent and teacher for her.

Onwards and upwards!  We have had a lot of fun today, together, and the future looks bright.  It'll probably be easier to write about too!!

Home ed. with younger siblings

A few people have recently asked for tips about how to get things started, and how to occupy younger siblings.  

Here's some encouragement and tips from my experiences so far:

Tot Trays  .... for the little ones, keen to do their own 'school work', there are a lot of good ideas in the pages of this site which I adapted to our needs. Unit studies, lap books, sharing lots of books and fun maths also worked well.  


My youngest child was keen to 'play schools', which helped immensely when I wanted to transition the kids back to a routine with more structure after a year of mostly unschooling. Jasi's enthusiasm pulled in her big brother, who by 5 was ready for a break from 'work' and wanted to play non stop! I did question all of my assumptions and expectations, and gave him abundant free time. I chose less structured teaching methods to build his basic skills during that phase. Elijah's bouts of negativity dissolved as there was no pressure, and whilst it wasn't always easy to see 'progress' at the time, now we're entering a new phase again, and seeing the fruit of the learning which did occur.


We now have a timetable and routine as a guide, which helps, but is INCREDIBLY flexible. I won't share it here as there's never a day or week when we actually do what it says!
Here are some of the things we do:


... As a fun way to draw the kids in and grab their attention and set a positive tone, we gather for a quick introduction, interesting and full of tasty, quick bites. For example, we pray (briefly, having usually prayed in bed earlier) and read a Bible story or scripture verse, use the whiteboard for things such as date, sentence about the day or other idea, sometimes weather, number patterns, brainteasers, interesting words, quick phonics reviews, sometimes a scripture, or a list of some kind (the kids have turns helping write). In my board writing I use words they can read as well as extend and challenge them in a fun and supportive context. 


... Some days we skip the intro. Other days that is ALL we do formally, and the rest is through shared reading, experiences, spontaneous opportunities and rabbit trails.  Natural learning defines so much of what young children are inclined to do, given free time, resources and a willing audience to share their discoveries with. Children are ever changing and amazing!


... With 5-6 yr olds, our sit-down bookwork has usually been only 1/2 to 1 hour a day, low pressure and more about basic skills, habits and attitude. Sometimes I will say what's to be done and why. Other times I will present two options and let the children choose, or the children may suggest a book they'd prefer to do.  If the children ask to do extra, I let them. They sometimes like to read to us or do writing before bed.


... Often "life" changes the routine. We take many opportunities for excursions, play dates, sports and family visits. No worries, as children are always learning, I've learned to see the balance and not worry about missed 'lessons'. Illness gets in the way more often than I'd like. I don't try to force sick kids or myself to work, it's usually a case of one down, all down, and we fall back on natural learning, educational DVDs and read alouds.  


... Lots of hands on activities, shared books, games, variety of resources handy for the kids to select from, or I will choose something to do together.  


... We use the computer as a tool for providing opportunities for 1-1 learning, with the kids free to choose between about 5 options (eg. at times this has included typing in Word, Reading Eggs, Targeting Maths CD-roms, Smart Kiddies, Tux Paint, Mathletics or Skwirk). In theory I can set one child up on the Mac, then spend time with the other. In reality, this is sometimes perfect, sometimes painful, when the one on the computer needs help and whilst I do that, the other gets sidetracked.  

That's part of what it looks like here, with 2 children who are 12 months and 10 days apart. I try to keep it positive, understand each child, and go with the flow.
 
Someone on AussieHomeschool wrote "Sometimes it is very hard to get them to settle down, especially when there is more important stuff happening (nice weather, racing bikes in the yard, scrounging in the garden for slugs etc) and I have been fairly gentle on this, because of their ages and stages (that is also how they learn.)"


My response to this is, I totally understand, especially about ants in pants. We're still there! I try to understand and respect what's important to the children, and work with them rather than fight the tide. I love seeing the children take charge of their own learning, and watch great things unfold when they decide to 'give speeches' or role play occupations. Sure, it's not always so tidy, as they also choose to be cooks with garden litter, wash the floor with a tea towel, or hijack all the chairs and cushions for a bus ... but that's part of childhood.  


Next year my plan includes "The Australian Book Traveller" by Michelle Morrow (her website is www.downunderlit.com), "The Wonderland of Nature", by Nuri Mass (also from Michelle), additional eclectic science, LEM phonics, eclectic Maths (using what I have on hand) and lots of other fun!  

Canberra ... with activity links!

I was quick to put up our snow report following our holiday, but what did we do for the rest of that week?
Here's a glimpse ...


For a few nights we stayed with my Aunty and Uncle, where the children enjoyed playing with resident terriers Snowy and Sally.  One evening we enjoyed a family dinner with my cousins.  Elijah discovered another food he likes ... caviar and smoked salmon blini (small pancakes).  This adds to his favourite foods list of bbq baby octopus and homemade sushi (Makizushi 巻寿司), a definite seafood theme which has prevailed for a couple of years.  I LOVED being in a home with central ducted heating, even if it was sometimes a little too warm ... it was ironic to be warmer in Canberra than I had been for months, the reason being that we only use the gas heater or air conditioner for a few hours a day in the middle of winter.  Frugal and enviro-conscious intentions only!


Of the outings, QUESTACON was our family favourite.  There is so much to do and see, touch, experience, learn, wonder about ... the kids had fun in Mini-Q, the 0-6 yrs play zone.  Mini-Q featured an impressive water play setup which I'd love to replicate if I had a spare sunroom.  We loved watching a very clever live science show, "Invasion from the Planet Fwah" The BOC liquid nitrogen show.  We didn't try free-fall (a vertical slide), but I did go on the earthquake simulator (it was ok) and Track Attack, a rollercoaster simulator (awesome, even if I'm biased because my Uncle built it).  Jasmine was very upset (like totally traumatised) by the pretend guilotine and the accompanying sound effect ... we saw it as we explored a sideshow exhibit, then every time she heard it operating (even from other rooms) she would shake with fear.  In the end she practically dragged me through the exit doors, but thankfully didn't mention it again once home.  How I wish we lived closer and could go to Questacon more often (though at least we've seen their traveling exhibits when they've been in town).  See what you think of Questacon online, there are lots of activities (for kids and big kids like us!) to try, at  Perception Deception and ScIslands.


We drove on the public road to a lookout inside Duntroon.  A bunch of military trainees were hauling heavy packs up the huge mountain.  I was more interested in the immediate surroundings than the view of Australia's capital city, as it gave me a glimpse of the life path I didn't commence at age 17 (of the two cadetships I applied for, I accepted the offer from BHP Information Technology, and thankfully missed out on becoming an air traffic controller with ADFA at the last stage of selection ... their wise psychs must have realised I wasn't made of tough enough stuff) ... whew!  


Cockington Green minitature village was a big hit with the kids, and we walked around for hours listening to them say, "Look at that!" as they noticed every little detail.  In the International display Elijah wanted to quiz me about every country and type of building ... I wished I was a walking encyclopedia.  If we go again I'll see if we can have a guided tour with an expert!


Our next venue was the National Dinosaur Museum, which was a bit of a fizzer.  Perhaps on it's own we would have seen it in a more exciting light.  It was kind of small, and the tired children just wanted to zoom around, buy unnecessary 'stuff' in the gift shop, and go out for icecreams.  Elijah and I preferred the Australian Museum in Sydney which we visited last year.


We saw Parliament House from various angles as we drove to other places, but will save the proper tour until the children are a bit older.  They are pretty interested in government and followed the recent election with us.  They talk about Kevin Rudd, and weave Julia Gillard into their play conversations in amusing ways (such as once, she was telling Barbie she would pass a law to allow boys to go to hairdressers ... is that a hint of discontent about MY home salon skills?)


The Australian War Memorial was the place Elijah MOST wanted to see, but we didn't get there.  Time just ran out and we decided it would best be left until next time.  Until then we can use their Kids HQ website to learn more about our history.

Reading - our style

I don't think there's any single, best way to help children become readers.  I think Love, patience, time and fun are the keys to encouraging a child's natural interest in stories, and their desire and ability to read will flow from there.  


We haven't followed a specific learn-to-read program.  I've borrowed ideas from all kinds of approaches, including phonics (LEM), sight words (eg. Dolch) ... and our home is a playground for whole language!  Step by step programs have worked for some of my friends, combined with the other essential ingredients I mentioned above.  


Here's our story so far, from 0 to 6 years:


From the early days of babyhood the seeds of reading were planted.  We played with words, read aloud ten zillion books, bought books, visited the library often and the kids chose books to borrow on their own cards.  When friends and family would visit, the kids would toddle up and hand them a book to read out.  


Elijah loved books from day one (well, day 8 when he came home from hospital).  I thought Jasmine was going to be different.  She would wriggle and squirm away ... but by 9 months she was just as hooked on books as her big brother!


Here are some snapshots of the fun we've had with reading in the pre-school years ...

This was Jasmine on her 2nd birthday (Elijah was just 3).  

Pete was a home Dad ... each he day wrote a sentence or two on the chalkboard, and the kids would 'read' it to find out what exciting plans he had ... words like icecream, park and swim were very popular!

We now use a whiteboard, but this habit has stayed with us, and now the children help write the days of the week, sentences or activity lists.

With toddlers, Superdad also made up flashcards with words the children were interested in, and they would play games to win cards by being the first to read them.

We played games and more games ....

We made up rhyming word lists (some with nonsense words) then phonogram-based word lists (based loosely on LEM phonics).  The kids initially read these to earn pez lollies!   

We have a range of flip-books (bought cheaply), free, photocopied or printed and laminated games, word rings, word and letter puzzles ... these are not regarded as greater or less than any of our other resources and toys.  It wasn't so much 'school' at age 3-5, just something fun we did together.  

It hasn't changed all that much.

We also go through phases of using flashcards for 'sight words', blends and phonograms.

I sometimes make up a game, like this 'ar jar' for the phonogram ar ("ah, or, the car had a war") we made 2 years ago.  We thought up the words together, I wrote them on cut up Christmas cards.  4-6 cards are placed face up at a time, I say a clue (eg. it can start a fire) and the kids find the word which says the answer (spark).  They may work as a team or compete for the most cards.

Word wheels don't get much use here ... they look good and are a bit of fun, but aren't as good as reading in context.

Both kids do ABC Reading Eggs, whenever they want (if the computer is available), which averages out to 1-3 one-hour sessions per week.  When they were younger the kids also liked the free lessons and they still like the printable books at www.starfall.com

Jasi and Elijah pretend to read to each other (making up stories about the pictures) ... role playing librarians, teachers, mums and dads.  Likewise, they use story books as pretend music books, from which they sing (making up songs as they go).

We have many 'traditional' reading tools too, around the house including many posters.  I holepunch posters in the top corners, thread 5-6 posters onto 2 curtain rings, then hang the set on hooks I've set up around the house, such as on the back of the toilet door.  They're easy to flip, or swap for a different set.

We've ended up with an eclectic range of 'early readers' at little expense, bits and pieces of many series, from school throw-aways, book stalls, home made books, free printable books (eg. from www.starfall.com) and Bible story early readers.  

We borrowed Fitzroy Readers from a school Mum worked at last year, and the kids hated them!    

Elijah now reads Dr Seuss to us, along with various library books and others from his shelves.

Magnetic word kits, sentence makers and phonics work books 

 are often done just for fun, usually whenever the kids want ... such as bed time!

Living in a book-lovers paradise, with so many tools at our disposal and some deliberate instruction through conversation, games and 'playing schools' ... 
Have my children become amazing readers at an incredibly early age?


No and yes.  It hasn't all been plain sailing, but on the whole, it's been positive.  The children have been at times far ahead of their age-expected levels, then other times they cruise, forget sounds and sight words and fall behind to a more 'average' level for their age.  They have vocab and comprehension beyond their years.  Most important to me, they are interested, self-motivated and enjoy their experiences with words and books.


Our shared reading time is still plentiful and precious, and includes picture books, chapter books, science, maths, geography and history references.  We 'do' the Premier's Reading Challenge, just because we read the books anyway, so may as well get a certificate to show for it. 


I photographed our bookshelves ... but there are enough photos here!  Just imagine bookshelves, baskets and stacks all over the house, add up to 90 library books at a time, and that sums it up.


If it's mixed with cuddles, it's all good!