As veteran homeschooling parents know, some difficult times will come. One day you’ll wake up to piles of laundry that your children are using to play hide and seek in. Ice and snow have locked you inside for days and your teenager seems to be in a comatose state until the phone rings. Life Happens! You will wonder why on earth you had the idea that you could homeschool your kids, run a household, and maintain your sanity.
Now is the time to pull out your list of “Why We Homeschool Reasons”. What? You didn’t make a list? This is a tool that is imperative for all homeschool parents. So determined was I that people would not stare at us when
we played outside or went to the corner store, that I wrote a letter explaining that we were homeschooling and outlined all our reasons for doing so. Then I made copies and circulated them among neighbors, friends and family. I filed a copy away, so that I could pull it out when my courage needed bolstering.
To help get you started, some common homeschooling convictions (which you might have forgotten) are:
• You, the parents are the first and the natural teachers of your children. You’ve taught your children from birth. You love and care about them more than anyone else and have the greatest interest in their success in this life and for eternity. Additionally, the state or government does not “own” you or your child. Alarmingly, this truth has been argued and challenged lately by those who believe that children are a commodity of the state. So, it’s important that you hold tightly to your parental rights.
• You want the best character training for your children. Your family has an important system of beliefs and values to instill and a heritage to pass on to your children. Through the golden opportunities provided by time, role modeling (values are caught not taught), work involvement and encouraging service to others, values are learned and character is built.
• You want your child to have a positive socialization experience while avoiding peer dependence.
Children in a traditional, institutional setting who spend more time with their peers than caring adults become socialized by the culture of their peers. (Most of us have a struggle with peer pressure which is revealed, for instance, in the way we feel when we are confronted by our friends about homeschooling -- and by the way we want someone to tell us how to homeschool -- what materials to buy, how many hours to spend, etc., and why we tend to cast side-glances at how others are accomplishing home education.) This might be unconscious, but it is real, and it is at the root of many of our own self-esteem issues. We want something better for our children. And, today, the school-setting is rife with competition, and worse, bullying. There is now a very real safety threat to consider that did not exist 20 years ago.
• Remember those academic bonuses: You have the opportunity to create a custom-made program for each child. Good homeschools are families that encourage a relaxed environment, the learning style of the child, real-life experiences, hands-on experiences, field trips, much open discussion and a life of balance. Good homeschools become relationship and student centered as opposed to book, teacher, and peer-centered.
Now, this can be hard to see on those difficult days, so make sure you are writing in a journal at some point, noting the good days when that ‘light goes on’, or when you all had a good, long laugh with a humorous book or game.
• That brings us to this important point - You are homeschooling because you want the time to renew your family relationships. Homeschooling is ushering in a restoration and healing of the family in this country. The whole family is key to a healthy society. Homeschooling provides vital opportunities of growing together and learning life-skills as a family.
These are just a few to get those creative juices flowing and give you the encouragement you need.
Take a minute to reflect and to seriously consider the reasons why you have chosen to homeschool your children. What are the prime motivators - are they positive or negative? It makes a difference in your attitude.
Write down your convictions. It will reinforce and strengthen your resolve and it will help you
clarify your discussions when someone asks,”Shouldn’t your children be in school today?”
Tuesday, December 19, 2006
The Gingerbread House
Family Daze
The Gingerbread House
By Debbie Farmer
I have to confess that every year in December a strange feeling comes over me. Oh, it's not like I start adopting stray cats or wearing men's shoes or anything like that. It's more like a sudden desire to do all of the domestic things that I wouldn't think of doing the rest of the year—like making bread from scratch or crafting nifty items out of coat hangers and pairs of old pantyhose.
Now, this may not be a shocking transformation for some people, but anyone who knows me knows that I’m the type of person who glues loose buttons on sweaters and who will toss a frozen pot pie in the microwave, press start, and feel that that can be called “baking.”
But not in December. Frankly I have no idea why this happens. Maybe I'm subconsciously trying to make up for lost time. Or perhaps it's my way of building lasting family memories for my children. Or maybe it's all of the rum in the eggnog. Whatever the reason, it has happened again this year.
I know because the other day my children and I tried to make a gingerbread house. Well, mostly, it was me trying to get the kids to help me make a gingerbread house, but you get the idea.
Now, if you are sitting there thinking that a person who can barely make a sandwich has absolutely no business constructing an entire gingerbread house without supervision, you are right. But, let's face it, only certain types of parents are strong enough to resist a Gingerbread House Kit with the words “fun” and “easy” in big, red letters on the top—and I'm not one of them. Besides, it came with everything we'd need: frosting mix, gum drops and prefab gingerbread walls. All in all, it would take fifteen minutes to piece together. Twenty, tops.
My children listened (mostly to the TV in the living room) as I read the directions out loud.
“To make frosting, add one cup of cold water to confectioners’ sugar and stir until thickened.”
Then I measured the water into the special cup included with the kit and poured it into the bowl.
But, as my son stirred it, I began to suspect there was some kind of problem.
“Mom,” he said. “Can I stop now?”
I looked into the bowl and the frosting was still thin. So I reread the directions, and it occurred to me that maybe, just maybe, “one cup” meant the first line on the special plastic cup and not the second. Naturally, since I couldn't take the extra water out, the easiest thing to do would be to put more confectioners' sugar in. But my kitchen being what it is, the closest thing I could find was a handful of flour and eleven packets of Sweet and Low.
I sprinkled them in when no one was looking then I continued reading the directions: Let frosting stand for 60 minutes. Sixty? I don’t know about you, but I don’t want to be the one who has to tell one bored preteen and one even more bored teen that this is going to take an hour longer than I thought. Besides, if I let them escape now, with the promise to return in sixty minutes’ time, I knew my son would return—I mean, hey, frosting is involved—but I wasn’t so sure about my 14-year-old daughter.
Now, at this point you would think I'd have accepted reality, given the kids the go-ahead to go and wandered away to watch Christmas specials on television. But noooooo. Instead, I slathered frosting on the edges of the walls, stuck them together, and dried the house with my blow dryer.
Then my son and daughter used the frosting to stick gumdrops and eight tiny, plastic reindeer on the roof. Granted, my daughter helped with some protesting, but she relented, and I managed to take several pictures between grimaces, so it looks like my daughter wasn’t wishing she was at a mall with her friends. Years from now, in my senility, all I’ll know when I look at the pictures is that we once bonded over gingerbread. And when she let her guard down, truth be told, my daughter did look like she was enjoying herself.
But if my past experience with Christmas crafts has taught me anything it's that moments like this just don't last. So, frankly, I wasn't too surprised when all of the reindeer slid off the roof and were buried beneath a pile of loose gumdrops.
“Cool, an avalanche,” my son said.
Call me weird, but as I stood there blow-drying the remaining gumdrops to the eaves, I secretly couldn’t wait until January, when I could go back to my simple, undomesticated ways.
Sometimes it's better that way.
* * *
Debbie Farmer is a humorist and a mother of two kids, holding down the fort in California. She is also the author of Don’t Put Lipstick on the Cat and can be reached at www.familydaze.com, or by writing familydaze@oasisnewsfeatures.com.
The Gingerbread House
By Debbie Farmer
I have to confess that every year in December a strange feeling comes over me. Oh, it's not like I start adopting stray cats or wearing men's shoes or anything like that. It's more like a sudden desire to do all of the domestic things that I wouldn't think of doing the rest of the year—like making bread from scratch or crafting nifty items out of coat hangers and pairs of old pantyhose.
Now, this may not be a shocking transformation for some people, but anyone who knows me knows that I’m the type of person who glues loose buttons on sweaters and who will toss a frozen pot pie in the microwave, press start, and feel that that can be called “baking.”
But not in December. Frankly I have no idea why this happens. Maybe I'm subconsciously trying to make up for lost time. Or perhaps it's my way of building lasting family memories for my children. Or maybe it's all of the rum in the eggnog. Whatever the reason, it has happened again this year.
I know because the other day my children and I tried to make a gingerbread house. Well, mostly, it was me trying to get the kids to help me make a gingerbread house, but you get the idea.
Now, if you are sitting there thinking that a person who can barely make a sandwich has absolutely no business constructing an entire gingerbread house without supervision, you are right. But, let's face it, only certain types of parents are strong enough to resist a Gingerbread House Kit with the words “fun” and “easy” in big, red letters on the top—and I'm not one of them. Besides, it came with everything we'd need: frosting mix, gum drops and prefab gingerbread walls. All in all, it would take fifteen minutes to piece together. Twenty, tops.
My children listened (mostly to the TV in the living room) as I read the directions out loud.
“To make frosting, add one cup of cold water to confectioners’ sugar and stir until thickened.”
Then I measured the water into the special cup included with the kit and poured it into the bowl.
But, as my son stirred it, I began to suspect there was some kind of problem.
“Mom,” he said. “Can I stop now?”
I looked into the bowl and the frosting was still thin. So I reread the directions, and it occurred to me that maybe, just maybe, “one cup” meant the first line on the special plastic cup and not the second. Naturally, since I couldn't take the extra water out, the easiest thing to do would be to put more confectioners' sugar in. But my kitchen being what it is, the closest thing I could find was a handful of flour and eleven packets of Sweet and Low.
I sprinkled them in when no one was looking then I continued reading the directions: Let frosting stand for 60 minutes. Sixty? I don’t know about you, but I don’t want to be the one who has to tell one bored preteen and one even more bored teen that this is going to take an hour longer than I thought. Besides, if I let them escape now, with the promise to return in sixty minutes’ time, I knew my son would return—I mean, hey, frosting is involved—but I wasn’t so sure about my 14-year-old daughter.
Now, at this point you would think I'd have accepted reality, given the kids the go-ahead to go and wandered away to watch Christmas specials on television. But noooooo. Instead, I slathered frosting on the edges of the walls, stuck them together, and dried the house with my blow dryer.
Then my son and daughter used the frosting to stick gumdrops and eight tiny, plastic reindeer on the roof. Granted, my daughter helped with some protesting, but she relented, and I managed to take several pictures between grimaces, so it looks like my daughter wasn’t wishing she was at a mall with her friends. Years from now, in my senility, all I’ll know when I look at the pictures is that we once bonded over gingerbread. And when she let her guard down, truth be told, my daughter did look like she was enjoying herself.
But if my past experience with Christmas crafts has taught me anything it's that moments like this just don't last. So, frankly, I wasn't too surprised when all of the reindeer slid off the roof and were buried beneath a pile of loose gumdrops.
“Cool, an avalanche,” my son said.
Call me weird, but as I stood there blow-drying the remaining gumdrops to the eaves, I secretly couldn’t wait until January, when I could go back to my simple, undomesticated ways.
Sometimes it's better that way.
* * *
Debbie Farmer is a humorist and a mother of two kids, holding down the fort in California. She is also the author of Don’t Put Lipstick on the Cat and can be reached at www.familydaze.com, or by writing familydaze@oasisnewsfeatures.com.
Opting Out or Doing Better? Real Reasons to Homeschool (Alice Bachini-Smith)
Opting Out or Doing Better? Real Reasons to Homeschool (Alice Bachini-Smith)
So, you don't want to homeschool. Social isolation, no peers to learn with, no specialist teachers and no serious discipline when it comes to studying are not your idea of the best education for your kids. Add to that the weirdos you've met who take this route, and the fact you would be losing half your income, and the idea is not just out of the question, it's insanity.
Read the entire commentary by clicking on the title.
So, you don't want to homeschool. Social isolation, no peers to learn with, no specialist teachers and no serious discipline when it comes to studying are not your idea of the best education for your kids. Add to that the weirdos you've met who take this route, and the fact you would be losing half your income, and the idea is not just out of the question, it's insanity.
Read the entire commentary by clicking on the title.
Are More Parents Choosing Homeschooling Over Private School?
THE CHOICE OF PUBLIC, PRIVATE, OR HOME SCHOOLING
By Eric J. Isenberg
Occasional Paper No. 132
National Center for the Study of Privatization in Education
Are more families choosing home schooling over private schools?
Over the last decade and a half, the number of home schooled students has grown dramatically. An estimated 1.1 million students are now home schooled each year. Previous research suggests the family values and local school quality influence student enrollment decisions. However, it is less clear why some families may choose home schooling over other private schooling options. A new paper by Eric J. Isenberg uses data from the National Household Education Survey and secondary data sources to examine preferences for home schooling. The author finds that families are more likely to engage in home schooling if the mother has abundant time but scarce income, and if the state public school finance system is centralized, making Tiebout sorting less efficient and private schooling more costly. Preferences for home schooling are especially strong among well-educated parents with younger children. Home schooling of older children is more sensitive to child-specific behavioral needs.
New Occasional Papers from the National Center for the Study of Privatization in Education can be viewed at http://www.ncspe.org/list-papers.php
Director Dr. Henry Levin
212-678-3857
Levin@exchange.tc.columbia.edu
General Information
212-678-3259
ncspe@columbia.edu
By Eric J. Isenberg
Occasional Paper No. 132
National Center for the Study of Privatization in Education
Are more families choosing home schooling over private schools?
Over the last decade and a half, the number of home schooled students has grown dramatically. An estimated 1.1 million students are now home schooled each year. Previous research suggests the family values and local school quality influence student enrollment decisions. However, it is less clear why some families may choose home schooling over other private schooling options. A new paper by Eric J. Isenberg uses data from the National Household Education Survey and secondary data sources to examine preferences for home schooling. The author finds that families are more likely to engage in home schooling if the mother has abundant time but scarce income, and if the state public school finance system is centralized, making Tiebout sorting less efficient and private schooling more costly. Preferences for home schooling are especially strong among well-educated parents with younger children. Home schooling of older children is more sensitive to child-specific behavioral needs.
New Occasional Papers from the National Center for the Study of Privatization in Education can be viewed at http://www.ncspe.org/list-papers.php
Director Dr. Henry Levin
212-678-3857
Levin@exchange.tc.columbia.edu
General Information
212-678-3259
ncspe@columbia.edu
Monday, November 13, 2006
Home, for some, is where the school is
By PATRICIA STEELE, DAILY SUN
BUSHNELL — Children taught at home miss out on so many experiences that children who attend public school get to experience every day.
Their parents are thrilled about it.
“I don’t live in a vacuum,” Amy Weed said. “Most members of my family do not homeschool their children, so I hear the stories of the kindergartners who come home wanting explanations for things I’m not quite ready to discuss, especially with a 6-year-old.
“And teasing and harassment and the stress of state testing. My children do not need these things.”
The more Weed heard, the more she became determined to homeschool her children, Emily, 14, and Isaiah, 6. Emily has been homeschooled since kindergarten, while Isaiah just began kindergarten.
Go to original article by clicking on the title.
BUSHNELL — Children taught at home miss out on so many experiences that children who attend public school get to experience every day.
Their parents are thrilled about it.
“I don’t live in a vacuum,” Amy Weed said. “Most members of my family do not homeschool their children, so I hear the stories of the kindergartners who come home wanting explanations for things I’m not quite ready to discuss, especially with a 6-year-old.
“And teasing and harassment and the stress of state testing. My children do not need these things.”
The more Weed heard, the more she became determined to homeschool her children, Emily, 14, and Isaiah, 6. Emily has been homeschooled since kindergarten, while Isaiah just began kindergarten.
Go to original article by clicking on the title.
Friday, November 03, 2006
Private Decision
For a variety of reasons, enrollment in non-public schooling alternatives is on the rise
By Paris Achen
Mail Tribune
After homeschooling their nine children for five years, Eagle Point residents Brad and Jacinta Marsh sent their three eldest children to Guadalupe Education Center to give them a Catholic education in a school environment where the class size is no more than 12.
Read full article by clicking on the title.
By Paris Achen
Mail Tribune
After homeschooling their nine children for five years, Eagle Point residents Brad and Jacinta Marsh sent their three eldest children to Guadalupe Education Center to give them a Catholic education in a school environment where the class size is no more than 12.
Read full article by clicking on the title.
Monday, October 23, 2006
Homeschool parents: Kids not sheltered
Sunday, October 22, 206
By MICHELLE PITTMAN
The Express-Times
One of the most common concerns critics express about home-schooled students is they will have a hard time later in life getting along with others.
Not interacting with peers when they are young robs home-schooled students of basic social skills, critics claim.It is a concern, because it's tied up with what how sheltered do you want your child to be," said Saul Grossman, a professor at Temple University's Department of Education Leadership and Policy Studies. "A lot of home-schooled kids are pretty sheltered, and you have to ask if that's best for the child."
But many home-schooling parents insist it's simply not true.
"Many people assume the only way a child can learn to play with others is to be in a classroom of 20 other kids the same calendar age, sitting at desks six hours a day," said Jill Drake, one of the founders of The Kids Homeschool Network. "How does spending your entire day with age-grouped peers prepare you to socialize in the diverse real world? Other than 13 years in public school, when do you spend the majority of your day with people within two years of your age?
Read entire article by clicking on the title.
By MICHELLE PITTMAN
The Express-Times
One of the most common concerns critics express about home-schooled students is they will have a hard time later in life getting along with others.
Not interacting with peers when they are young robs home-schooled students of basic social skills, critics claim.It is a concern, because it's tied up with what how sheltered do you want your child to be," said Saul Grossman, a professor at Temple University's Department of Education Leadership and Policy Studies. "A lot of home-schooled kids are pretty sheltered, and you have to ask if that's best for the child."
But many home-schooling parents insist it's simply not true.
"Many people assume the only way a child can learn to play with others is to be in a classroom of 20 other kids the same calendar age, sitting at desks six hours a day," said Jill Drake, one of the founders of The Kids Homeschool Network. "How does spending your entire day with age-grouped peers prepare you to socialize in the diverse real world? Other than 13 years in public school, when do you spend the majority of your day with people within two years of your age?
Read entire article by clicking on the title.
Monday, October 09, 2006
CRASH COURSE
CRASH COURSE
IN CLASSROOM COLLECTIVISM
By: Frederick Meekin
Each year as the school year gets underway, I write a column about the mandatory communalism that takes place in numerous schools across the country where unsuspecting students and parents are forced to surrender their supplies to educational authorities, deemed by the state to be of superior enlightenment than those actually acquiring the school supplies, for redistribution as these demagogic pedagogues see fit. While satisfying to write as there are few topics as visceral as one’s school experiences and the attachment one has to one’s possessions, somehow these most debated of my epistles somehow felt incomplete as they primarily dealt with a symptom rather than the underlying disease. For the socialistic communitarians that have infiltrated the public school system and taken it over for the most part do not primarily want your paper and pencils; the thing the really lust over are the hearts and minds of your children.
Usually, those concerned about the state of the public school system are told that if they don’t like how things are run, they are perfectly free to withdraw their children and pursue private or home-based alternatives to their liking. Overall, better advice could not be given; however, in the years and decades ahead such wisdom will prove to be charmingly naive and old fashioned.
For if things continue along their current path, there will probably be a day when it will be against the law to educate one’s offspring in anything but a state-run school. Already devotees of secularism and radicalism are laying down the perceptual framework necessary to bring about the paradigm shift as to whom has the ultimate authority over the minds of the young.
Colleges and Universities go on Homeschool Recruiting Spree
by Josh Montez
by Josh Montez
| | |
| |
With an estimated 2-million homeschoolers in the U.S., news reports say homeschooled kids are in demand because of their considerable academic skills.
Gloria Mohler went to a Baptist college in Iowa and pursued artwork on the side. She says her college didn’t turn her away because she graduated from home school.
“I was warmly welcomed; there were many other homeschoolers that went to this school that I attended and it was quite evident that, sometimes, the homeschoolers did study more and they felt more personal responsibility.”
That’s exactly what colleges look for. Barmak Nassirian with the American Association of Collegiate Registrars and Admissions Officers says it has taken homeschoolers and colleges about 10 years to get to know each other a little better.
Read article by clicking on title.
Homeschooling Makes the Grade
The number of Hoosier families relying on homeschooling has risen by 400 percent in the last five years.
Locally, much of that growth is coming from children who previously attended the region's lowest-performing schools.
In the 2005-06 school year, at least 23,455 Indiana families obtained private school numbers from the state -- a voluntary step -- to pull students from schools to try another approach.
No ISTEP tests. Often no desks.
Sometimes no textbooks.
While local districts have seen dramatic increases in the number of children homeschooled, the total is still small: Just 2 percent of students statewide are homeschooled.
Locally, families are using parent-designed education to further educational beliefs, pursue religious training or avoid the pitfalls of public and charter schools.
Ethnic families embrace it
Local trends track national ones, showing a stronger embrace of the homeschool option among ethnic groups, particularly black families.
Read article by clicking on the title.
Friday, October 06, 2006
School Violence Putting a Focus on Homeschooling
While parents do it for various reasons, some may start looking at recent violence in schools as a viable reason to homeschool thier children.
October 4th, 2006 @ 7:59am
KSL Newsradio's Chelsea Hedquist reporting
It's been a horrible couple of weeks for public schools, with fatal shootings in Pennsylvania, Colorado, and Wisconsin. We've also heard stories of teachers sexually abusing their students. It's all got parents questioning the safety of public schools, and taking a closer look at homeschooling.
Six-year-old Jack Blackburn sits at his kitchen playing with his blocks. This is just another part of his school day. He and his brother, Marcus, are homeschooled by their mother, Nikki Blackburn.
"We've been toying with physics lately," said Blackburn. "We've built mouse trap cars, we have been talking about simple machines and how they work."
This learning environment is far removed from the violence we've seen this past week in schools. But Blackburn says her choice to homeschool was about being committed to her children's education, not about safety.
To read this article, please click on the title.
October 4th, 2006 @ 7:59am
KSL Newsradio's Chelsea Hedquist reporting
It's been a horrible couple of weeks for public schools, with fatal shootings in Pennsylvania, Colorado, and Wisconsin. We've also heard stories of teachers sexually abusing their students. It's all got parents questioning the safety of public schools, and taking a closer look at homeschooling.
Six-year-old Jack Blackburn sits at his kitchen playing with his blocks. This is just another part of his school day. He and his brother, Marcus, are homeschooled by their mother, Nikki Blackburn.
"We've been toying with physics lately," said Blackburn. "We've built mouse trap cars, we have been talking about simple machines and how they work."
This learning environment is far removed from the violence we've seen this past week in schools. But Blackburn says her choice to homeschool was about being committed to her children's education, not about safety.
To read this article, please click on the title.
Wednesday, October 04, 2006
A new chapter in education: unschooling
Note: They are just now learning about unschooling??? Hmmmm.
To read entire article from MSNBC please click on the title.
Controversial home-taught approach lets kids take the lead in learning
To read entire article from MSNBC please click on the title.
Controversial home-taught approach lets kids take the lead in learning
By Victoria Clayton
MSNBC contributor
Updated: 12:22 a.m. ET Oct 2, 2006
It’s a Monday afternoon in Mar Vista, Calif., and while other 9-year-olds might be fidgeting at their desks, Isobel Dowdee has played all morning and is now joining her mother and two sisters on a big blanket in their front yard.
Mom, Heather Cushman-Dowdee, keeps the younger girls, Fiona, 5, and Gwyneth, 2, busy drawing pictures. For Isobel, she’s made a large grid with numbers down the side and across the top so her daughter can fill in the multiplication answers. Not that Cushman-Dowdee cares if Isobel does the chart. It’s just that the girl actually wants to do it. Occasionally they play math games or sing counting songs.
For the past three weeks this has been the ritual — Math Mondays they’ve taken to calling it. Yet Cushman-Dowdee bristles at the idea that this is any kind of mathematics class. That’s absolutely against what she and her husband, Kevin Dowdee, believe in.
“The kids love it so far, but I am open to them changing their mind. We adapt and alter what we are doing all of the time,” says Cushman-Dowdee, an artist and cartoonist.
The Dowdees’ ultra-relaxed learning is called “unschooling.” It’s a fast-growing subset of homeschooling that turns traditional education on its ear.
A new chapter in education: unschooling
Note: They are just now learning about unschooling??? Hmmmm.
To read entire article from MSNBC please click on the title.
Controversial home-taught approach lets kids take the lead in learning
To read entire article from MSNBC please click on the title.
Controversial home-taught approach lets kids take the lead in learning
By Victoria Clayton
MSNBC contributor
Updated: 12:22 a.m. ET Oct 2, 2006
It’s a Monday afternoon in Mar Vista, Calif., and while other 9-year-olds might be fidgeting at their desks, Isobel Dowdee has played all morning and is now joining her mother and two sisters on a big blanket in their front yard.
Mom, Heather Cushman-Dowdee, keeps the younger girls, Fiona, 5, and Gwyneth, 2, busy drawing pictures. For Isobel, she’s made a large grid with numbers down the side and across the top so her daughter can fill in the multiplication answers. Not that Cushman-Dowdee cares if Isobel does the chart. It’s just that the girl actually wants to do it. Occasionally they play math games or sing counting songs.
For the past three weeks this has been the ritual — Math Mondays they’ve taken to calling it. Yet Cushman-Dowdee bristles at the idea that this is any kind of mathematics class. That’s absolutely against what she and her husband, Kevin Dowdee, believe in.
“The kids love it so far, but I am open to them changing their mind. We adapt and alter what we are doing all of the time,” says Cushman-Dowdee, an artist and cartoonist.
The Dowdees’ ultra-relaxed learning is called “unschooling.” It’s a fast-growing subset of homeschooling that turns traditional education on its ear.
Friday, September 29, 2006
Hitting the Books at Home
Families still drawn to educating children at home
BY SHELDON TRAVER
Appeal Tribune
September 27
SILVERTON – While rarely completely isolated, traditional home schooled children are often considered different or strange among students in mainstream classrooms
However, changes are afoot as more parents break ties with traditional brick and mortar schools and turn to home schooling as a workable alternative. According to the National Center for Education Statistics, these changes are happening at a quicker rate than previously experienced. One study conducted by the governmental agency showed there were roughly 850,000 home schooled kids in 1999 and 1.1 million by 2003.
Read article by clicking on title.
BY SHELDON TRAVER
Appeal Tribune
September 27
SILVERTON – While rarely completely isolated, traditional home schooled children are often considered different or strange among students in mainstream classrooms
However, changes are afoot as more parents break ties with traditional brick and mortar schools and turn to home schooling as a workable alternative. According to the National Center for Education Statistics, these changes are happening at a quicker rate than previously experienced. One study conducted by the governmental agency showed there were roughly 850,000 home schooled kids in 1999 and 1.1 million by 2003.
Read article by clicking on title.
UC Riverside Taps Into Rich Vein of Homeschool Students
An “Information Day” is set for 9 a.m. Saturday, Oct. 7 on campus to answer questions about a homeschool admissions program based on the review of a student portfolio.
(September 13, 2006)
RIVERSIDE, Calif. (www.ucr.edu) -- Robert Wilkinson of Chino Hills was homeschooled all his life, and will be among the freshmen who start at UC Riverside this month.
Robert, 17, submitted a portfolio of his work that earned him a spot on campus and a scholarship offer. He was one of 16 people who applied through a year-old admissions program that uses a faculty committee to review the work of homeschooled and other nontraditionally educated students. His homeschooled sister, Stephanie, earned a place on campus the year before in the traditional way, with a combination of high test scores and grades.
Click on title to read entire article.
(September 13, 2006)
RIVERSIDE, Calif. (www.ucr.edu) -- Robert Wilkinson of Chino Hills was homeschooled all his life, and will be among the freshmen who start at UC Riverside this month.
Robert, 17, submitted a portfolio of his work that earned him a spot on campus and a scholarship offer. He was one of 16 people who applied through a year-old admissions program that uses a faculty committee to review the work of homeschooled and other nontraditionally educated students. His homeschooled sister, Stephanie, earned a place on campus the year before in the traditional way, with a combination of high test scores and grades.
Click on title to read entire article.
Tuesday, September 26, 2006
Blacks take education into their own hands
Leslie Fulbright, Chronicle Staff Writer
Monday, September 25, 2006
Suisun City parents Benjamin and Tanya Marshall are part of a new homeschooling movement led by African American families fed up with the public school system.
Nine years ago, the couple put their oldest son, Trevaughn, in kindergarten after discussing teaching him at home. When he had a substitute teacher several times in his first six weeks, they pulled him out.
"We felt like it wasn't the right environment, especially for an African American boy," said Tanya Marshall, 36. "The teachers were young and nervous. Black males were not being challenged and ending up in special ed."
Trevaughn, now 14, has been taught at home ever since. The couple also homeschools their two younger sons, 11 and 9, and their daughter, 12.
"We wanted to be the main and driving influence in our children's lives," said Benjamin Marshall, 37. "We didn't want them socialized with marijuana smokers and pregnant teens."
Go to the article by clicking on the Title above.
Monday, September 25, 2006
Suisun City parents Benjamin and Tanya Marshall are part of a new homeschooling movement led by African American families fed up with the public school system.
Nine years ago, the couple put their oldest son, Trevaughn, in kindergarten after discussing teaching him at home. When he had a substitute teacher several times in his first six weeks, they pulled him out.
"We felt like it wasn't the right environment, especially for an African American boy," said Tanya Marshall, 36. "The teachers were young and nervous. Black males were not being challenged and ending up in special ed."
Trevaughn, now 14, has been taught at home ever since. The couple also homeschools their two younger sons, 11 and 9, and their daughter, 12.
"We wanted to be the main and driving influence in our children's lives," said Benjamin Marshall, 37. "We didn't want them socialized with marijuana smokers and pregnant teens."
Go to the article by clicking on the Title above.
Friday, August 18, 2006
For some, it's back to...home: Teens give homeschooling high marks
By Denise Etheridge
Northeast Georgia Homeschoolers and their parents award homeschooling high marks. Homeschooled teens from White, Hall and Habersham counties say they are getting a quality education by staying home, and they believe themselves to be as socially active as their public school counterparts. Homeschooling parents say they like the flexibility homeschooling affords family schedules and that they can tailor their child's education to his or her individual needs.
Read entire article by clicking on the title above.
Northeast Georgia Homeschoolers and their parents award homeschooling high marks. Homeschooled teens from White, Hall and Habersham counties say they are getting a quality education by staying home, and they believe themselves to be as socially active as their public school counterparts. Homeschooling parents say they like the flexibility homeschooling affords family schedules and that they can tailor their child's education to his or her individual needs.
Read entire article by clicking on the title above.
Parents blind to kids' drug use
Newsday Staff Writer
August 18, 2006
A national survey released yesterday documents an open secret in many communities: Just because mom and dad are home doesn't mean kids aren't partying with drugs and alcohol.
Nearly one-third of the 1,297 young people, aged 12 to 17, interviewed in the random survey reported use of alcohol, marijuana, cocaine, Ecstasy and prescription drugs at house parties where host parents turned a blind eye.
Building the future, one child at a time
Hometown
| Article published Aug 17, 2006 Building the future, one child at a time "While children only make up a small portion of our population — they are 100 percent of our future." As you read this, somewhere in your neighborhood, state and nation a child is receiving the message that they are "slow," "incapable," that they are "no good" or will "never amount to anything." From time to time, we hear on the radio, see on TV or read the horror stories of physical and sexual abuse perpetrated on our most vulnerable citizens. These stories make us sick and we quake with anger over how cruel adults can be. While less visible, the constant negative messages that some parents, teachers and other adults drill into our children's heads take their toll too. How many Bill Gates, Henry Fords, Booker T. Washingtons, Harriet Tubmans, Albert Einsteins and Fredrick Douglaseshas our society lost because a child's spirit has been crushed by an adult entrusted to raise them up? Not all successful people had ideal childhoods. Many of the people mentioned above overcame great odds to see their dreams become reality. The world is full of successful people who were once considered "slow," "different," or "odd" and were told they would never amount to anything. Those who escaped the negativity were fortunate to discover someone who believed in them — even if that only person was them! All people have the inherent capacity to effect change in their lives and we owe it to all of our children to provide them with the tools to help them succeed. Quality education is a great equalizer in this world. Our collective future is sitting in our classrooms today. The viability of our society, the strength of our economy, the quality of our lives, the vibrancy of our democracy and our place in the world all depend on how we educate our youth. When children are taught to hate, they hate, as we see in far too many situations across our nation and the world today. We need to give children the best start in life possible, filling them with love and knowledge along the way. Yet, believe it or not, and as tragic as it is, far too many of our children enter kindergarten or first grade not knowing their numbers, alphabet or colors. They do not know how to read because, not only have they not been read to, they have not been cuddled and loved. Human tragedy is compounded when a child begins life with the emotional scars of negativity ingrained so deeply that they seldom recover. For Michigan to be healthy, we need all of our children to be physically, emotionally and intellectually healthy. We need to create a shared vision and common agenda across this region and across our great state where every child has a sense of worth, where we all accept responsibility for ourselves, our families, our communities and society at large. We must nurture our children, families and communities in ways that build a quality of life for today and tomorrow. Here are some suggestions for building up our children and simultaneously building strong communities and likewise, a strong state and nation:
Further, take a moment to reflect on your life. Recall that special time when an adult, parent, pastor, grandparent, teacher, or coach made you feel like you were on the top of the world. Often it was a simple gesture: a kind word, a pat on the back, attending your piano recital, cheerleading event or football game — or just knowing that this person believed in you and was there for you. Yet, as simple as the gesture was, we can still recall with great intensity the joy we felt knowing that a special adult was there. When an adult touches your life in a positive way, it is a memory of a lifetime! Take a few minutes to call or visit that special person who made such a difference in your life and thank them for helping make you the successful adult you are today. Perhaps more important than saying "thank you"— emulate them. Promise yourself that you will take extra steps today and everyday to build up, and not tear down, your and others' children. The children of the world will become our collective future. Think how your small acts of kindness can help shape the world. Remember, the world would be a much cleaner place if we all sweep our own doorstep — think how clean it would be if we helped to sweep our neighbors'! Tom Watkins is a business and education consultant. He served as State Superintendent of Schools 2001-2005 and President and CEO of the Economic Council of Palm Beach County, FL, 1996-2001. Read his internationally recognized report: The New Education (R)evolution at www.nacol.org. He can be reached at tdwatkins@aol.com |
Tuesday, July 25, 2006
A Study in Critical Thinking (Looking at Compulsory Education and the Push for an Earlier Start)
A Study in Critical Thinking (Looking at Compulsory Education and the Push for an Earlier Start)
by Wayne Walker
Wayne Walker is the publisher and editor of the Online Newsletter, HEADSUP (HOMESCHOOL EDUCATORS ON ACTIVE DUTY, SENDING UPWARD PRAISES). He writes the following article as a father and citizen concerned about the push for mandated pre-school programs in his state of Missouri and which seems to be prevalent across the U.S. It was written in response to an article that appeared in his local newspaper on the subject.
When compulsory school attendance laws were originally passed beginning in the mid to late 1800's and into the early 1900's, many states did not start compulsory attendance until age seven because it was commonly accepted that a lot of children were not developmentally able to handle the stress of school at ages five and six. However, as more and more socialist-thinking people, who viewed their role as changing society to fit their ideas, came to be in control of the educational establishment, an effort was made to get children away from their parents' control and into government-approved indoctrination centers at earlier and earlier ages. First, many states lowered the compulsory attendance age to six. Next came the push for mandatory kindergarten. Now, there is a move to demand mandatory pre-kindergarten classes for allchildren.
In the May 17, 2006, issue of the South County Journal, a free, local weekly newspaper in our area, there was a letter by Catherine Martarella headlines "PK-3: Maximizing children's potential." It appeared to be one of those generically prepared letters on an issue that are mass mailed to all media outlets to see how many will publish them. Catherine Martarella is the program director for Citizens for Missouri's Children, an organization founded in 1983 as a state-wide advocate for child protection, early care and education, health and mental health care and youth development. It is always good to know a little bit about the background and views of an organization to help one understand why they say and do certain things.
A check of the website of Citizens for Missouri's Children shows that their mission is "To advocate the rights and well-being of all Missouri's children, especially those with the greatest need." Their vision states, "We believe that all children in the state should benefit from public policies that guarantee they are protected and secure in nurturing environments, allowing them to thrive and grow to their greatest potential." This is so noble-sounding! Of course, everyone supports the well-being of all children. Yes, we agree that public policies should promote and support caring families in which children are protected and secure in nurturing environments, allowing them to thrive and grow to their greatest potential. However, notice what is missing in the quotes. There is no mention of "family" or "parents" anywhere! I have an idea this organization's view, when translated into simple language, is that government is better at protecting, securing, and nurturing children than their own families are.
Let us now look at the article itself. It begins, "As Missouri considers increasing its investment in prekindergarten, we must consider this public investment in early learning. Maximizing these public dollars requires aligning standards, curriculum and assessment from pre-kindergarten through kindergarten, and into the early elementary grades. That's the PK-3 approach. PK-3 begins with voluntary full-school-day pre-kindergarten for all 3- and 4-year-old children. Compulsory schooling begins in kindergarten with a curriculum that builds on pre-kindergarten experiences. Children learn social skills and self-discipline as well as reading and math."
When people who think that the government does a better job at anything that promotes increased government spending on their pet projects, why is it that they always call it a "public investment"? The answer is that they want someone else to pay for their plans. Obviously, someone is going to have to do all this "aligning standards, curriculum and assessment" and then monitor it. And who better to do that than the same leftists and government bureaucrats who are promoting it in the first place? What a wonderful way to guarantee their job security! And to control the minds of impressionable children in the process! See what I mean about getting children away from their parents at increasingly early ages? Voluntary full-school-day prekindergarten for all 3- and 4-year-old children? Why should anyone in his right mind think that three and four year old kids should be cooped up in a school room for six or eight hours every day, five days a week for half a year? Also, what starts out as "voluntary" (though usually under great pressure) eventually becomes "mandatory." Kindergarten used to be thought of as "voluntary" but now it is "mandatory" under this thinking. Finally, why cannot children learn social skills and self-discipline from parents and family? Or are parents nowadays just too stupid to teach their children these things?
However, there are supposed to be all kinds of benefits for this "public investment." According to the article, "Research supports the PK-3 approach. A study reported in the Journal of the American Medical Association tracked 1,500 disadvantaged minority children in Chicago for 16 years....Called the Child-Parent Centers, these programs were part of the Chicago Public School system. The study found that CPC participants were almost 30 percent more likely to complete high school than a comparison group of equally disadvantaged children." Someone has said that figures do not lie, but liars sure do figure.
What struck me about this research is that it only deals with disadvantaged children. Most of us would probably agree that in situations where children are growing up in a home where both mom and dad are away working all day or otherwise absent and there is hardly any parental supervision or nurturing it might be better for those children to be in an early learning center. However, to take these exceptional situations, apply the conclusions drawn from them across the board to all families, even those where the parents are present and nurturing, and then seek for laws to require every three and four year old to start PK-3 programs in public (or state-approved private) schools is the height of absurdity! These people really must think that all parents are just too stupid to raise their children, so the government, through PK-3 programs, will have to do it for them.
In another attempt at proving the benefits of PK-3 programs, the article says, "According to the recently released Child Well-Being Index (CWI) report, the rise in 9-year-old's math and reading performance as measured by the National Assessment of Education Progress ('the nation's report card') corresponds with the dramatic expansion of pre-kindergarten since the mid '90s." Notice carefully what is NOT said. It is not said, because there is evidently no evidence whatever to prove it, that the rise in 9-year-old's math and reading performance WAS CAUSED BY the dramatic expansion of pre-kindergarten. Ms. Martarella would undoubtedly have given her eyeteeth if she could have said that. But she did not because she could not, although she obviously seeks to imply it. All she could say was that the rise "corresponds with" the expansion. The truth is that there could be any number of other factors which may have contributed to the rise.
The stated reason (again, I believe that the real, unstated goal is to get children away from their parents and under state control as early as possible) for this mandatory early learning push is to give children a "Head Start" (the name of another similarly-aimed government anti-poverty program of questionable value) so that "children reach fourth grade equipped with the skills needed to learn at a higher level." Forty years ago, when I was in elementary school, what we accomplished in first, second, and third grades seemed to do quite nicely, thank you! But do such early learning programs really increase readiness? The research examined by Dr. Raymond and the late Dorothy Moore show otherwise. Dr. Moore was an official in the Reagan Education Department and shows in Better Late Than Early and School Can Wait, which led to their other books promoting homeschooling, Home Grown Kids and Home Spun Schools, that children who grew up with stimulating environments in nurturing homes until they were eight or nine did just as well in school when placed with other children their age without the danger of academic burnout.
This past year, there was a movement in California for universal preschool. Diane Flynn Keith in an article "Universal Preschool: What?s Behind the Claims That It Will Stop Crime, Secure Your Child?s Future, Save Social Security and Provide A Free Government Nanny!" (The Link; Volume 8, Issue 2; pp. 13, 22, 37, 49, 51) states, "In fact, there are a number of revered child development experts who strongly oppose the institutionalization of mainstream young children in academic programs and warn of the potential damage intellectually, psychologically, emotionally, socially and physically to them if separated from their parents and homes." She cites Mary Eberstadt?s Home Alone America: The Hidden Toll of Day Care, Behavioral Drugs and Other Parent Substitutes and David Elkind's Miseducation: Preschoolers At Risk. She also quotes renowned educational psychologist and authority on brain development in children, Jane Healy, Ph.D., who in Your Child?s Growing Mind: Brain Development and Learning From Birth to Adolescence, says to parents, "Give your child the gift of patience for the broad-based mental experiences that will underlie joyous learning throughout life?Childhood is a process, not a product, and so is learning. In a society that often respects products more than the processes of creation and thought, it is easy to fall into the trap of anxiety over measuring achievement in isolated skills. Have faith in childhood and yourself. Children?s brains generally seek what they need, and nature has given you the instincts to help them get it."
Keith concludes, "For 80% of the preschool population, learning at home with loving parents -- who may also occasionally and thoughtfully use private and co-op preschool programs in their community that emphasize imaginative play and facilitate a child?s natural curiosity -- is a better model for the healthy intellectual, physical, social and emotional development of young children than any government preschool program could ever be. More than ever, parents need to be informed in order to maintain their right to determine the educational path of their own children without government mandates or interference....We should all care enough to examine the research and claims made in support of government funded and/or mandated universal preschool before we allow it to take hold."
Sharna Olfman, Ph. D., who is a clinical psychologist, an associate professor of Psychology in the Department of Humanities and Human Sciences at Point Park College in Pittsburgh, PA, and editor of the book All Work and No Play: How Educational Reforms are Harming our Preschoolers, issues similar warning in an article "The Push for Early Childhood Literacy: A Risk Factor in Child Psychopathology" (Home Educator's Family Times; March/April, 2006; pp. 8, 25). She concludes, "It is a striking paradox that as adults feel increasingly entitled to place their individual needs first, we are creating educational environments that do not respect children's individuality or their special status as children. We introduce concepts long before children are ready to master them, deny their need for play, subject them to uniform curricula and assessment, and label and drug the children who do not fit in. Our preoccupation with understanding the genetic and neurological bases of illness, while ignoring the power of the environment, also speaks to our increasingly mechanized conceptualization of human nature."
So, beware of attempts to mandate universal preschool. Home educating families will be affected if such programs are adopted. In states like Missouri where records have to be kept by homeschooling parents for students falling under the compulsory attendance ages, record keeping will become even more onerous as records will have to be kept for three, four, five, and six year olds as well as those who are actually of "school age." There is one more item in Catherine Martarella's article that I would like to point out. "To help qualified teachers make a career of early education, we must pay them what we pay all other elementary school teachers." Translation: Watch your pocketbook and look for a HUGE TAX INCREASE if these programs are adopted.
by Wayne Walker
Wayne Walker is the publisher and editor of the Online Newsletter, HEADSUP (HOMESCHOOL EDUCATORS ON ACTIVE DUTY, SENDING UPWARD PRAISES). He writes the following article as a father and citizen concerned about the push for mandated pre-school programs in his state of Missouri and which seems to be prevalent across the U.S. It was written in response to an article that appeared in his local newspaper on the subject.
When compulsory school attendance laws were originally passed beginning in the mid to late 1800's and into the early 1900's, many states did not start compulsory attendance until age seven because it was commonly accepted that a lot of children were not developmentally able to handle the stress of school at ages five and six. However, as more and more socialist-thinking people, who viewed their role as changing society to fit their ideas, came to be in control of the educational establishment, an effort was made to get children away from their parents' control and into government-approved indoctrination centers at earlier and earlier ages. First, many states lowered the compulsory attendance age to six. Next came the push for mandatory kindergarten. Now, there is a move to demand mandatory pre-kindergarten classes for allchildren.
In the May 17, 2006, issue of the South County Journal, a free, local weekly newspaper in our area, there was a letter by Catherine Martarella headlines "PK-3: Maximizing children's potential." It appeared to be one of those generically prepared letters on an issue that are mass mailed to all media outlets to see how many will publish them. Catherine Martarella is the program director for Citizens for Missouri's Children, an organization founded in 1983 as a state-wide advocate for child protection, early care and education, health and mental health care and youth development. It is always good to know a little bit about the background and views of an organization to help one understand why they say and do certain things.
A check of the website of Citizens for Missouri's Children shows that their mission is "To advocate the rights and well-being of all Missouri's children, especially those with the greatest need." Their vision states, "We believe that all children in the state should benefit from public policies that guarantee they are protected and secure in nurturing environments, allowing them to thrive and grow to their greatest potential." This is so noble-sounding! Of course, everyone supports the well-being of all children. Yes, we agree that public policies should promote and support caring families in which children are protected and secure in nurturing environments, allowing them to thrive and grow to their greatest potential. However, notice what is missing in the quotes. There is no mention of "family" or "parents" anywhere! I have an idea this organization's view, when translated into simple language, is that government is better at protecting, securing, and nurturing children than their own families are.
Let us now look at the article itself. It begins, "As Missouri considers increasing its investment in prekindergarten, we must consider this public investment in early learning. Maximizing these public dollars requires aligning standards, curriculum and assessment from pre-kindergarten through kindergarten, and into the early elementary grades. That's the PK-3 approach. PK-3 begins with voluntary full-school-day pre-kindergarten for all 3- and 4-year-old children. Compulsory schooling begins in kindergarten with a curriculum that builds on pre-kindergarten experiences. Children learn social skills and self-discipline as well as reading and math."
When people who think that the government does a better job at anything that promotes increased government spending on their pet projects, why is it that they always call it a "public investment"? The answer is that they want someone else to pay for their plans. Obviously, someone is going to have to do all this "aligning standards, curriculum and assessment" and then monitor it. And who better to do that than the same leftists and government bureaucrats who are promoting it in the first place? What a wonderful way to guarantee their job security! And to control the minds of impressionable children in the process! See what I mean about getting children away from their parents at increasingly early ages? Voluntary full-school-day prekindergarten for all 3- and 4-year-old children? Why should anyone in his right mind think that three and four year old kids should be cooped up in a school room for six or eight hours every day, five days a week for half a year? Also, what starts out as "voluntary" (though usually under great pressure) eventually becomes "mandatory." Kindergarten used to be thought of as "voluntary" but now it is "mandatory" under this thinking. Finally, why cannot children learn social skills and self-discipline from parents and family? Or are parents nowadays just too stupid to teach their children these things?
However, there are supposed to be all kinds of benefits for this "public investment." According to the article, "Research supports the PK-3 approach. A study reported in the Journal of the American Medical Association tracked 1,500 disadvantaged minority children in Chicago for 16 years....Called the Child-Parent Centers, these programs were part of the Chicago Public School system. The study found that CPC participants were almost 30 percent more likely to complete high school than a comparison group of equally disadvantaged children." Someone has said that figures do not lie, but liars sure do figure.
What struck me about this research is that it only deals with disadvantaged children. Most of us would probably agree that in situations where children are growing up in a home where both mom and dad are away working all day or otherwise absent and there is hardly any parental supervision or nurturing it might be better for those children to be in an early learning center. However, to take these exceptional situations, apply the conclusions drawn from them across the board to all families, even those where the parents are present and nurturing, and then seek for laws to require every three and four year old to start PK-3 programs in public (or state-approved private) schools is the height of absurdity! These people really must think that all parents are just too stupid to raise their children, so the government, through PK-3 programs, will have to do it for them.
In another attempt at proving the benefits of PK-3 programs, the article says, "According to the recently released Child Well-Being Index (CWI) report, the rise in 9-year-old's math and reading performance as measured by the National Assessment of Education Progress ('the nation's report card') corresponds with the dramatic expansion of pre-kindergarten since the mid '90s." Notice carefully what is NOT said. It is not said, because there is evidently no evidence whatever to prove it, that the rise in 9-year-old's math and reading performance WAS CAUSED BY the dramatic expansion of pre-kindergarten. Ms. Martarella would undoubtedly have given her eyeteeth if she could have said that. But she did not because she could not, although she obviously seeks to imply it. All she could say was that the rise "corresponds with" the expansion. The truth is that there could be any number of other factors which may have contributed to the rise.
The stated reason (again, I believe that the real, unstated goal is to get children away from their parents and under state control as early as possible) for this mandatory early learning push is to give children a "Head Start" (the name of another similarly-aimed government anti-poverty program of questionable value) so that "children reach fourth grade equipped with the skills needed to learn at a higher level." Forty years ago, when I was in elementary school, what we accomplished in first, second, and third grades seemed to do quite nicely, thank you! But do such early learning programs really increase readiness? The research examined by Dr. Raymond and the late Dorothy Moore show otherwise. Dr. Moore was an official in the Reagan Education Department and shows in Better Late Than Early and School Can Wait, which led to their other books promoting homeschooling, Home Grown Kids and Home Spun Schools, that children who grew up with stimulating environments in nurturing homes until they were eight or nine did just as well in school when placed with other children their age without the danger of academic burnout.
This past year, there was a movement in California for universal preschool. Diane Flynn Keith in an article "Universal Preschool: What?s Behind the Claims That It Will Stop Crime, Secure Your Child?s Future, Save Social Security and Provide A Free Government Nanny!" (The Link; Volume 8, Issue 2; pp. 13, 22, 37, 49, 51) states, "In fact, there are a number of revered child development experts who strongly oppose the institutionalization of mainstream young children in academic programs and warn of the potential damage intellectually, psychologically, emotionally, socially and physically to them if separated from their parents and homes." She cites Mary Eberstadt?s Home Alone America: The Hidden Toll of Day Care, Behavioral Drugs and Other Parent Substitutes and David Elkind's Miseducation: Preschoolers At Risk. She also quotes renowned educational psychologist and authority on brain development in children, Jane Healy, Ph.D., who in Your Child?s Growing Mind: Brain Development and Learning From Birth to Adolescence, says to parents, "Give your child the gift of patience for the broad-based mental experiences that will underlie joyous learning throughout life?Childhood is a process, not a product, and so is learning. In a society that often respects products more than the processes of creation and thought, it is easy to fall into the trap of anxiety over measuring achievement in isolated skills. Have faith in childhood and yourself. Children?s brains generally seek what they need, and nature has given you the instincts to help them get it."
Keith concludes, "For 80% of the preschool population, learning at home with loving parents -- who may also occasionally and thoughtfully use private and co-op preschool programs in their community that emphasize imaginative play and facilitate a child?s natural curiosity -- is a better model for the healthy intellectual, physical, social and emotional development of young children than any government preschool program could ever be. More than ever, parents need to be informed in order to maintain their right to determine the educational path of their own children without government mandates or interference....We should all care enough to examine the research and claims made in support of government funded and/or mandated universal preschool before we allow it to take hold."
Sharna Olfman, Ph. D., who is a clinical psychologist, an associate professor of Psychology in the Department of Humanities and Human Sciences at Point Park College in Pittsburgh, PA, and editor of the book All Work and No Play: How Educational Reforms are Harming our Preschoolers, issues similar warning in an article "The Push for Early Childhood Literacy: A Risk Factor in Child Psychopathology" (Home Educator's Family Times; March/April, 2006; pp. 8, 25). She concludes, "It is a striking paradox that as adults feel increasingly entitled to place their individual needs first, we are creating educational environments that do not respect children's individuality or their special status as children. We introduce concepts long before children are ready to master them, deny their need for play, subject them to uniform curricula and assessment, and label and drug the children who do not fit in. Our preoccupation with understanding the genetic and neurological bases of illness, while ignoring the power of the environment, also speaks to our increasingly mechanized conceptualization of human nature."
So, beware of attempts to mandate universal preschool. Home educating families will be affected if such programs are adopted. In states like Missouri where records have to be kept by homeschooling parents for students falling under the compulsory attendance ages, record keeping will become even more onerous as records will have to be kept for three, four, five, and six year olds as well as those who are actually of "school age." There is one more item in Catherine Martarella's article that I would like to point out. "To help qualified teachers make a career of early education, we must pay them what we pay all other elementary school teachers." Translation: Watch your pocketbook and look for a HUGE TAX INCREASE if these programs are adopted.
At This School, Students Decide What To Learn
At This School, Students Decide What To Learn Posted 2006-07-24
By Brad Jenkins
It sounds like the kind of school a child dreams about: Kids make the rules, and they decide what they want to learn and when.
It’s how Sarah Diener Beachy grew up, and it’s how she wants to teach other students.
Beachy, a 27-year-old who lives just outside Harrisonburg, is the founder of Shenandoah Valley Community School, which enters the scene as public-school alternatives continue to gain attention.
Beachy’s private school, which opens next month with three students, may be the most unorthodox of the local options.
The school, according to its written philosophy statement, is a "noncoercive educational community in which students are free to pursue their interests and direct their own learning."
Each morning, Beachy will meet with students and find out what they want to learn. Beachy, a former public school teacher, will teach or she’ll call on volunteers from the community to teach more specialized lessons.
"We believe everyone has an intrinsic desire to learn," said Beachy, who took a year off her studies at Eastern Mennonite University to visit other learner-centered schools.
Read Article: Click on Title Above.
By Brad Jenkins
It sounds like the kind of school a child dreams about: Kids make the rules, and they decide what they want to learn and when.
It’s how Sarah Diener Beachy grew up, and it’s how she wants to teach other students.
Beachy, a 27-year-old who lives just outside Harrisonburg, is the founder of Shenandoah Valley Community School, which enters the scene as public-school alternatives continue to gain attention.
Beachy’s private school, which opens next month with three students, may be the most unorthodox of the local options.
The school, according to its written philosophy statement, is a "noncoercive educational community in which students are free to pursue their interests and direct their own learning."
Each morning, Beachy will meet with students and find out what they want to learn. Beachy, a former public school teacher, will teach or she’ll call on volunteers from the community to teach more specialized lessons.
"We believe everyone has an intrinsic desire to learn," said Beachy, who took a year off her studies at Eastern Mennonite University to visit other learner-centered schools.
Read Article: Click on Title Above.
Benefits of Homeschooling
Homeschool Benefits
As a home-school student I would like to answer some of Alison Farmer’s queries ("Public Schooling Is Best," July 21) about home education.
First, home-schoolers are not isolated. They cooperate in order to provide their children with many "academic possibilities." I have had the privilege of sitting under university accredited parents in multiple classes, including "adequate" science labs and "collaborative" Shakespeare discussions. No home-school parent would claim to be proficient in all subjects, but by each sharing talents and knowledge it becomes achievable.
Second, home schoolers do "lose out on the socialization of a public school environment," but it is not us who lose. My friends tell me stories of how frustrating it is to face the influences that surround them everyday, especially the pressure to become sexually active.
But, I am not "sheltered." I have been taught the consequences of choices, and how to respond in difficult situations. I am confident in my response. As far as being "class president" or "quarterback", few people have that opportunity in a large school. Most home-school families have chances for leadership and responsibility through sibilings.
In a "real world" situation, there are annoying things that other people do. In a home-school setting, you’re living with those people and learning how to deal with them appropriately, which is a "trial of growing up." Home schooling is not "tearing apart the basis of American education," but was the foundation of early American education, and largely influenced the one room school house until the 20th Century.
As a home-schooled junior, I am thankful for my home education, and feel fully prepared to face the future. But before you begin to ban homeschooling, I invite you to dinner so you can see how "sheltered, isolated, and unsocialized" my family is. Chances are, you might be surprised.
Lydia Smith
Harrisonburg
As a home-school student I would like to answer some of Alison Farmer’s queries ("Public Schooling Is Best," July 21) about home education.
First, home-schoolers are not isolated. They cooperate in order to provide their children with many "academic possibilities." I have had the privilege of sitting under university accredited parents in multiple classes, including "adequate" science labs and "collaborative" Shakespeare discussions. No home-school parent would claim to be proficient in all subjects, but by each sharing talents and knowledge it becomes achievable.
Second, home schoolers do "lose out on the socialization of a public school environment," but it is not us who lose. My friends tell me stories of how frustrating it is to face the influences that surround them everyday, especially the pressure to become sexually active.
But, I am not "sheltered." I have been taught the consequences of choices, and how to respond in difficult situations. I am confident in my response. As far as being "class president" or "quarterback", few people have that opportunity in a large school. Most home-school families have chances for leadership and responsibility through sibilings.
In a "real world" situation, there are annoying things that other people do. In a home-school setting, you’re living with those people and learning how to deal with them appropriately, which is a "trial of growing up." Home schooling is not "tearing apart the basis of American education," but was the foundation of early American education, and largely influenced the one room school house until the 20th Century.
As a home-schooled junior, I am thankful for my home education, and feel fully prepared to face the future. But before you begin to ban homeschooling, I invite you to dinner so you can see how "sheltered, isolated, and unsocialized" my family is. Chances are, you might be surprised.
Lydia Smith
Harrisonburg
Thursday, May 18, 2006
How public schools are sabotaging America
Note: This commentary encourages parents to look at other means to educate their chilcren - rather than "subjecting
children to educational malpractice" in the public schools. Sam Blumenfeld has been a long time friend to homeschooling
parents and children. J. Boswell
by Samuel Blumenfeld
Commentary
©2006 WorldNetDaily.com
Top CEOs in the computer field have been bemoaning the fact that American schools are not turning out students who are proficient enough in math and science and able to do the work needed in the computer industry. Nor are our students able to compete with their counterparts in other countries, namely India and China.
Craig Barrett, chairman of Intel, said in an interview in USA Today (Nov. 8, 2001) that our education system "is dumbing down the U.S. citizenry and educating the rest of the globe" in our graduate schools. Our educators haven't "fully recognized that the standard of living is going to be dependent on the quality of the workforce." That strong warning, issued over four years ago hasn't made much of a dent in the thinking of America's public educators.
Read the entire article - click on the title.
children to educational malpractice" in the public schools. Sam Blumenfeld has been a long time friend to homeschooling
parents and children. J. Boswell
by Samuel Blumenfeld
Commentary
©2006 WorldNetDaily.com
Top CEOs in the computer field have been bemoaning the fact that American schools are not turning out students who are proficient enough in math and science and able to do the work needed in the computer industry. Nor are our students able to compete with their counterparts in other countries, namely India and China.
Craig Barrett, chairman of Intel, said in an interview in USA Today (Nov. 8, 2001) that our education system "is dumbing down the U.S. citizenry and educating the rest of the globe" in our graduate schools. Our educators haven't "fully recognized that the standard of living is going to be dependent on the quality of the workforce." That strong warning, issued over four years ago hasn't made much of a dent in the thinking of America's public educators.
Read the entire article - click on the title.
Wednesday, May 17, 2006
Taught at home, off to college is new trend
Admissions are up as students shed academic stigma
Monday, May 15, 2006
Jennifer Smith Richards
THE COLUMBUS DISPATCH
There are nine children in the Taylor family, all of them homeschooled.
And all of them, dad William Taylor says, are college-bound. Elyshia is at Franciscan University of Steubenville now. Ashley was just accepted to Case Western Reserve and Denison universities on full scholarships.
"Colleges started competing for her to come," said Taylor, who lives in Groveport.
Ohio colleges — especially private ones — report that more home-schooled students are applying and being admitted than ever before. Some schools have relaxed their years-old, stringent requirements for home-schoolers to gain admission, now favoring a national admissions test and proof of a rigorous curriculum.
"We’ve seen a tremendous increase," said Nicole Evans, associate director of admissions at Ohio Dominican University.
And the colleges are glad to admit more home-schoolers, she said.
Read the entire article at The Columbus Dispatch - click on title.
Monday, May 15, 2006
Jennifer Smith Richards
THE COLUMBUS DISPATCH
There are nine children in the Taylor family, all of them homeschooled.
And all of them, dad William Taylor says, are college-bound. Elyshia is at Franciscan University of Steubenville now. Ashley was just accepted to Case Western Reserve and Denison universities on full scholarships.
"Colleges started competing for her to come," said Taylor, who lives in Groveport.
Ohio colleges — especially private ones — report that more home-schooled students are applying and being admitted than ever before. Some schools have relaxed their years-old, stringent requirements for home-schoolers to gain admission, now favoring a national admissions test and proof of a rigorous curriculum.
"We’ve seen a tremendous increase," said Nicole Evans, associate director of admissions at Ohio Dominican University.
And the colleges are glad to admit more home-schoolers, she said.
Read the entire article at The Columbus Dispatch - click on title.
Thursday, May 04, 2006
From homeschool to college
From homeschool to college (Worcester Magazine Online, 5/4/06)
By Joan H. Bress, LICSW, CEP
The number of homeschooled college applicants has risen dramatically in the past decade. There are currently 2 million children who study at home rather than at school, and the number is expected to reach 3 million by 2010. While an estimated 50% of these children attend college, many college admissions offices are still not certain about the best way to evaluate the academic experiences of these students.
In conversations I have had with numerous college admissions officers, I have not encountered any whose college has a policy of refusing admission to students who have been homeschooled. Although concerns and cynicism exist at some colleges, most colleges express interest in receiving applications from homeschooled students. Colleges that have accepted homeschooled students appreciate the maturity and self-direction these students demonstrate. They believe that because homeschooled students have been involved in shaping their own education, they tend to be motivated learners and are comfortable assuming positions of leadership, both in class and in social situations.
(Read entire article - click on the title above.)
By Joan H. Bress, LICSW, CEP
The number of homeschooled college applicants has risen dramatically in the past decade. There are currently 2 million children who study at home rather than at school, and the number is expected to reach 3 million by 2010. While an estimated 50% of these children attend college, many college admissions offices are still not certain about the best way to evaluate the academic experiences of these students.
In conversations I have had with numerous college admissions officers, I have not encountered any whose college has a policy of refusing admission to students who have been homeschooled. Although concerns and cynicism exist at some colleges, most colleges express interest in receiving applications from homeschooled students. Colleges that have accepted homeschooled students appreciate the maturity and self-direction these students demonstrate. They believe that because homeschooled students have been involved in shaping their own education, they tend to be motivated learners and are comfortable assuming positions of leadership, both in class and in social situations.
(Read entire article - click on the title above.)
Monday, May 01, 2006
NTERVIEW: JUDY ARON - DIRECTOR OF RESEARCH AT NHELD (National Home Education Legal Defense)http://www.blogger.com/img/gl.link.gif
Thursday, April 27, 2006
This interview was conducted by Mr. Henry Cate of Why Homeschool blog or whyhomeschool.blogspot.com:
http://whyhomeschool.blogspot.com/2006/04/interview-judy-aron-director-of.html
Below is an interview with Judy Aron done via email. Judy makes some great points. One of the ones which resonanted with me is how children who are being homeschooled need to realize their education is a partnership and take initiative. Her thoughts about how all homeschoolers need to be informed and involved with poltics reminded me of some of the reviews I've read about An Army of Davids (which I have, and hope to read soon) by Glenn Reynolds.
Bio:
Judy Aron is a long time Homeschooling Activist. She has been heavily involved in protecting the rights of parents: particularly homeschoolers. Currently Judy works as the Research Director for the National Home Education Legal Defense (http://www.nheld.com/). Judy was also Vice President of CT Homeschool Network, and currently is their legislative liaison. (http://www.cthomeschoolnetwork.org/). She is wife to Michael Aron, and mom to 3 wonderful kids. David is a graduate of Boston University, Jeff currently attends Wentworth Institute of Technology, and Rachel is pursuing her high school studies at home.
Personal:
Judy, tell us a little about yourself. Where did you grow up? What hobbies do you have? Where is the most exciting place you've traveled to?
I was born in Far Rockaway, New York, and attended public school there up until my parents had to deal with bussing and other problems with the school system. Yes, I recall being bussed quite far away from my home to a horrible school. So, when I was a ìtweenagerî we moved to ìupstateî New York, to a little town called Accord. I attended public school there and then graduated from Rondout Valley High School and went on to attend SUNY New Paltz, where I earned a BA in Economics in 1978 with a dual minor in Business Administration and Computer Science. I graduated Magna Cum Laude. Shortly after graduation I married my husband Michael Aron and we moved to Connecticut. I worked for the Travelers Insurance Company as a manager in Data Processing, and after having my second child I hung up the corporate suit and stayed home to be a parent full time. It was a wise decision, and one that I will never regret, despite the hardship of giving up half of our income at the time. During my time at home and raising a family, I did all kinds of things including obtaining a real estate license, running a travel agency out of my home for a time, and doing lots of community work.
READ ENTIRE ARTICLE BY CLICKING ON THE TITLE OR ON THE LINK IN THE FIRST PARAGRAPH.
Editor's Note: Judy Aaron and Deborah Stevenson of NHELD will be presenting workshops at the 2006 New
England Homeschool & Family Learning Conference held in Boxborough, MA, July 14, 15, 2006.
This interview was conducted by Mr. Henry Cate of Why Homeschool blog or whyhomeschool.blogspot.com:
http://whyhomeschool.blogspot.com/2006/04/interview-judy-aron-director-of.html
Below is an interview with Judy Aron done via email. Judy makes some great points. One of the ones which resonanted with me is how children who are being homeschooled need to realize their education is a partnership and take initiative. Her thoughts about how all homeschoolers need to be informed and involved with poltics reminded me of some of the reviews I've read about An Army of Davids (which I have, and hope to read soon) by Glenn Reynolds.
Bio:
Judy Aron is a long time Homeschooling Activist. She has been heavily involved in protecting the rights of parents: particularly homeschoolers. Currently Judy works as the Research Director for the National Home Education Legal Defense (http://www.nheld.com/). Judy was also Vice President of CT Homeschool Network, and currently is their legislative liaison. (http://www.cthomeschoolnetwork.org/). She is wife to Michael Aron, and mom to 3 wonderful kids. David is a graduate of Boston University, Jeff currently attends Wentworth Institute of Technology, and Rachel is pursuing her high school studies at home.
Personal:
Judy, tell us a little about yourself. Where did you grow up? What hobbies do you have? Where is the most exciting place you've traveled to?
I was born in Far Rockaway, New York, and attended public school there up until my parents had to deal with bussing and other problems with the school system. Yes, I recall being bussed quite far away from my home to a horrible school. So, when I was a ìtweenagerî we moved to ìupstateî New York, to a little town called Accord. I attended public school there and then graduated from Rondout Valley High School and went on to attend SUNY New Paltz, where I earned a BA in Economics in 1978 with a dual minor in Business Administration and Computer Science. I graduated Magna Cum Laude. Shortly after graduation I married my husband Michael Aron and we moved to Connecticut. I worked for the Travelers Insurance Company as a manager in Data Processing, and after having my second child I hung up the corporate suit and stayed home to be a parent full time. It was a wise decision, and one that I will never regret, despite the hardship of giving up half of our income at the time. During my time at home and raising a family, I did all kinds of things including obtaining a real estate license, running a travel agency out of my home for a time, and doing lots of community work.
READ ENTIRE ARTICLE BY CLICKING ON THE TITLE OR ON THE LINK IN THE FIRST PARAGRAPH.
Editor's Note: Judy Aaron and Deborah Stevenson of NHELD will be presenting workshops at the 2006 New
England Homeschool & Family Learning Conference held in Boxborough, MA, July 14, 15, 2006.
Tuesday, April 18, 2006
Harris Poll: One-third of U.S. Adults Know Someone Who Homeschools Their Child
One-third of U.S. Adults Know Someone Who Homeschools Their Child
Two-thirds of adults cite dissatisfaction with academic instruction as aPlease click on the title to be directed to the original article and to read it in its entirety.
main reason why they think parents in general or they themselves homeschool
their children
ROCHESTER, N.Y., April 14 /PRNewswire/ -- The passage of the No Child
Left Behind Act has focused attention not only on public education in the
United States, but on alternatives to public education as well. One such
alternative is homeschooling, a growing trend in recent years(1). One-third
(34%) of U.S. adults know someone who currently homeschools their child.
Among those households with children who are old enough to have attended
school, eight percent report that their child has been homeschooled at some
point in their education.
These are the results of a nationwide Harris Poll of 2,435 U.S. adults
surveyed online by Harris Interactive(R) between March 8 and 14, 2006.
Reasons for homeschooling
Homeschoolers A Small But Growing Minority- Harvard "Homeschool Anonymous" takes flight
by Rachel Pollack
The Harvard Crimson online edition
Crystal E. Winston ’06-’07 never had a prom. She never rode a school bus, went to gym class, or received a report card. Like a growing number of students around the country, Winston, went to school by staying at home—from kindergarten through senior year.
Winston, a history of art and architecture concentrator in Mather House, says her mother taught her at home because the St. Louis school district where she grew up was “way terrible.”
“There weren’t many options for us,” Winston says. “My mom wanted us to have a certain set of values growing up, and she wanted to make sure that we got those if we were homeschooled.”
The Department of Education reported in 2003 that 2.2 percent of the American school-age population was homeschooled. And experts at the Graduate School of Education say that a majority of those families choose to homeschool their children for religious reasons.
But even as the homeschooling trend takes root nationwide, a disproportionately tiny number of these students ever win entry to Harvard.
‘A GROWTH INDUSTRY’
In 1989, Dean of Admissions and Financial Aid William R. Fitzsimmons ’67 said that around five to 10 homeschooled students applied to Harvard yearly.
Following the rise in the number of homeschoolers nationwide, between 100 and 200 homeschooled students applied to Harvard this year, says Director of Admissions Marlyn McGrath Lewis ’70-’73. Lewis adds that many other applicants were homeschooled for part of their education.
“It’s a growth industry. We’ve probably had an increase in numbers over the past 10 years,” she says.
Lewis says she cannot give exact figures because the admissions office does not place homeschooled students’ applications into separate categories.
Despite this increase in the number of applicants, Lewis says Harvard usually only accepts between three and eight homeschooled students each year, a number significantly lower than this year’s overall acceptance rate of 9.3 percent.
Read article - click on title to read entire article at it's source web site.
The Harvard Crimson online edition
Crystal E. Winston ’06-’07 never had a prom. She never rode a school bus, went to gym class, or received a report card. Like a growing number of students around the country, Winston, went to school by staying at home—from kindergarten through senior year.
Winston, a history of art and architecture concentrator in Mather House, says her mother taught her at home because the St. Louis school district where she grew up was “way terrible.”
“There weren’t many options for us,” Winston says. “My mom wanted us to have a certain set of values growing up, and she wanted to make sure that we got those if we were homeschooled.”
The Department of Education reported in 2003 that 2.2 percent of the American school-age population was homeschooled. And experts at the Graduate School of Education say that a majority of those families choose to homeschool their children for religious reasons.
But even as the homeschooling trend takes root nationwide, a disproportionately tiny number of these students ever win entry to Harvard.
‘A GROWTH INDUSTRY’
In 1989, Dean of Admissions and Financial Aid William R. Fitzsimmons ’67 said that around five to 10 homeschooled students applied to Harvard yearly.
Following the rise in the number of homeschoolers nationwide, between 100 and 200 homeschooled students applied to Harvard this year, says Director of Admissions Marlyn McGrath Lewis ’70-’73. Lewis adds that many other applicants were homeschooled for part of their education.
“It’s a growth industry. We’ve probably had an increase in numbers over the past 10 years,” she says.
Lewis says she cannot give exact figures because the admissions office does not place homeschooled students’ applications into separate categories.
Despite this increase in the number of applicants, Lewis says Harvard usually only accepts between three and eight homeschooled students each year, a number significantly lower than this year’s overall acceptance rate of 9.3 percent.
Read article - click on title to read entire article at it's source web site.
Friday, April 14, 2006
A baker's dozen: The Diel family believes in working, plaing and praying together
Great story about life, love and learning in a large family... (HEFT ed)
by Amy Siewart (GMToday) Greater Milwaukee 4/13/06
Size does not appear to be an issue for the tight-knit family, whose household is efficiently run, family members are healthy and most importantly happy. It would make any small family stand up and applaud.
To grasp how many years Diane Diel was pregnant or with a baby in her arms, she was 20 when she had James and 45 when she had Joseph ó a quarter of a century. "When I had my first one it was a great experience and I thought one is just fine," Diane laughs. "It really has been a journey. I didnít know they would all come from me!" she exclaims. Early in their marriage, Jim and Diane thought they would possibly adopt children instead of conceiving their own.
That whole idea was set aside after several pregnancies occurred.
The entire Diel family including son James (left) holding his baby with his wife sitting behind him, gathered for this family photo during the 2005 holiday season.
"This is an area of our lives where we are going to trust God," Diane says. "Weíve been blessed. Theyíve all been healthy."
The couple began reading the Bible after experiencing some difficult times early in their marriage. "We started taking God at his word and in the Bible we read that children are a blessing," Diane explains.
by Amy Siewart (GMToday) Greater Milwaukee 4/13/06
Size does not appear to be an issue for the tight-knit family, whose household is efficiently run, family members are healthy and most importantly happy. It would make any small family stand up and applaud.
To grasp how many years Diane Diel was pregnant or with a baby in her arms, she was 20 when she had James and 45 when she had Joseph ó a quarter of a century. "When I had my first one it was a great experience and I thought one is just fine," Diane laughs. "It really has been a journey. I didnít know they would all come from me!" she exclaims. Early in their marriage, Jim and Diane thought they would possibly adopt children instead of conceiving their own.
That whole idea was set aside after several pregnancies occurred.
The entire Diel family including son James (left) holding his baby with his wife sitting behind him, gathered for this family photo during the 2005 holiday season.
"This is an area of our lives where we are going to trust God," Diane says. "Weíve been blessed. Theyíve all been healthy."
The couple began reading the Bible after experiencing some difficult times early in their marriage. "We started taking God at his word and in the Bible we read that children are a blessing," Diane explains.
Tuesday, April 11, 2006
New Article from (Pacific) Time Magazine - School's Out Forever
http://www.time.com/time/pacific/magazine/article/0,13673,503060417-1181679,00.html
Sunday, Apr. 09, 2006
It was several months before anastasia was born that her parents decided she wouldn't be going to school. Her mother, Katharina Russell-Head, had driven the idea, doubtful that schooling was the best way for children to learn. Without instruction, she reasoned, infants accomplish the astonishing feats of learning to walk and talk. "I wondered what would happen if you applied that same philosophy - just letting them be - to children after the age of five," she says. "Would they continue to do their job as children?" There's a twist in Russell-Head's case. A schoolteacher in Melbourne for 10 years before Anastasia came along, she might have been expected to regard teaching as a job best done by professionals. But that's not her view at all. While teacher training is worthwhile, she says, its main benefit is to prepare trainees for tutoring large groups. "Anyone can teach one-on-one," she says. "And my method wasn't really teaching, anyway. It was just being there." Academically, Anastasia seemed to thrive at home, an impression confirmed when - curious about school and keen to develop her musical talent - she started at the somewhat alternative Melbourne Rudolf Steiner School in Year 10. "She immediately excelled in everything," her mother says. "But after two weeks she came home and said, 'Mum, do you mind if I stop being top in everything? It's embarrassing.'" Anastasia is now 27 and concert manager at the Victorian College of the Arts. With her parents and sisters, she was a pioneer in a field that has grown markedly in Australia and New Zealand since the 1970s, when homeschooling reappeared after an absence of more than a century. Because a portion of homeschooling families choose not to tell authorities what they're doing, no one knows exactly how many children are involved in it. In Australia, estimates range from between 0.2% and 2% of the school-age population. Analysis of available numbers suggests the true figure is around 0.5% - or about 10,000 to 20,000 kids. Click on Title Above to read article.
Sunday, Apr. 09, 2006
It was several months before anastasia was born that her parents decided she wouldn't be going to school. Her mother, Katharina Russell-Head, had driven the idea, doubtful that schooling was the best way for children to learn. Without instruction, she reasoned, infants accomplish the astonishing feats of learning to walk and talk. "I wondered what would happen if you applied that same philosophy - just letting them be - to children after the age of five," she says. "Would they continue to do their job as children?" There's a twist in Russell-Head's case. A schoolteacher in Melbourne for 10 years before Anastasia came along, she might have been expected to regard teaching as a job best done by professionals. But that's not her view at all. While teacher training is worthwhile, she says, its main benefit is to prepare trainees for tutoring large groups. "Anyone can teach one-on-one," she says. "And my method wasn't really teaching, anyway. It was just being there." Academically, Anastasia seemed to thrive at home, an impression confirmed when - curious about school and keen to develop her musical talent - she started at the somewhat alternative Melbourne Rudolf Steiner School in Year 10. "She immediately excelled in everything," her mother says. "But after two weeks she came home and said, 'Mum, do you mind if I stop being top in everything? It's embarrassing.'" Anastasia is now 27 and concert manager at the Victorian College of the Arts. With her parents and sisters, she was a pioneer in a field that has grown markedly in Australia and New Zealand since the 1970s, when homeschooling reappeared after an absence of more than a century. Because a portion of homeschooling families choose not to tell authorities what they're doing, no one knows exactly how many children are involved in it. In Australia, estimates range from between 0.2% and 2% of the school-age population. Analysis of available numbers suggests the true figure is around 0.5% - or about 10,000 to 20,000 kids. Click on Title Above to read article.
Monday, April 03, 2006
Homeschooling Growing In Popularity
04/02/06
Homeschooling growing in popularity
NORTH PORT -- When his seventh-grade daughter was being bullied by classmates, John McKay took her out of public schools.
" I (felt) that the guidance counselors favored the bullies more than the ones being bullied," McKay said. Instead, the North Porter opted for homeschooling.
Leslie Valeska said she first started homeschooling when she found her son, now 14, was not being challenged enough in public schools.
"He was bored and the classes were not intense enough for him," she said. "Now I've been homeschooling him for four years, along with my three other children."
One of the surprises she found was how much her children support each other. "They all get excited when one of them gets a difficult concept or does something spectacular."
Families may choose homeschooling for many reasons.
Wednesday, March 29, 2006
Homeschooled Students Continue to Win
Wooly bugger: Lalor fly ties to first place
http://knox.villagesoup.com/sports/story.cfm?storyID=69727
Homeschool student wins top honors at math and science contest
http://www.greatfallstribune.com/apps/pbcs.dll/article?AID=/20060326/NEWS01/603260311/1002
6th grader wins regional spelling bee
http://seattlepi.nwsource.com/local/264469_spellingbee27.html
http://knox.villagesoup.com/sports/story.cfm?storyID=69727
Homeschool student wins top honors at math and science contest
http://www.greatfallstribune.com/apps/pbcs.dll/article?AID=/20060326/NEWS01/603260311/1002
6th grader wins regional spelling bee
http://seattlepi.nwsource.com/local/264469_spellingbee27.html
Home is where the learning is
Home is where the learning is
By Anne Matthews
TIMES CORRESPONDENT
Tricia Field's weekday mornings begin like many other mothers with young children in Pleasanton. After breakfast, she helps her preschooler and first grader get ready for school with her toddler in tow. Four days a week, she drops her 4-year-old daughter Carly off at morning preschool then heads back home.
It's at home where the real work begins as 6-year-old Tori begins her school day. With her mother's guidance and the blessing of the Pleasanton Unified School District, Tori is learning all that a first grader in a traditional school would learn, plus a little more.
By Anne Matthews
TIMES CORRESPONDENT
Tricia Field's weekday mornings begin like many other mothers with young children in Pleasanton. After breakfast, she helps her preschooler and first grader get ready for school with her toddler in tow. Four days a week, she drops her 4-year-old daughter Carly off at morning preschool then heads back home.
It's at home where the real work begins as 6-year-old Tori begins her school day. With her mother's guidance and the blessing of the Pleasanton Unified School District, Tori is learning all that a first grader in a traditional school would learn, plus a little more.
Homegrown scholars
DailyPrincetonian.com
By Sophia Ahern Dwosh
Princetonian Senior Writer
Photo by Michael Zhang
(Expand Photo)
Homegrown scholars: Brian Brown '07. who was homeschooled as a child, shows a photograph of his family. Brown is one of about eight students at the University who were "Home Educated." Between one million to two million students nationwide are currently educated at home.
Before arriving at the University, Steve Apple '08 had not gone to school for a single day in his entire life.
A friend took Apple to his second grade classroom as part of a show-and-tell demonstration. "He stood me up there and said, 'Hey, this is my friend Steve. He's homeschooled. Talk to them, Steve!'" Apple recalled in an interview.
More than a decade later, though his peers no longer look at him as an outsider, Apple is still part of a small minority of students whose educational background has involved home-based schooling.
By Sophia Ahern Dwosh
Princetonian Senior Writer
Photo by Michael Zhang
(Expand Photo)
Homegrown scholars: Brian Brown '07. who was homeschooled as a child, shows a photograph of his family. Brown is one of about eight students at the University who were "Home Educated." Between one million to two million students nationwide are currently educated at home.
Before arriving at the University, Steve Apple '08 had not gone to school for a single day in his entire life.
A friend took Apple to his second grade classroom as part of a show-and-tell demonstration. "He stood me up there and said, 'Hey, this is my friend Steve. He's homeschooled. Talk to them, Steve!'" Apple recalled in an interview.
More than a decade later, though his peers no longer look at him as an outsider, Apple is still part of a small minority of students whose educational background has involved home-based schooling.
Monday, March 13, 2006
Homeschooling, sweet homeschooling
by Nathanel Blake (townhall.com)
Last week a New York Times article profiled the ordeal of academic applications: essays, interviews, application consultants, tuition of $10,000 a year or more, and the stress of separating families.
The article was about private preschools in New York City. The following is representative of the tribulations chronicled among well-heeled parents. "When Ms. Malloy, a federal prosecutor, applied for her twins, a boy and a girl, she asked her husband to write the application essay. "I was so nervous," she said, "and I'm someone who took the LSAT, who's written for the federal judiciary and in law review."
The family applied to four schools. "There's not a week that goes by that I don't regret that I didn't apply to three or four more," Ms. Malloy said. And so the hamster-wheel rat-race is now beginning at the ripe old age of two.
For me, reading this story increased my determination that if probability wins out and I marry and have children (I'm archaic enough to believe that to be the proper order), they will be homeschooled.
Read entire article by clicking on the title.
Last week a New York Times article profiled the ordeal of academic applications: essays, interviews, application consultants, tuition of $10,000 a year or more, and the stress of separating families.
The article was about private preschools in New York City. The following is representative of the tribulations chronicled among well-heeled parents. "When Ms. Malloy, a federal prosecutor, applied for her twins, a boy and a girl, she asked her husband to write the application essay. "I was so nervous," she said, "and I'm someone who took the LSAT, who's written for the federal judiciary and in law review."
The family applied to four schools. "There's not a week that goes by that I don't regret that I didn't apply to three or four more," Ms. Malloy said. And so the hamster-wheel rat-race is now beginning at the ripe old age of two.
For me, reading this story increased my determination that if probability wins out and I marry and have children (I'm archaic enough to believe that to be the proper order), they will be homeschooled.
Read entire article by clicking on the title.
Wednesday, March 08, 2006
A Peculiar People - Crunchy Cons
by Chuck Colson
Townhall.com
March 7, 2006
If you encountered someone who made his own granola, bought his veggies at a food co-op, wore Birkenstock sandals, and wanted to save the environment, if you’re like me, you’d probably think, well, there goes a lefty, or a liberal, or maybe an aging hippie. But the author of a new book says someone like that is just as likely to be a conservative Republican. In his book, Crunchy Cons, journalist Rod Dreher writes about a group of people he calls “crunchy conservatives,” a group that includes, among others, “hip homeschooling mamas,” “Birkenstocked Burkeans,” “gun-loving organic” farmers, and “right-wing nature lovers.”
What Dreher, a Dallas Morning News columnist, means by “crunchy conservative” is someone who rejects the “consumerist and individualistic mainstream of American life.” This rejection distinguishes their worldview from that of mainstream liberalism or conservatism, which, in Dreher’s estimation, are both “essentially materialist ideologies.”
The result of this materialism is “a society dedicated to the multiplication of wants and the intensification of desire, not the improvement of character.” What sets Dreher’s “crunchy cons” apart is the extent to which they have recognized the corrosive effects of a culture that is both materialistic and pornographic, and they are prepared to do something about it.
Townhall.com
March 7, 2006
If you encountered someone who made his own granola, bought his veggies at a food co-op, wore Birkenstock sandals, and wanted to save the environment, if you’re like me, you’d probably think, well, there goes a lefty, or a liberal, or maybe an aging hippie. But the author of a new book says someone like that is just as likely to be a conservative Republican. In his book, Crunchy Cons, journalist Rod Dreher writes about a group of people he calls “crunchy conservatives,” a group that includes, among others, “hip homeschooling mamas,” “Birkenstocked Burkeans,” “gun-loving organic” farmers, and “right-wing nature lovers.”
What Dreher, a Dallas Morning News columnist, means by “crunchy conservative” is someone who rejects the “consumerist and individualistic mainstream of American life.” This rejection distinguishes their worldview from that of mainstream liberalism or conservatism, which, in Dreher’s estimation, are both “essentially materialist ideologies.”
The result of this materialism is “a society dedicated to the multiplication of wants and the intensification of desire, not the improvement of character.” What sets Dreher’s “crunchy cons” apart is the extent to which they have recognized the corrosive effects of a culture that is both materialistic and pornographic, and they are prepared to do something about it.
Tuesday, March 07, 2006
Debater has winning way with words
(Homeschool grad wins debate competition.)
Debater has winning way with words
By ASHLEY LOPES Features Writer
03/06/2006
BERKLEY - The friendly and outgoing Rebekah Barton was a force to be reckoned with when she stepped on stage, arguing her way to the top and bringing home the Regional Title for Bristol Community College in the brainy world of debate.
A newcomer to debate competitions, the 17-year-old sophomore at Bristol Community College, with a 3.9 grade point average, swept the Northeast Regional Debate Competition.
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She took home six trophies in addition to the several medals that adorned her neck.
"I felt confident with how I did, but I definitely wasn't expecting to win," Barton said. "It was absolutely shocking."
Winning awards in several areas including the debate section and an oral interpretation events, the accomplishment which Barton is most proud of is the regional title, which now sits in a trophy case at her college.
"I was putting in crazy hours of preparation, and this just makes me feel like all my work has paid off," Barton said.
"While all my friends went out, I would stay home on a Saturday night because I had a debate the next day. That's when I realized, 'wow I really am a dork.'"
Fourteen schools participated in this all-day event, and Barton and her partner beat out well-respected colleges such as Bridgewater State, Suffolk and Cornell.
Her mother, Michele Barton, was disappointed about missing the awards ceremony, but was elated to see Barton walk in the door with a box full of her accomplishments.
"I wish I could have seen it," the proud mother said. "She came home with a huge box full of trophies. We are so proud of her because she worked so hard for it."
Barton was awarded second place, won third place for dramatic interpretation, first place for critical analysis and first place for the Pentathelon - a combination of points from all areas of competition.
Barton first became involved with the Forensics and Debate Team through an introduction to speech course she took where she met the team's coach, went to one of their meetings and thought it was interesting.
"Basically, you get a resolution and then you have 15 minutes to put together a case with your partner," Barton said. "It is definitely a challenge. Stressful but fun."
Home-schooled since she was in the fifth grade, Barton entered college at the ripe age of 16.
Debater has winning way with words
By ASHLEY LOPES Features Writer
03/06/2006
BERKLEY - The friendly and outgoing Rebekah Barton was a force to be reckoned with when she stepped on stage, arguing her way to the top and bringing home the Regional Title for Bristol Community College in the brainy world of debate.
A newcomer to debate competitions, the 17-year-old sophomore at Bristol Community College, with a 3.9 grade point average, swept the Northeast Regional Debate Competition.
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She took home six trophies in addition to the several medals that adorned her neck.
"I felt confident with how I did, but I definitely wasn't expecting to win," Barton said. "It was absolutely shocking."
Winning awards in several areas including the debate section and an oral interpretation events, the accomplishment which Barton is most proud of is the regional title, which now sits in a trophy case at her college.
"I was putting in crazy hours of preparation, and this just makes me feel like all my work has paid off," Barton said.
"While all my friends went out, I would stay home on a Saturday night because I had a debate the next day. That's when I realized, 'wow I really am a dork.'"
Fourteen schools participated in this all-day event, and Barton and her partner beat out well-respected colleges such as Bridgewater State, Suffolk and Cornell.
Her mother, Michele Barton, was disappointed about missing the awards ceremony, but was elated to see Barton walk in the door with a box full of her accomplishments.
"I wish I could have seen it," the proud mother said. "She came home with a huge box full of trophies. We are so proud of her because she worked so hard for it."
Barton was awarded second place, won third place for dramatic interpretation, first place for critical analysis and first place for the Pentathelon - a combination of points from all areas of competition.
Barton first became involved with the Forensics and Debate Team through an introduction to speech course she took where she met the team's coach, went to one of their meetings and thought it was interesting.
"Basically, you get a resolution and then you have 15 minutes to put together a case with your partner," Barton said. "It is definitely a challenge. Stressful but fun."
Home-schooled since she was in the fifth grade, Barton entered college at the ripe age of 16.
Friday, March 03, 2006
Homeschooling grows quickly in the United States
Thursday, March 2, 2006; Posted: 9:51 a.m. EST (14:51 GMT)
COLUMBIA, Maryland (Reuters) -- Elizabeth and Teddy Dean are learning about the Italian scientist Galileo, so they troop into the kitchen, where their mother Lisa starts by reviewing some facts about the Renaissance.
Elizabeth, 11, and Teddy, 8, have never gone to school.
Their teachers are primarily their parents, which puts them into what is believed to be the fastest-growing sector of the U.S. education system -- the homeschool movement.
Read this article at CNN by clicking on the title.
COLUMBIA, Maryland (Reuters) -- Elizabeth and Teddy Dean are learning about the Italian scientist Galileo, so they troop into the kitchen, where their mother Lisa starts by reviewing some facts about the Renaissance.
Elizabeth, 11, and Teddy, 8, have never gone to school.
Their teachers are primarily their parents, which puts them into what is believed to be the fastest-growing sector of the U.S. education system -- the homeschool movement.
Read this article at CNN by clicking on the title.
Thursday, March 02, 2006
Through the Eyes of Genius
BY MIKE ANGELL
INVESTOR'S BUSINESS DAILY
Posted 2/28/2006
A demanding boss is a bane to most workers. But for Willard Boyle, that demanding boss was a springboard.
Boyle's boss was Jack Morton, vice president of electronics technology for AT&T's storied research unit, Bell Labs. Boyle headed its work in semiconductors and transistors.
Morton called Boyle one day in October 1969 asking what he was working on. Unsatisfied with Boyle's answer, Morton said another Bell Labs' unit was doing interesting things. Why couldn't Boyle come up with something interesting?
His boss' prodding got to Boyle. Determined not to be left behind in the innovation arena, Boyle and his colleague, George Smith, got to work.
Their drive led them to come up with one of the most important inventions of the century: the charge-coupled device, or CCD. The CCD is the heart behind digital cameras and video recorders, space-based telescopes and satellites, and medical imaging devices.
Boyle says a combination of many factors helped propel him in his many achievements: the ability to think freely, a nurturing of his intellectual curiosity, a collaborative working environment where ideas were shared, and even hurdles sometimes presented by colleagues.
"Having the freedom to pursue ideas was very important to me," Boyle said in a recent IBD interview.
Early Lessons
Boyle spent his childhood in a remote logging town in Quebec where, during the winters, the only way to get around was by dog sled. The cold, bleak winters of that town helped forge Boyle's determination. He had to wake up in the middle of pitch-black, wintry nights to go feed the sled dogs in their kennel. The utter blackness terrified Boyle, but someone had to feed the dogs, so he had to soldier on.
His mother home-schooled Boyle until high school. Even though his lessons were only an hour a day, Boyle's mother made them count. She provided him with most any book he wanted. After reading, his mother held discussion sessions to talk about what he learned and what new things he wanted to explore in subsequent books.
Boyle found inspiration in his reading. He credits scientist and author Lancelot Hogben with first stimulating his interest in science. Hogben's books on math and science were written clearly and applied the fields' abstract ideas to everyday phenomenon.
Read article - click on the title.
INVESTOR'S BUSINESS DAILY
Posted 2/28/2006
A demanding boss is a bane to most workers. But for Willard Boyle, that demanding boss was a springboard.
Boyle's boss was Jack Morton, vice president of electronics technology for AT&T's storied research unit, Bell Labs. Boyle headed its work in semiconductors and transistors.
Morton called Boyle one day in October 1969 asking what he was working on. Unsatisfied with Boyle's answer, Morton said another Bell Labs' unit was doing interesting things. Why couldn't Boyle come up with something interesting?
His boss' prodding got to Boyle. Determined not to be left behind in the innovation arena, Boyle and his colleague, George Smith, got to work.
Their drive led them to come up with one of the most important inventions of the century: the charge-coupled device, or CCD. The CCD is the heart behind digital cameras and video recorders, space-based telescopes and satellites, and medical imaging devices.
Boyle says a combination of many factors helped propel him in his many achievements: the ability to think freely, a nurturing of his intellectual curiosity, a collaborative working environment where ideas were shared, and even hurdles sometimes presented by colleagues.
"Having the freedom to pursue ideas was very important to me," Boyle said in a recent IBD interview.
Early Lessons
Boyle spent his childhood in a remote logging town in Quebec where, during the winters, the only way to get around was by dog sled. The cold, bleak winters of that town helped forge Boyle's determination. He had to wake up in the middle of pitch-black, wintry nights to go feed the sled dogs in their kennel. The utter blackness terrified Boyle, but someone had to feed the dogs, so he had to soldier on.
His mother home-schooled Boyle until high school. Even though his lessons were only an hour a day, Boyle's mother made them count. She provided him with most any book he wanted. After reading, his mother held discussion sessions to talk about what he learned and what new things he wanted to explore in subsequent books.
Boyle found inspiration in his reading. He credits scientist and author Lancelot Hogben with first stimulating his interest in science. Hogben's books on math and science were written clearly and applied the fields' abstract ideas to everyday phenomenon.
Read article - click on the title.
Wednesday, March 01, 2006
The Quiet Ambush by Suzannah Rowntree
Homeschooling is Threatened Down-Under
The Quiet Ambush
by Suzannah Rowntree
In Victoria, Australia, the State Parliament is considering an Education and Training Reform Bill for a new Education Act which will completely rework the existing Act.
Among other changes, homeschoolers will now be more strictly regulated. Up till now, homeschoolers in Victoria have only been required to provide regular and efficient instruction for their children and to be able to prove it if challenged, under Division 8A of the Community Services Act of 1970 School Attendance. No other state in Australia shows such lenience to homeschoolers, and in this environment homeschooling has flourished.
Unfortunately, this is about to change. Under the new Education Reform Bill, a current draft of which can be found here, Victorian homeschoolers will be required to apply for a homeschooling licence and comply with any (as-yet undisclosed) regulations the government thinks fit. Anyone disobeying these unspecified regulations will have their licence revoked. Anyone refusing to apply for a licence to homeschool will be charged with starting an unregistered school and will be fined $1048.10 in Australian dollars. Alternately, they can be fined $104.81 per day per child for truancy. Possibly both fines will apply.
Read Article by clicking on title.
The Quiet Ambush
by Suzannah Rowntree
In Victoria, Australia, the State Parliament is considering an Education and Training Reform Bill for a new Education Act which will completely rework the existing Act.
Among other changes, homeschoolers will now be more strictly regulated. Up till now, homeschoolers in Victoria have only been required to provide regular and efficient instruction for their children and to be able to prove it if challenged, under Division 8A of the Community Services Act of 1970 School Attendance. No other state in Australia shows such lenience to homeschoolers, and in this environment homeschooling has flourished.
Unfortunately, this is about to change. Under the new Education Reform Bill, a current draft of which can be found here, Victorian homeschoolers will be required to apply for a homeschooling licence and comply with any (as-yet undisclosed) regulations the government thinks fit. Anyone disobeying these unspecified regulations will have their licence revoked. Anyone refusing to apply for a licence to homeschool will be charged with starting an unregistered school and will be fined $1048.10 in Australian dollars. Alternately, they can be fined $104.81 per day per child for truancy. Possibly both fines will apply.
Read Article by clicking on title.
When homeschoolers grow up
Dr. Samuel Blumenfeld
Posted: February 4, 2006
1:00 a.m. Eastern
© 2006 WorldNetDaily.com
Parents interested in homeschooling often want to know what will happen to their children when they grow up and have to work for a living. Will employers recognize their homespun high-school diplomas signed by Mom and Dad and the local homeschool association? Will corporate America welcome them as competent "human resources"? Will the Army, Navy, Marines and Air Force accept them? All legitimate questions which deserve to be answered.
Well, the answers were recently given by Dr. Brian Ray, director of the National Home Education Research Institute of Salem, Ore. – the authoritative source the media turn to when they want homeschool data. Dr. Ray, himself a homeschooling dad, studied 5,247 home-educated graduates and found that 49 percent were in college and the remaining 51 percent were earning their way in a wide variety of occupations. Over 10 percent were pursuing such prestigious professional careers as doctors, ministers, accountants, nurses, school and college teachers, and the like.
Read entire article by clicking on the title.
Posted: February 4, 2006
1:00 a.m. Eastern
© 2006 WorldNetDaily.com
Parents interested in homeschooling often want to know what will happen to their children when they grow up and have to work for a living. Will employers recognize their homespun high-school diplomas signed by Mom and Dad and the local homeschool association? Will corporate America welcome them as competent "human resources"? Will the Army, Navy, Marines and Air Force accept them? All legitimate questions which deserve to be answered.
Well, the answers were recently given by Dr. Brian Ray, director of the National Home Education Research Institute of Salem, Ore. – the authoritative source the media turn to when they want homeschool data. Dr. Ray, himself a homeschooling dad, studied 5,247 home-educated graduates and found that 49 percent were in college and the remaining 51 percent were earning their way in a wide variety of occupations. Over 10 percent were pursuing such prestigious professional careers as doctors, ministers, accountants, nurses, school and college teachers, and the like.
Read entire article by clicking on the title.
The lessons of school choice
WND Exclusive Commentary The lessons of school choice
Rebecca Hagelin
Posted: February 21, 2006
1:00 a.m. Eastern
© 2006 WorldNetDaily.com
Choosing how your children are educated should be as routine in America as the ability to choose your neighborhood, your church and your place of employment.
It stuns me that in 2006, the vast majority of students in failing schools are still trapped there. My husband and I have enjoyed the marvelous blessing of choosing freely between private schools, public schools and home schooling for our children. Yet, the reality for most parents is no real choice at all.
The No Child Left Behind Act, enacted in 2002 by a large majority of Congress, was aimed at correcting the "soft bigotry of low expectations," in President Bush's memorable phrase. Academic achievement would be boosted by demanding accountability – and educators would be held accountable by testing students regularly and measuring their progress. The parents of students in failing schools were supposed to have at least some choice to move to schools that perform.
Rebecca Hagelin
Posted: February 21, 2006
1:00 a.m. Eastern
© 2006 WorldNetDaily.com
Choosing how your children are educated should be as routine in America as the ability to choose your neighborhood, your church and your place of employment.
It stuns me that in 2006, the vast majority of students in failing schools are still trapped there. My husband and I have enjoyed the marvelous blessing of choosing freely between private schools, public schools and home schooling for our children. Yet, the reality for most parents is no real choice at all.
The No Child Left Behind Act, enacted in 2002 by a large majority of Congress, was aimed at correcting the "soft bigotry of low expectations," in President Bush's memorable phrase. Academic achievement would be boosted by demanding accountability – and educators would be held accountable by testing students regularly and measuring their progress. The parents of students in failing schools were supposed to have at least some choice to move to schools that perform.
Tuesday, February 28, 2006
Creative Class: Homeschooling and Affluent Kids
February 27, 2006
Lori Mortimer
Once considered the domain of only deeply religious families who didn't want to send their kids to secular schools, homeschooling has been gaining popularity among not-particularly-religious families. In "Meet My Teachers: Mom and Dad," Business Week covers the growth of homeschooling specifically within the "creative class."
According to Richard Florida, author of The Rise of the Creative Class and The Flight of the Creative Class, the creative class consists of educated, affluent people who, um, "create for a living":
[They]...seek not only fulfilling jobs, but also tolerant and vibrant communities and cities. This new class of workers does not define itself by national boundaries, but is highly mobile, willing to relocate for the best social, cultural, and economic opportunities. The creative class, 38 million strong in the U.S., produces a disproportionate share of wealth, accounting for nearly half of all wages and salaries earned - as much as the manufacturing and service sectors combined.
Sounds like a pretty good life:
Lori Mortimer
Once considered the domain of only deeply religious families who didn't want to send their kids to secular schools, homeschooling has been gaining popularity among not-particularly-religious families. In "Meet My Teachers: Mom and Dad," Business Week covers the growth of homeschooling specifically within the "creative class."
According to Richard Florida, author of The Rise of the Creative Class and The Flight of the Creative Class, the creative class consists of educated, affluent people who, um, "create for a living":
[They]...seek not only fulfilling jobs, but also tolerant and vibrant communities and cities. This new class of workers does not define itself by national boundaries, but is highly mobile, willing to relocate for the best social, cultural, and economic opportunities. The creative class, 38 million strong in the U.S., produces a disproportionate share of wealth, accounting for nearly half of all wages and salaries earned - as much as the manufacturing and service sectors combined.
Sounds like a pretty good life:
Tuesday, February 14, 2006
Meet My Teachers: Mom and Dad
BusinessWeek Online
2/20/2006
A growing number of affluent parents think they can do better than any school
Slater Aldrich doesn't attend any of the top-shelf public or private schools near his family's Madison (Conn.) home, not even his mother's alma mater, the $18,000-a-year Country School. Instead, the 11-year-old spends his days playing the role of town zoning officer, researching the pros and cons of granting approval to a new Wal-Mart (WMT ). Other endeavors include pretending he's a Sand Hill Road venture capitalist, creating Excel-studded business plans for a backyard sheep company, and growing his own organic food. "It's kind of like living on a white-collar farm," says his dad, Clark Aldrich. Aldrich vowed he'd never put his kid through the eye-glazing lectures he endured in school, even at prestigious institutions like Lawrence Academy and Brown University.
Like a growing number of creative-class parents, the Aldriches homeschool Slater, splitting the duties. (Aldrich père, who co-founded interactive learning company SimuLearn, handles math and science; his wife, Lisa, a stay-at-home mom, does the reading and writing. Slater's friends come over after school and on the weekends for pickup games.)
Read the article by clicking on the title.
2/20/2006
A growing number of affluent parents think they can do better than any school
Slater Aldrich doesn't attend any of the top-shelf public or private schools near his family's Madison (Conn.) home, not even his mother's alma mater, the $18,000-a-year Country School. Instead, the 11-year-old spends his days playing the role of town zoning officer, researching the pros and cons of granting approval to a new Wal-Mart (WMT ). Other endeavors include pretending he's a Sand Hill Road venture capitalist, creating Excel-studded business plans for a backyard sheep company, and growing his own organic food. "It's kind of like living on a white-collar farm," says his dad, Clark Aldrich. Aldrich vowed he'd never put his kid through the eye-glazing lectures he endured in school, even at prestigious institutions like Lawrence Academy and Brown University.
Like a growing number of creative-class parents, the Aldriches homeschool Slater, splitting the duties. (Aldrich père, who co-founded interactive learning company SimuLearn, handles math and science; his wife, Lisa, a stay-at-home mom, does the reading and writing. Slater's friends come over after school and on the weekends for pickup games.)
Read the article by clicking on the title.
Homechooling Provides its Own Therapy for Special Needs Kids
By Tonya Poole, 2-11-06
One afternoon three years ago in Albuquerque, we learned from the back of a brown paper grocery bag that my then nine-year-old daughter Sarah has autism. We unloaded groceries as we read, putting fewer and fewer cans and breads and teas away as we made it further down the list: vocal ‘stimming’ or chanting; extreme resistance to and/or distress at change in routine; ‘flapping’ arms and/or hands; becoming easily and markedly distressed for no visible reason; unusually focused fascination on specific subjects or objects; frequent repetitive behaviors; coordination and motor difficulties; noticeable lack of natural fears and presence of unnatural fears; delay in and difficulty following set of instructions …
Read the entire article outlining one family's struggle to get the help they needed and their ultimate (and brave) decision to homeschool... by clicking on the title
One afternoon three years ago in Albuquerque, we learned from the back of a brown paper grocery bag that my then nine-year-old daughter Sarah has autism. We unloaded groceries as we read, putting fewer and fewer cans and breads and teas away as we made it further down the list: vocal ‘stimming’ or chanting; extreme resistance to and/or distress at change in routine; ‘flapping’ arms and/or hands; becoming easily and markedly distressed for no visible reason; unusually focused fascination on specific subjects or objects; frequent repetitive behaviors; coordination and motor difficulties; noticeable lack of natural fears and presence of unnatural fears; delay in and difficulty following set of instructions …
Read the entire article outlining one family's struggle to get the help they needed and their ultimate (and brave) decision to homeschool... by clicking on the title
Thursday, February 09, 2006
Former science chief: MMR fears coming true (Autism and other problems related to vaccine)
Daily Mail (UK)
By Sue Corrigan, Mail on Sunday 5th Feb 2006
Former Government medical officer responsible for deciding whether medicines are safe has accused the Government of "utterly inexplicable complacency" over the MMR triple vaccine for children.
Dr Peter Fletcher, who was Chief Scientific Officer at the Department of Health, said if it is proven that the jab causes autism, "the refusal by governments to evaluate the risks properly will make this one of the greatest scandals in medical history".
He added that after agreeing to be an expert witness on drug-safety trials for parents' lawyers, he had received and studied thousands of documents relating to the case which he believed the public had a right to see.
He said he has seen a "steady accumulation of evidence" from scientists worldwide that the measles, mumps and rubella jab is causing brain damage in certain children.
But he added: "There are very powerful people in positions of great authority in Britain and elsewhere who have staked their reputations and careers on the safety of MMR and they are willing to do almost anything to protect themselves."
Read entire article by clicking on the title.
By Sue Corrigan, Mail on Sunday 5th Feb 2006
Former Government medical officer responsible for deciding whether medicines are safe has accused the Government of "utterly inexplicable complacency" over the MMR triple vaccine for children.
Dr Peter Fletcher, who was Chief Scientific Officer at the Department of Health, said if it is proven that the jab causes autism, "the refusal by governments to evaluate the risks properly will make this one of the greatest scandals in medical history".
He added that after agreeing to be an expert witness on drug-safety trials for parents' lawyers, he had received and studied thousands of documents relating to the case which he believed the public had a right to see.
He said he has seen a "steady accumulation of evidence" from scientists worldwide that the measles, mumps and rubella jab is causing brain damage in certain children.
But he added: "There are very powerful people in positions of great authority in Britain and elsewhere who have staked their reputations and careers on the safety of MMR and they are willing to do almost anything to protect themselves."
Read entire article by clicking on the title.
Tuesday, February 07, 2006
Learning at home
Mail Tribune
Southern Oregon's News Source
February 7, 2006
More families in Southern Oregon and around
the U.S. are turning to homeschooling
By Paris Achen
Mail Tribune
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February 7, 2006
Will Taft goes over his daughter Lilyís math studies in the living room of their Medford home Monday. The number of homeschooled children is increasing nationwide, according to a new report.
Mail Tribune / Bob Pennell
Learning at home
More families in Southern Oregon and around the U.S. are turning to homeschooling
By PARIS ACHEN
Mail Tribune
Instead of waiting on a bus and going to school, fifth-grader Lily Taft heads to her desk in her family’s living room.
She picks up a seventh-grade math book, reads a lesson and without any instructions from an adult, begins calculating math problems.
"I usually start at 9:30 a.m.," Lily said. "I do schoolwork in no particular order."
Her parents, Will Taft and Barbera Herzog-Taft of Medford, said they chose to homeschool Lily out of a desire to give her a better education than what they thought a public school could offer.
Southern Oregon's News Source
February 7, 2006
More families in Southern Oregon and around
the U.S. are turning to homeschooling
By Paris Achen
Mail Tribune
Translate Website
SECTIONS
Home Page
Local News
Opinion
AP News
Business
Obituaries
Sports
Life
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Archives
Tempo
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Marketwatch Portfolio
SHOP OUR VALLEY
Search Our Valley
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LOCAL REAL ESTATE
Real Estate Guide
Real Estate Showcase
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Wedding Guide
Other Publications
LOCAL LINKS
Ashland News
Newspaper
In Education
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eSouthernOregon
Play Sudoku Online
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ARCHIVE SEARCH:
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Classified Ad
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Conditions & Cams
February 7, 2006
Will Taft goes over his daughter Lilyís math studies in the living room of their Medford home Monday. The number of homeschooled children is increasing nationwide, according to a new report.
Mail Tribune / Bob Pennell
Learning at home
More families in Southern Oregon and around the U.S. are turning to homeschooling
By PARIS ACHEN
Mail Tribune
Instead of waiting on a bus and going to school, fifth-grader Lily Taft heads to her desk in her family’s living room.
She picks up a seventh-grade math book, reads a lesson and without any instructions from an adult, begins calculating math problems.
"I usually start at 9:30 a.m.," Lily said. "I do schoolwork in no particular order."
Her parents, Will Taft and Barbera Herzog-Taft of Medford, said they chose to homeschool Lily out of a desire to give her a better education than what they thought a public school could offer.
Thursday, February 02, 2006
Homeschooling's growth offers lesson in market development
PittsburghLive.com
Pittsburgh Tribune-Review
Homeschooling's growth offers lesson in market development
By The Associated Press
Thursday, February 2, 2006
NEW YORK -- Jill Nardini planned to homeschool her family even before she had children.
Nardini, 44, a self-described older mom who had fertility problems, said she wanted to spend as much time as possible with her children. Her desire to teach her 9-year-old son Joey and 7-year-old daughter Jessie about their Christian faith also influenced in the decision.
Pittsburgh Tribune-Review
Homeschooling's growth offers lesson in market development
By The Associated Press
Thursday, February 2, 2006
NEW YORK -- Jill Nardini planned to homeschool her family even before she had children.
Nardini, 44, a self-described older mom who had fertility problems, said she wanted to spend as much time as possible with her children. Her desire to teach her 9-year-old son Joey and 7-year-old daughter Jessie about their Christian faith also influenced in the decision.
Homeschooling's growth offers lesson in market development
PittsburghLive.com
Pittsburgh Tribune-Review
Homeschooling's growth offers lesson in market development
By The Associated Press
Thursday, February 2, 2006
NEW YORK -- Jill Nardini planned to homeschool her family even before she had children.
Nardini, 44, a self-described older mom who had fertility problems, said she wanted to spend as much time as possible with her children. Her desire to teach her 9-year-old son Joey and 7-year-old daughter Jessie about their Christian faith also influenced in the decision.
Pittsburgh Tribune-Review
Homeschooling's growth offers lesson in market development
By The Associated Press
Thursday, February 2, 2006
NEW YORK -- Jill Nardini planned to homeschool her family even before she had children.
Nardini, 44, a self-described older mom who had fertility problems, said she wanted to spend as much time as possible with her children. Her desire to teach her 9-year-old son Joey and 7-year-old daughter Jessie about their Christian faith also influenced in the decision.
Homeschooling's growth offers lesson in market development
PittsburghLive.com
Pittsburgh Tribune-Review
Homeschooling's growth offers lesson in market development
By The Associated Press
Thursday, February 2, 2006
NEW YORK -- Jill Nardini planned to homeschool her family even before she had children.
Nardini, 44, a self-described older mom who had fertility problems, said she wanted to spend as much time as possible with her children. Her desire to teach her 9-year-old son Joey and 7-year-old daughter Jessie about their Christian faith also influenced in the decision.
Pittsburgh Tribune-Review
Homeschooling's growth offers lesson in market development
By The Associated Press
Thursday, February 2, 2006
NEW YORK -- Jill Nardini planned to homeschool her family even before she had children.
Nardini, 44, a self-described older mom who had fertility problems, said she wanted to spend as much time as possible with her children. Her desire to teach her 9-year-old son Joey and 7-year-old daughter Jessie about their Christian faith also influenced in the decision.
Oprah's essay contest excludes homeschoolers
WorldNetDaily February 2, 2006
"Contest open to all legal residents of the U.S. who are currently enrolled full-time (and in good standing) in a public or state-accredited private or parochial school, grades 9-12," states the fine print on a page explaining the contest on Winfrey's website.
Despite the restriction, a letter from Winfrey announcing the contest, which will judge essays on the book "Night," says it is open "to high school students across America."
Michael Smith, president of the Homeschool Legal Defense Association, or HSLDA, wrote an open letter to Winfrey protesting the policy.
"We contacted your show to see if homeschoolers could be included and were rebuffed," wrote Smith. "While we do not believe that your show willfully excluded homeschoolers, the fact that homeschoolers were excluded in the first place is troubling."
"Contest open to all legal residents of the U.S. who are currently enrolled full-time (and in good standing) in a public or state-accredited private or parochial school, grades 9-12," states the fine print on a page explaining the contest on Winfrey's website.
Despite the restriction, a letter from Winfrey announcing the contest, which will judge essays on the book "Night," says it is open "to high school students across America."
Michael Smith, president of the Homeschool Legal Defense Association, or HSLDA, wrote an open letter to Winfrey protesting the policy.
"We contacted your show to see if homeschoolers could be included and were rebuffed," wrote Smith. "While we do not believe that your show willfully excluded homeschoolers, the fact that homeschoolers were excluded in the first place is troubling."
Tuesday, January 31, 2006
More at home with home schooling
More are at home with home schooling
The number of Minnesota students educated mainly that way has doubled over the past decade, and it's mostly an exurban and rural phenomenon.
David Peterson, Star Tribune - Minneapolis-St. Paul
Last update: January 31, 2006 – 1:09 AM
The pressure-cooker lives that Kent and Roxanne Katterjohn once led -- she as an intensive-care nurse in Chicago, he as a cameraman for NBC News -- are a distant memory today at their log home in the ravine-wrinkled countryside south of Cannon Falls, Minn.
The Katterjohns now say they lead a far quieter lifestyle, even though that includes home- schooling their 11 kids, who curl up in bed with algebra books or ride horses to friends' houses. It's "just idyllic. My mom calls us 'Little House on the Prairie,' " said Roxanne Katterjohn, 46.
The number of Minnesota students educated mainly that way has doubled over the past decade, and it's mostly an exurban and rural phenomenon.
David Peterson, Star Tribune - Minneapolis-St. Paul
Last update: January 31, 2006 – 1:09 AM
The pressure-cooker lives that Kent and Roxanne Katterjohn once led -- she as an intensive-care nurse in Chicago, he as a cameraman for NBC News -- are a distant memory today at their log home in the ravine-wrinkled countryside south of Cannon Falls, Minn.
The Katterjohns now say they lead a far quieter lifestyle, even though that includes home- schooling their 11 kids, who curl up in bed with algebra books or ride horses to friends' houses. It's "just idyllic. My mom calls us 'Little House on the Prairie,' " said Roxanne Katterjohn, 46.
Monday, January 30, 2006
One Mother's Homeschool Talking Points
One Mother’s Homeschool Talking Points (To read entire article please click on the title.)
by Krishyon Young
People often pepper me with Homeschool questions. In short order, rationalizations roll smoothly from their lips as to why they “can not possibly” homeschool their children. It is expected that I will soothe their conscience with a sweet, “Well, perhaps it’s not for everyone”. One day I did not oblige. Instead of a polite nod, I volleyed. With every concern given, I countered; for every excuse she lobbed, I sent back a positive twist. She finally gave up, or gave in you might say, as she is now in her eighth year of homeschooling.
Whether you consider yourself a homeschool crusader or not, you simply cannot avoid the attention you will get once you announce to a crowd, “Actually, we Homeschool”. While homeschooling mothers don’t get paid per diem for every convert, we often feel inclined to be the short-term face of our incredible movement. After all, someone inspired us once upon a time. In that spirit of giving, I offer you my own “talking points”. Help yourself, take what works for you and toss the rest.
I would homeschool my children, except …
1. I don’t have the patience.
2. I can’t afford it.
3. My kids won’t listen to me.
4. What about socialization?
5. Sports and the Prom, will they miss out?
6. I’m not trained to be a teacher.
7. Where would I find support?
8. What would I do for a curriculum?
9. Little Johnny has special needs.
10. I don’t want to homeschool.
* * * * *
1. Patience: It’s amazing! Once your family gets into a Natural Family Rhythm, you’ll be surprised how little patience is needed. In the institutional school setting, students are expected to sit, stand, move and talk when directed, mostly at arbitrary (to children) times. You’re in the middle of a poem? Too bad, put it away, its time for recess. In the middle of a ball game? Sorry, time to sit down for a math lesson. Time for lunch, whether you are hungry or not. Time for a potty break whether you think you need one or not, now’s your chance. Put your hand down, you already had your chance. Heaven forbid you get thirsty, that is not allowed until after reading group is over. Any sort of natural brain, body or emotional rhythm is set aside for the class schedule. When the child is suddenly dropped off in front of her house in the afternoon, she is tired, worn out, and fatigued by the craziness of her day. That’s when YOU get her back. No wonder you think you lack patience. Once a family moves into a Natural Family Rhythm, harmony happens. Families eat when they are hungry, play when they have energy, sit when they can concentrate and stay with projects until they are motivated to do something else. It’s comforting to see a child relax and feel “at home”. Of course, things aren’t always perfect. That’s all right, too. A little conflict resolution is part of the day’s lessons. When a family is well-fed, well-rested and well-loved, there are far fewer calls for patience. When a family leads a whole life, verses a fragmented life, it leads to contentment all around the table.
2. How much do you think it costs? Your estimate is probably based on what you think the public or private schools spend. This is no way to estimate the cost to educate a child in your home. I have had great, academically successful years when I spent nearly nothing (under $100 for four children combined). I have had equal academic success when I spent five and ten times more than that. You can buy a full curriculum and set your children up with a “school” that will supervise your child’s work and progress. This option will be expensive, time consuming and restrictive (and stressful). Or you can do what the majority of homeschool families do. Decide what you are interested in learning and look for ways to incorporate it into your family’s life. This costs very little. The Public Library is a great place to start. The Iinternet has thousands of unit studies and enough info to keep you up all night for the rest of your life, free for the taking. You will find most people are incredibly generous. Homeschoolers are learners at the core. When you are interested in something, you love to share your knowledge with others. I love this about people. Ask your family, friends and Church to see if anyone has a similar interest or hobby. Look for the older gentleman who served in WW II and knows everything about airplanes. How about the amazing retired woman who has traveled the world? You will make friends of all ages and there is nothing like learning something from someone who is passionate about their subject.
3. Your kids won’t listen to you? Give them a chance. If your children attend Public School eight hours everyday, they are weary of being ordered about, usually with little context as to why they are being told to do this or that. That is probably why they question your directives at home. It’s as simple as that. Bring them home. Give them some time to reconnect with the family unit. Give them space to figure out their learning style. Give them back their life and welcome them back into your life. Then you will find yourselves hearing one another. When you look at each other over the table at lunch one day, you will see that wonderful son you used to have such an easy time talking and laughing with when he was a fun four year-old and “your little guy”. You are both still the same people. Re-introduce yourselves to each other and fall back in love with your great “big” kid.
4. Socialization? When this word is used with me, I believe people are saying two things: #1 – Kids Need Friends. In the neighborhoods in which we have lived, children have attended a variety of educational institutions. Represented were Jewish, Catholic, Methodist and Baptist Schools. Montessorri, Magnet and Charter Schools also carted children off for the major part of the day. Our children homeschool, a perfectly reasonably alternative educational option. When explained this way to friends, family and neighbors the information is easy to organize and catagorize in their heads. The Public School in our area still attracts the largest percentage of the families but certainly it is not the only option. When I am asked the “socialization” question I describe to people what I see out my front door. Once children are home from “school”, they find one another. No matter where they have been all morning, they are playing together in the afternoon and on the weekends. Many homeschool children belong to town baseball or soccer leagues where they meet even more children. Children attend dance or gymnastic classes where they meet friends with similar interests. My own children belong to a Children’s Theatre where they perform with eighty plus other young people from age 7-15. I am my son’s Cub Scout Den Mother so each week I have many little eight and nine year-old boys running around my yard. One teenage daughter is a Life Guard where she meets a great variety of people. Another daughter meets people who share her interest in Opera and Classical music through music recitals. Most great friendships are based on similar interests. A few great friends who all love horses, or basketball, or reading are much more likely to sustain a close and meaningful, friendship over time. Mothers often orchestrate playgroups or play dates a few times a month both for themselves and their children. Just because your children aren’t preschoolers any longer doesn’t mean you can’t arrange meetings. I met a wonderful mother recently, we knew our children would hit it off and planned a family picnic in the park. It was as if our children had known each other all their lives. They absorbed each other’s cultural beauty as easily as the sunlight. That they did not speak the same verbal language made little difference. Squeals of delight translate well. Enjoying the people you are with is a much more enriching social experience for children than being segregated by age. In the homeschool atmosphere you have the luxury of thinking Stage, not Age. If your child loves to hang out with her Grandmother and her friends while quilting, why not? If your son thinks it’s cool to be in a band, open up your garage and plug your ears. If our family were any more social I don’t know when we would sleep.
Parental Social Anxiety #2 – Are they going to be weird? If by “weird” you mean like their Parents, then yes. Studies show children do model the major behaviors of their parents. If you are fine with “who” you are, be it shy, cool, friendly, abrupt, or far beyond description, then all will be well. After all, YOU found someone to love and presumably to love you. Children who truly are very different or unique are often tormented in the public school environment where being different is more obvious and not at all accepted as diverse and beautiful. These children either strip themselves of their identity to fit into that narrow mold (what a shame) or suffer painful scars that can last a lifetime. I think often of one young man in my youth who could not suffer the hurt and did not live through his high school years. This is an epidemic not properly dealt with in the Public School system and it is growing steadily. A kind, loving, accepting mother and father who build you up and help you see your strengths is just the place for the truly unique. When this BEAUTIFUL child grows up and goes to college or into the World with his self-worth intact, he will find a greater pool of people with the same interests, someone just as special as himself who will love him for who he is and they will have a happy “weird?” life together. That is proper socialization.
by Krishyon Young
People often pepper me with Homeschool questions. In short order, rationalizations roll smoothly from their lips as to why they “can not possibly” homeschool their children. It is expected that I will soothe their conscience with a sweet, “Well, perhaps it’s not for everyone”. One day I did not oblige. Instead of a polite nod, I volleyed. With every concern given, I countered; for every excuse she lobbed, I sent back a positive twist. She finally gave up, or gave in you might say, as she is now in her eighth year of homeschooling.
Whether you consider yourself a homeschool crusader or not, you simply cannot avoid the attention you will get once you announce to a crowd, “Actually, we Homeschool”. While homeschooling mothers don’t get paid per diem for every convert, we often feel inclined to be the short-term face of our incredible movement. After all, someone inspired us once upon a time. In that spirit of giving, I offer you my own “talking points”. Help yourself, take what works for you and toss the rest.
I would homeschool my children, except …
1. I don’t have the patience.
2. I can’t afford it.
3. My kids won’t listen to me.
4. What about socialization?
5. Sports and the Prom, will they miss out?
6. I’m not trained to be a teacher.
7. Where would I find support?
8. What would I do for a curriculum?
9. Little Johnny has special needs.
10. I don’t want to homeschool.
* * * * *
1. Patience: It’s amazing! Once your family gets into a Natural Family Rhythm, you’ll be surprised how little patience is needed. In the institutional school setting, students are expected to sit, stand, move and talk when directed, mostly at arbitrary (to children) times. You’re in the middle of a poem? Too bad, put it away, its time for recess. In the middle of a ball game? Sorry, time to sit down for a math lesson. Time for lunch, whether you are hungry or not. Time for a potty break whether you think you need one or not, now’s your chance. Put your hand down, you already had your chance. Heaven forbid you get thirsty, that is not allowed until after reading group is over. Any sort of natural brain, body or emotional rhythm is set aside for the class schedule. When the child is suddenly dropped off in front of her house in the afternoon, she is tired, worn out, and fatigued by the craziness of her day. That’s when YOU get her back. No wonder you think you lack patience. Once a family moves into a Natural Family Rhythm, harmony happens. Families eat when they are hungry, play when they have energy, sit when they can concentrate and stay with projects until they are motivated to do something else. It’s comforting to see a child relax and feel “at home”. Of course, things aren’t always perfect. That’s all right, too. A little conflict resolution is part of the day’s lessons. When a family is well-fed, well-rested and well-loved, there are far fewer calls for patience. When a family leads a whole life, verses a fragmented life, it leads to contentment all around the table.
2. How much do you think it costs? Your estimate is probably based on what you think the public or private schools spend. This is no way to estimate the cost to educate a child in your home. I have had great, academically successful years when I spent nearly nothing (under $100 for four children combined). I have had equal academic success when I spent five and ten times more than that. You can buy a full curriculum and set your children up with a “school” that will supervise your child’s work and progress. This option will be expensive, time consuming and restrictive (and stressful). Or you can do what the majority of homeschool families do. Decide what you are interested in learning and look for ways to incorporate it into your family’s life. This costs very little. The Public Library is a great place to start. The Iinternet has thousands of unit studies and enough info to keep you up all night for the rest of your life, free for the taking. You will find most people are incredibly generous. Homeschoolers are learners at the core. When you are interested in something, you love to share your knowledge with others. I love this about people. Ask your family, friends and Church to see if anyone has a similar interest or hobby. Look for the older gentleman who served in WW II and knows everything about airplanes. How about the amazing retired woman who has traveled the world? You will make friends of all ages and there is nothing like learning something from someone who is passionate about their subject.
3. Your kids won’t listen to you? Give them a chance. If your children attend Public School eight hours everyday, they are weary of being ordered about, usually with little context as to why they are being told to do this or that. That is probably why they question your directives at home. It’s as simple as that. Bring them home. Give them some time to reconnect with the family unit. Give them space to figure out their learning style. Give them back their life and welcome them back into your life. Then you will find yourselves hearing one another. When you look at each other over the table at lunch one day, you will see that wonderful son you used to have such an easy time talking and laughing with when he was a fun four year-old and “your little guy”. You are both still the same people. Re-introduce yourselves to each other and fall back in love with your great “big” kid.
4. Socialization? When this word is used with me, I believe people are saying two things: #1 – Kids Need Friends. In the neighborhoods in which we have lived, children have attended a variety of educational institutions. Represented were Jewish, Catholic, Methodist and Baptist Schools. Montessorri, Magnet and Charter Schools also carted children off for the major part of the day. Our children homeschool, a perfectly reasonably alternative educational option. When explained this way to friends, family and neighbors the information is easy to organize and catagorize in their heads. The Public School in our area still attracts the largest percentage of the families but certainly it is not the only option. When I am asked the “socialization” question I describe to people what I see out my front door. Once children are home from “school”, they find one another. No matter where they have been all morning, they are playing together in the afternoon and on the weekends. Many homeschool children belong to town baseball or soccer leagues where they meet even more children. Children attend dance or gymnastic classes where they meet friends with similar interests. My own children belong to a Children’s Theatre where they perform with eighty plus other young people from age 7-15. I am my son’s Cub Scout Den Mother so each week I have many little eight and nine year-old boys running around my yard. One teenage daughter is a Life Guard where she meets a great variety of people. Another daughter meets people who share her interest in Opera and Classical music through music recitals. Most great friendships are based on similar interests. A few great friends who all love horses, or basketball, or reading are much more likely to sustain a close and meaningful, friendship over time. Mothers often orchestrate playgroups or play dates a few times a month both for themselves and their children. Just because your children aren’t preschoolers any longer doesn’t mean you can’t arrange meetings. I met a wonderful mother recently, we knew our children would hit it off and planned a family picnic in the park. It was as if our children had known each other all their lives. They absorbed each other’s cultural beauty as easily as the sunlight. That they did not speak the same verbal language made little difference. Squeals of delight translate well. Enjoying the people you are with is a much more enriching social experience for children than being segregated by age. In the homeschool atmosphere you have the luxury of thinking Stage, not Age. If your child loves to hang out with her Grandmother and her friends while quilting, why not? If your son thinks it’s cool to be in a band, open up your garage and plug your ears. If our family were any more social I don’t know when we would sleep.
Parental Social Anxiety #2 – Are they going to be weird? If by “weird” you mean like their Parents, then yes. Studies show children do model the major behaviors of their parents. If you are fine with “who” you are, be it shy, cool, friendly, abrupt, or far beyond description, then all will be well. After all, YOU found someone to love and presumably to love you. Children who truly are very different or unique are often tormented in the public school environment where being different is more obvious and not at all accepted as diverse and beautiful. These children either strip themselves of their identity to fit into that narrow mold (what a shame) or suffer painful scars that can last a lifetime. I think often of one young man in my youth who could not suffer the hurt and did not live through his high school years. This is an epidemic not properly dealt with in the Public School system and it is growing steadily. A kind, loving, accepting mother and father who build you up and help you see your strengths is just the place for the truly unique. When this BEAUTIFUL child grows up and goes to college or into the World with his self-worth intact, he will find a greater pool of people with the same interests, someone just as special as himself who will love him for who he is and they will have a happy “weird?” life together. That is proper socialization.
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