New Developments

Just in time for Spring, Guilt-Free Homeschooling has a brand new look! Our heartfelt thanks to Becky, our new webmaster, for her dedication and hard work in making this come about. Becky has added a subscription button for those of you who enjoy email notification of new posts, and we are always trying to make this site easier for you readers to navigate and find the information you need to help you in your homeschooling ventures. Stay tuned — there’s always more to come!

Shopping Trip Bingo

Once upon a time, a girl named Jenny went to college in a big city far, far away. It was fun. She made many new friends. They went to classes together and studied together and had all sorts of fun together. Then one day, Jenny and all of her friends realized that they were broke. No one had any more money for movies, or shopping, or any of the things they usually did for fun. Jenny’s friends were very sad. They had all studied very hard and needed a break. They wanted to go have some fun. They wanted to go shopping at the mall, but they had no money to buy things.

Then Jenny had an idea. “Let’s play BINGO!” said Jenny. “Oh, that’s boring,” said her friends. “I know how to make it fun!” said Jenny, and she disappeared into her dorm room. When she came back out a few minutes later, Jenny was holding several small cards. The cards were divided up into squares like Bingo cards, but each square had words written in it, instead of numbers. “Now let’s go to the mall, and I will show you how to play,” said Jenny.

When they got to the mall, Jenny gave each person a card and a pencil. “We will all walk around the mall like we always do, but you have to find the things written in the boxes. The first person to find all of their things and cross them off will win the game!” said Jenny. “Wow! This sounds FUN!” said her friends. Jenny and her friends had so much fun playing her new game that they played it over and over. They loved to go the mall and play Jenny’s Mall Bingo game. Jenny and her friends were happy again, and they did not have to spend any money. That made them extra happy.

* * * * * * * * * *

You do not have to be in college or live near the Mall of America to enjoy Jenny’s game. Your children may enjoy doing this during long car trips or during grocery shopping trips with Mom. Adapt your bingo cards to the area that you will be visiting, and keep your children occupied in boredom-free bliss.

MOA Bingo consisted of a patchwork block of random items to spot during study-break trips to the Mall of America. Suddenly, instead of meandering through the mall, bemoaning their lack of money for shopping, the students had a mission — finding all the items on their bingo cards. Each trip yielded more bizarre items to include on the cards for the next visit.

The Mall of America houses a travel store with posters of far-away places and stuffed toys of exotic animals, in addition to the usual mall-fare of sports shops, clothing stores, and a wide variety of shoppers. The bingo cards contained a balance of hard-to-find and easy-to-find items, along with common, everyday, household objects that can be hard to find in the shopping mall setting. Gift wrapping counters, vending machines, and First Aid Stations are often overlooked while shopping, but become of vital importance in the strategy of Mall Bingo.

Players had to become creative in finding their listed items, especially if their opponents craftily steered them away from the obvious sources. Your card might list “Mickey Mouse,” but your opponent has carefully kept you away from the Disney Store. Now is the time to improvise by heading into a bookstore and looking in the collectibles section. However, the same strategy will work for “Ronald McDonald” if you are trying to steer your opponent away from the Food Court.

Sample items from Mall Bingo cards:
Card A
–obelisk
–snake
–red shoe
–#21
–aspirin
–Ronald McDonald

Card B
–pyramid
–tree frog
–green hat
–#52
–tape
–Mickey Mouse

Notice how the easier-to-find pyramid is balanced by the harder-to-find tree frog. The obelisk is hard to find, but snakes (oddly) were easier to find. Random numbers could be spotted on sports jerseys or price tags. Two or three players stayed together in one group with each individual working to steer the group in favorable directions, but larger groups could split up and work as teams with one card per team. The objects were not purchased, and did not even have to be for sale, but someone besides the player had to witness the object before the college student could check an item off of his card.

My son used the same concept to stay alert during a particularly monotonous college class: Professor Bingo. The squares listed the professor’s many habits, turning them from repetitive mannerisms into delightful antics. Would the prof misplace his chalk, would he hitch up his pants, would he argue against his own notes, or would he emphasize a statement by flicking imaginary water from his fingers?

This game can be adapted to your personal needs. Use more or fewer items, depending on the skill level of your players. On your food-buying trips, teach your little ones to recognize fruits, vegetables, or other items by using pictures from the grocery ads instead of words on the cards, or play it like the Alphabet Game by challenging your kiddies to find a grocery item for each letter of the alphabet.

Having fun does not always have to mean spending money. Our family has invented many enjoyable activities from whatever our circumstances were, and Mall Bingo is a prime example. Now, who wants to go to the mall?

Reschedule, Refocus, Regroup

I am convinced that the first thing dogs learn in Puppy School is how to get leaves and grass to stick to their tummies while they are outdoors and then how to sneak back indoors with those leaves and shake them off. Extra points if they can do it just after you have vacuumed. No matter how much time I have just spent cleaning the carpet, as soon as the dog makes one pass through the house, my progress seems non-existent. I pick up the leaves and bits of grass. I adapt and keep making progress.

Remember that time you were running late for an appointment, and you discovered a road closure between Point A (your house) and Point B (your destination)? Whether the closure was due to a street repair crew or a traffic accident, it still caused you to change your route and find an acceptable detour to help you reach your destination by your deadline. You had to adapt to keep making progress.

How many times could your baby be counted on to spit up all over your clothing just as you were going out the door (usually on your way to church)? Now, a little spitty-ness is to be expected, but I am talking about a major drenching. Back inside for a quick change. Adapt and keep making progress.

Today you find yourself mid-way through your homeschool year, perhaps even close enough to the end of the year that you can see The Finish Line coming in to view. However, just like the leaves scattered on the clean carpet, just like the roadblock when you were running late, just like the need to make a complete wardrobe change, you have obstacles hindering your progress. Your schedule has gotten completely out of whack, and you desperately need to get it back in whack. It is time for some serious mid-year rescheduling. You need to adapt so that you can keep making progress.

Each fall, I would lay out my plan of action for the coming school year, detailing which pages of which books should be done by which days. [See Guilt-Free Lesson Plans and Scheduling] I always seemed to be very ambitious at the beginning of each year, so much so that I scheduled way too many things for my students to actually complete. Each spring, I would revise my plan, reconciling it with the reality that had taken place over the past few months. Some years, the plan was revamped more than once. Illnesses happened, tragedies occurred, and difficult lesson concepts played havoc with the best-laid plans. My mid-year rescheduling time would remove the burden of over-commitment from my students and make their assignment charts look do-able again. I recalculated the number of pages to be completed for each day and adjusted our charts accordingly. Some subjects were finished early, giving my students extra time in their schedules for the subjects in which they were lagging behind. We adapted in order to keep making progress.

As I did, you planned your year’s work with the best of intentions, but you could not foresee the things that would prevent your students from completing that work. You have all done the best you could under the circumstances. Even if you have a student who has been flat-out lazy and neglected his work, heaping guilt on him will not be a strong motivator for progress. Cut back his assigned schedule to an amount that he can reasonably accomplish and help him gain a foothold on success. Once he has tasted the victory of a finished job, he will see things differently. So-called “lazy” students or those who do not work “up to their potential” usually suffer from the curse of perfectionism: I can’t get it right, so why bother trying? I know; I used to be one of them. Scaling back assignments to a manageable level or reducing projects to bite-sized tasks can make a huge difference in whether or not a student succeeds. [See Learning to Walk — Seen as a New Lesson] You need to adapt so that he can keep making progress.

It can be very helpful to sit down with your students and discuss what projects they are enjoying the most, what they would like to continue doing, and what they would like to drop. There may be some half-completed projects on your schedule that no one really cares about anymore. Perhaps the lesson has already been learned and dedicating further time to a certain project is pointless. You may decide to speed through the current section to allow yourselves to spend extra time on an upcoming set of lessons. Maybe an activity can take the place of several lessons, allowing you to skip over a portion of the planned bookwork while still learning the concepts. You will want to identify the most important tasks, lessons, or books so that you can focus on finishing them. You may decide to carry a subject over a few weeks into the summer to keep it from being too burdensome to finish on the same timetable as the other schoolwork. You need to adapt so that you can keep making progress.

We also began to prune back our social commitments each time the calendar promised that spring was approaching. We wanted to focus on our lessons and tie up all those loose ends to finish the year instead of running around to boring club meetings or uninteresting field trips. We reprioritized, rescheduled, refocused, and regrouped. We dropped out of activities if they had become more pain than gain. We did it all Guilt-Free, knowing that we were ranking things according to our own priorities, not anyone else’s. We adapted so that we could keep making progress.

I have a favorite line from a movie that I have quoted to my students when encouraging them to persevere in the face of a difficult task. The movie, Heartbreak Ridge, is hardly commendable because of its abhorrent, R-rated language, but the message of the film is nonetheless very inspirational. Clint Eastwood portrays a no-nonsense Marine sergeant, doing his best to turn raw recruits into something The Corps can depend on. The line I quote is his anthem throughout the film, “Improvise! Adapt! Overcome!” He continually changes the rules on his platoon, forcing them to think, to improvise, to adapt, to overcome, to succeed. When they find themselves isolated in the midst of a fierce battle, it is his bizarre training methods that enable them to survive and emerge victorious. Their ability to adapt allowed them to keep making progress.

As you sense the end of this school year sneaking up on you, take some time to evaluate your progress and revise your plans. Pinpoint the things that are most important and work toward completing them. You wrote your schedule: Guilt-Free Homeschooling allows you to change your schedule. A re-tooled battle plan can bring a tremendous boost of adrenalin to sagging students and a tired teacher. You need to adapt so that you can keep making progress.

Sample Transcript & Diploma

For all of the readers who have requested it, a sample homeschool high school transcript is now available. This one is modeled after the examples in the book And What About College? by Cafi Cohen. We listed anything that received significant time and attention during the high school years as a class and referred to a course catalog from our local community college for help in writing our own course descriptions. The Carnegie credit standard refers to 120 or more contact hours, but the focused attention of homeschooling can condense that time into a shorter period. Essentially, if my student devoted considerable time and attention to a subject, I gave credit for that subject. A more complete description can be found in the article, Transcript Writing.

This six-page document is reduced in size on this website, so if you prefer to enlarge it, you will need to hold your mouse over each page/photo and use the third-mouse-button “Save Picture as…” command. Then you can open your saved photo and zoom in or print the photo to read it more clearly.

A sample homeschool high school diploma is also available, as is my son’s tongue-in-cheek graduation announcement. (Wording on a diploma you design should reflect your own state’s laws governing homeschooling.)

Click to view the desired document:
Transcript
Diploma
Graduation Announcement

The Value of Supplemental Activities

A friend recently posed an intriguing question to a group of homeschooling moms: “If money were no object, what would you purchase first for your homeschool?” The usual wish-list items came out: specific curriculum choices, books, more books, shelves for all the books, rooms just for school stuff, and books. However, I was the most surprised by reading a spontaneous part of my own answer: “For us, it wasn’t the curriculum itself that ‘made’ homeschooling — it was the extra-curricular activities and supplemental things we did that we remember most and learned the most from.” It was an aspect of homeschooling that I had never truly pondered before, at least not in so many words. I have often suggested various activities to help struggling students bridge the learning styles gap with assorted curricula, but suddenly I was seeing activities as The Most Important Part of any homeschooling experience.

It is not the curriculum itself that matters most; it is what you do with the program and what you do besides the program that will make all the difference in your homeschooling endeavor. Supplemental activities can turn a mediocre program into an educational experience far better than the most renowned program on the market. The activities you choose can be tailored to your child’s individual needs and interests, whereas a boxed program must be universally applicable.

Some programs are better than others, but that still goes only so far. My regular readers already know how much I loved Miquon Math for grades 1-3, but the suggested activities were what really drove the concepts home. Practice away from the workbooks and playing and experimenting with Cuisenaire rods are what solidified the knowledge that was presented in the books. Saxon Math effectively used real-life examples through word problems to teach the students how to set up a formula. (Once they have the formula, any math student can solve the formula.) Our supplemental activities for Saxon math included applying the formulas to more areas of real life: relating fractions to pies and candy bars, doubling recipes for practice using fractions, calculating the areas, perimeters, and angles for home improvement projects, and applying the mathematics of probabilities to everyday situations in my students’ lives. When my daughter had trouble understanding probability from the textbook example of red marbles and blue marbles, I changed the problem to fit her teddy bear collection. Suddenly, her favorite white polar bear stood out in marked contrast to the other bears, and the chances of selecting him at random from a pile of stuffed bears was more easily understood.

We played a great deal with construction toys, but we always built something, even if our projects were not elaborate architectural models. We never stacked the bricks just for the sake of stacking bricks. Instructions for Erector Set models or K’nex figures were a launching pad for our imaginations as we challenged ourselves to combine patterns or build bigger or better designs. Real life usually requires you to have some type of plan, so our activities always had a basic plan as well. We dared to dream, and we learned through the trying, whether we succeeded or not.

We are all familiar with the jokes about students who put a book underneath their pillows, hoping to absorb information by osmosis while they slept. We smile and laugh, knowing that there is no possible way for that to happen, but many times we urge a child to “read the book,” expecting him to absorb all the information in that manner. If the child is adept at visual learning, it may happen, but so much more knowledge and understanding can be gained through the addition of a few supplemental activities. Activities break down the barriers of learning styles, making it possible to teach your child in the way he learns best, no matter what curriculum you are using.

When I took a college chemistry course, I worked industriously at memorizing vast quantities of information. They were only meaningless words to me, but I forced myself to memorize them so that I could reproduce them on test papers. However, through working in the chemistry lab, experimenting with the acids, bases, minerals, and gases, I began to understand the concepts behind those words. I had read the book, and I had learned the facts, but I did not gain understanding until I got into a supplemental activity. Watching bubbles form in a beaker of water as electrodes forced the hydrogen and oxygen molecules to separate made the atomic bonding process straightforward and uncomplicated. It was right there in front of me. I could watch it happen. I collected bubbles of the two gases in separate test tubes and proved their identities with another test. A similar experiment electroplated a nickel coin with the copper from a penny. The diagrams my professor scribbled on the chalkboard became stop-motion animations of the molecular breakdown process. He showed me through symbols and arrows the explanation for what I saw forming in the beaker. It was not sleight-of-hand illusion; it was science taking place at my fingertips. It was not something I could learn sufficiently from merely reading a book. I had read about the process, but actually doing it made the reading portions of my lesson obsolete.

Supplemental activities do not have to be expensive or use fancy materials. Many wonderful, educational activities can be obtained from the simple things you already have around the house.
* Read aloud and discuss plot lines, characters, and what-do-you-think-will-happen-next.
* Play with art and craft materials, even if you have no natural artistic ability whatsoever. If you have difficulty drawing, get off the paper and try “sculpting” with Play-Doh — maybe you are more of a three-dimensional thinker.
* Draw diagrams, even if you have no natural artistic ability whatsoever. The simple chalkboard illustrations that have helped me gain understanding were not artistic or even dimensionally accurate, but I still learned and understood.
* Use manipulatives: hands-on learning aids, whether they are homemade flash cards, things for counting and sorting, or a clock-face made from a paper plate and cardboard “hands.” If it helps your student understand a concept, it is worth your time, trouble, and expense.
* Build models. Who cares if popsicles sticks do not resemble quality building materials? I bought my students a small package of pre-notched “popsicle” sticks (think miniature, flat Lincoln Logs) in the craft department of Wal-Mart. They never looked like much when we built things with them, but the knowledge gained from the process of fitting them together was irreplaceable.
* Do experiments. A vinegar and baking soda reaction is fascinating to someone who has never watched it before. Woodburning with nothing more than a magnifying glass and the sun is another unforgettable experience (especially when you stop paying attention to where you have the light focused and your leg suddenly gets hot).
* Play games. Children sometimes balk at spending more time studying their lessons, but have you ever had a child turn down the chance to play a game? Any game using money is math; many games require forethought and strategy, and all games teach sportsmanship. Get together with other homeschooling families and share your favorite games with each other.
* Invent a new game: take a concept that your students need work on and invent a new game for practicing that concept. Make the pieces yourself or borrow them from other games and write all the necessary rules for some real-life problem-solving experience. I dare you to try it.
* Take on hosting a group project (even if it is nothing more than a Monopoly marathon) and enlist your students to help you plan and execute it. We learned much more from preparing large-scale events than we ever could have learned from merely participating in them. My daughter first ventured into administrative duties when we tackled an event that combined several homeschool support groups. The skills she developed then still serve her today in retail management.
* GO see things and DO stuff: zoos, museums, libraries, etc. A “family pass” will often be usable at more than one location. We purchased a season-long family pass to a small local zoo, only to find that it also entitled us to free admission to a much larger zoo in another city an easy day-trip away. Our pass also included other zoos, history museums, art museums, and science museums for a full year. For a little more than the standard admission for one family visit, we were able to take in multiple wonderful experiences. Another amazing surprise for me was how fascinating unfamiliar libraries were to my children. We dropped by the public library in another city and ended up spending hours exploring it and seeing how its features differed from our local library. Whether you take an extended, educational, family vacation or just walk around your neighborhood noticing the architectural differences, it can be a memorable learning experience.

Anything that takes place outside of the textbooks or outside of the house is always memorable. If I were to ask my children to name their “Top 10 Favorite Things” from our homeschooling days, none of their responses would include the textbooks we used. Their “Top 1,000” list would barely touch on textbooks. Let me say this again: it is not the curriculum itself that matters the most. It is what you do with the program and what you do besides the program that will make all the difference in your homeschooling experience.

Second-Hand Attitudes

I refer to a “second-hand attitude” as a mind-set that is not a part of your core family philosophy. It is an attitude that is held by another party outside of your immediate family and that has been subconsciously adopted by a member of your family who does not actually hold to those beliefs himself. It is not your attitude; it is someone else’s attitude, but you are wearing it. Second-hand attitudes can come from a wide variety of sources and show up in an equally wide variety of ways.

“When you put your hat on, the attitude just takes over, and you can’t stop it,” the older woman responded to a her adult daughter, who was concerned as to why her normally mild-mannered, very polite mother had suddenly become an obnoxiously loud, rude customer. The mother and her group of friends regularly don their unique wardrobe for social outings, but their uniform of choice has had a rather anti-social effect. Sales associates would often prefer to run and hide, rather than deal with these customers, and other shoppers can be seen giving them a wide berth, getting out of their way. This is not a scene from the Jim Carrey movie, The Mask, where an ancient tribal facemask holds mystical powers and transforms any wearer into an alter ego. This is real life. It causes me to wonder just how well the same argument of “I can’t help it” would have worked for the daughter, had she used that excuse when she was a misbehaving child. I am guessing it would not have worked well at all, so why does Mom think it is a valid excuse for herself now? The rudeness is simply a second-hand attitude that Mom picked up from her friends, but she is attributing it to an inanimate object from her closet.

My young daughter used to spend occasional nights at Grandma’s house, which were followed by extensive shopping excursions the next morning. They would make the rounds of dollar stores and half-price stores, prowling through the low-priced trinkets, and my daughter would usually come home lugging a bag of treasures that Grandma had purchased for her. The most serious item she brought home, however, was a change in attitude. Suddenly, in place of the kind, gentle, and helpful member of our family, there was a dramatic, selfish, commanding, and demanding Princess. Her every whim had been catered to and every desire had been fulfilled, to the point where she believed that she was entitled to that excessive amount of attention and expected that service to continue at home as well. Sorry. That ain’t happenin’ here. Grandma’s attempts at bonding resulting instead in a second-hand attitude.

During their high school years, my son and some other boys became good friends with a twenty-something single man at church. The young man felt he was mentoring the boys, but the results were so objectionable on our end that we had to curtail our son’s involvement in the relationship. He would come back from group activities with the guys wearing a very irresponsible attitude and stating that it should be acceptable for him to stay out until the wee hours of the morning just because his older friend was along, even though he himself was not yet even old enough to drive. Aside from the premature independence issues, “accidents” and “incidents” seemed to follow this group wherever they went, and the young “mentor” showed himself to be more of a ringleader in mischief than a role model for mature behavior. Again, sorry. That ain’t happenin’ here. Suffice it to say that a mid-teens boy should not take on the mind-set of a post-college man, and since the troublesome attitude enveloped someone too large for me to pick up and place in his bed for a nap, stronger measures were required. When he could not shake off the second-hand attitude, we removed him from the group.

In each of these cases, a second-hand attitude was inflicted by others, then adopted and brought home by an unwitting recipient. The infectious attitude was not previously held by the recipient, nor was it accepted by the recipient’s family, but there it was nonetheless. Second-hand attitudes do not have to stick. I usually had to explain in matter-of-fact terms exactly what I found undesirable about the attitudes that had come home with my children, but once they understood what to watch out for, they could more easily spot problematic attitudes in their friends. Their motivation for careful attitude analysis was the guarantee that the relationship would be terminated if the attitudes continued to come home. If the friendship itself was beneficial, it could be allowed to continue — but the poison attitude had to be eliminated.

A common childhood ploy is to say, “But Amanda’s Mom doesn’t care that she acts this way,” or “Joey talks like this all the time.” My response to that is, “Joey and Amanda should be very glad that they are not my children. If they were my children, they would not be allowed to act like that.” That reaction helped my children immeasurably to see that other families may have different values from ours, but it is our values that rule in our household. While it is rarely possible to discipline someone else’s child, I have gone so far as to look an offending child (who was not my offspring) straight in the eye and say with a firm smile and without flinching, “You are so lucky that I am not your mother.” My meaning was seldom lost; they nearly always stopped the unwanted behavior or dropped the selfish attitude and behaved in a more civilized manner. They already knew how far over the line of acceptability they were, but they needed a reminder that someone else was watching.

A positive viewpoint is a wonderful thing to bring home. An encouraging outlook cheers everyone. Conversely, an attitude that produces negative changes in behavior has a nasty effect on everyone who even comes near. I have learned the hard way that I cannot allow these unwanted attitudes to infect my family. I have no problem restricting associations that prove harmful to members of my family. I might decide to skip activities, stop arranging play dates, or just say, “If you continue to bring home _____’s attitude, you will no longer be allowed to go see him/her.” The friendships were not more important than the relationships within our family.

By homeschooling, our children’s friendships are naturally more limited than those of their public schooled counterparts. If my children were only going to have one or two good friends, I wanted those relationships to be worthwhile. Another mom I knew from a very remote area would travel any distance to allow her teen to interact with any other teens, even those of questionable character. I disagreed; I was willing to “go the distance” for a positive, worthwhile experience, but not just because a child demanded to go. Perhaps I have the mercenary tendencies of “what’s in it for me,” but I believe there should be some benefit to my child to make the relationship valid. My child may merely gain experience as a mentor or role model by befriending someone less outgoing than himself, but that in itself is a healthy, positive thing. Picking up harmful second-hand attitudes from those friendships is neither healthy nor positive.

Parents, you have permission to control who your children’s friends are. If your children are old enough or stubborn enough to react negatively to your decision to end their friendship with an unfavorable character, let me assure you that God is just as concerned for your child’s welfare as you are. I have seen many cases where parents prayed for a friendship to dissolve, leaving their child unaffected, and watched exactly that take place. Usually, the offending “friend” became disinterested in continuing the relationship and moved on. At other times, the child’s eyes were suddenly opened to how he was being misused in the relationship, and he broke it off himself.

It took a few tries, but my children finally learned that they could recognize the symptoms of an unwelcome attitude and take steps not to adopt it themselves. In the case of my small daughter going to Grandma’s house, I told her before she left that I expected her to behave the same way at home after visiting Grandma that she had behaved before she went to Grandma’s. She understood that I expected her to be just as helpful and kind when she returned, even though she had not had to lift a finger to help while she was away. There were several times after that that I would notice her begin to respond one way, then catch herself, and change her reaction. Sometimes, she would change a verbal response. At other times, it was just a look on her face that betrayed the presence of The Attitude, and then The Attitude disappeared, leaving her countenance clear and free. In my son’s situation, it was beneficial for the other boys to have him present as a positive role model, but even that relationship had to be ended when it did more harm to him than it did good for them. The welfare of our own family had to take priority.

I read once that the things other people do to us are like bags of garbage they leave on our doorstep. We cannot prevent them from dropping their trash here, but we do not have to bring it inside and spread it around on the furniture. A Second-hand Attitude is nothing more than someone else’s garbage that gets dropped on our doorstep. However, we can recognize it as their trash and refuse to put it on and wear it as our own. If your children bring home an undesirable attitude, help them to recognize it, eliminate it, and take steps to avoid it in the future. If the attitude continues to prevail, do not be reluctant to break off the relationship that generated the attitude change. Second-hand attitudes are infectious, and the welfare of your family must take priority.

Taming the Laundry Monster

The following encounter between a mother and her two daughters was overheard recently in a department store. Mom looked at #1 teenage daughter’s clothing and proclaimed that the clothes were filthy, asked why the girl had not done her own laundry, and added that Mom was embarrassed to be seen with her in public. (The clothes did not look at all dirty from where the onlooker stood, which was very close by.) Mom further stated that she intended to begin fining Daughter #1 $20 per day until she did her laundry. Daughter #2 then reminded them that she had already claimed the following day for doing her laundry, at which point Daughter #1 became enraged that she would be fined for a day when she could not do her laundry and blamed her sister for the fine. I have stated before that forcing each child to do his own laundry fosters selfishness, not responsibility. Each child should learn to do laundry, but he should learn to be a part of the family team. (In my article “Family is Spelled T-E-A-M,” I explain why each person in our family learned how to run the washer and dryer, and why I required teamwork in checking with others before anyone started a load of laundry.)

When some friends of mine were recently asked what one chore they would gladly give up for life, nearly all mentioned laundry. They all hated doing laundry. I no longer hate doing laundry, but I do not particularly look forward with glee to doing it either. There is a long list of leisure activities I would choose to do before washing, drying, or ironing. I have heard many complaints from families who are unsuccessful in trying to keep up with their laundry, but the story above was the final straw that convinced me to share my recipe for how I tamed the Laundry Monster in our home.

Ingredients
Most important to the organizational process is a 5-foot high, metal shelving unit located near my laundry facilities. These shelves hold large, load-size baskets, each clearly labeled for a specific load of dirty laundry:
— Jeans (may include other heavyweight items)
— Darks (lighter weight than jeans, but still dark-colored: t-shirts, socks, etc.)
— Reds (including deep fuchsia & purple)
— Shirts, Permanent Press, etc. (multi-colored items that may wrinkle if left unattended in the dryer)
— Whites (socks & underwear that may be bleached, so do not include colored items)
— Special Care (delicates, cold-water-wash, dry flat, etc. This often is washed as 2 loads: light & dark colors.)
— Towels/Sheets (the largest basket)

I assembled the deep shelves (18″x36″) with vertical spacing (13-14″ apart) to fit the baskets, which were purchased in sizes (16″x22″ x 10″ high) to fit two per shelf. The only exception is the huge Towels basket (19″x26″ x 12″ high) which by itself takes up the entire bottom shelf. The other baskets slide in side-by-side (2 baskets per shelf) on their shelves, extending lengthwise out over the front of the shelves a few inches. Each shelf is high enough to allow clothing to pile a few inches above the top of each basket. The baskets are labeled on each edge so that they can be identified no matter how they are placed back on the shelf. This system makes it very easy to see which load needs to be done next — an overflowing basket gets the quickest attention.

Next on my organizational supply list are personal laundry baskets (13″ x 18″ x 8 1/2″ high with 2 handles that flip up), at least one for each family member (we have 7 for our family of 4). The ones I purchased at a dollar store resemble the small shopping baskets that grocery stores have for customers who plan to pick up only a few items. These baskets are not labeled, because they circulate randomly among all members of the family. Even a small child can carry one of these baskets if it is not too full. Older children get one or two of these personal-sized baskets full of their clean laundry to put away in their rooms. The empty baskets may then be used on the closet floor as hampers for dirty laundry or returned to the laundry room, where they sit stacked until needed for the next load. When the child’s dirty laundry fills a basket, it is his responsibility to carry the basket (along with any empty hangers) to the laundry room and sort the clothing into the load baskets on the shelves. No wet garments are allowed in the baskets, but damp items may be draped over the front of a basket to dry, making sure they will not mildew before they get attention. (Children too small to sort their own clothing were allowed to leave their basket of dirty laundry on the floor in front of the shelves.) The “Laundry Fairy” notifies kids when they have a full basket of clean things to put away, but the children are responsible for moving their own clothing. Most of the time, I do take care of my husband’s clothing, but he does help, when needed, at any stage of the laundry shuffling process.

In the case of smaller loads, we occasionally combine the contents of certain baskets. Whites and multi-colored permanent press work well together, if no chlorine bleach is used. One or two pairs of jeans can easily be included with the dark t-shirts and socks. If the garments have all been previously washed and are not likely to bleed extra color, I will toss a few red items in with the darks or jeans. I found we were having more and more red garments in our wardrobes, but still not quite enough to produce an entire wash-load of reds each week. At the same time, we needed some new towels, so I purchased red towels, guaranteeing that we would always be able to fill up a load of reds. (One caution from the sad Voice of Experience: never put a sweater in the same load with anything containing Velcro.)

Method
Deeply ingrained in me from multiple rereadings of Frank and Ernestine Gilbreth’s Cheaper by the Dozen, is a firm distaste for performing unnecessary steps in any chore. Therefore, I have tried to eliminate extra steps from my laundry tasks by handling items as few times as possible. When the dryer signals that it has finished a load, I do not pull everything out into a large basket to be dealt with later. Instead, I remove the garments one at a time, hanging or folding them and placing them into personal baskets. By the time the dryer is emptied, a basket has usually been started for each member of the family. At the end of the day, those personal baskets are filled and ready to be carried off by their owners. I shuffle loads from dryer to personal baskets, then from washer to dryer, and from load-baskets to washer. If some family team member is folding and sorting and is unsure of who owns a particular garment, they usually leave the item folded and lying on top of the dryer, to be claimed later by its owner.

My last dryer did not have a “wrinkle reducer” cycle to tumble the dry clothing every few minutes after the load was finished. That meant that occasionally I needed to leave my homeschooling students to go tend to the laundry. I used those times as opportunities to “wean” my students away from Mom’s constant attention: “You work on this page while I go shuffle some laundry, and I will be back in a few minutes to check on you.” They could always come find me if they had a tough question, but I could also stretch my “few minutes” as needed to give them more confidence in working alone. That was also how I got my ironing done.

My husband suspended old broom handles from the laundry room ceiling for me to use as hanging bars. I often hang the freshly dried shirts or other garments that will need to be ironed (separated from the clothes to be returned to closets), to prevent them from becoming more wrinkled. Quite often, the few wrinkles have “hung out” before anyone gets around to ironing them, and they can be worn without disgrace.

I use the end-of-cycle buzzers on both washer and dryer during the day to remind me that I am doing laundry, because any more interesting task between loads is likely to keep me distracted. I wash towels, socks and underwear, or other okay-to-wrinkle items as my last load of the afternoon. If they make it to the dryer before bedtime, they can sit all night in the dryer without making more work (ironing). Sometimes I will start washing a load at bedtime, so that I can start the next day with drying (faster progress is a huge motivator for me). Note to self: turn off the end-of-cycle buzzers before going to bed.

All family members have been taught to empty their own pockets before putting garments in the laundry (what I find, I keep — money, children’s “treasures,” etc.) in an effort to reduce the number of tissues that get washed (I make no guarantees). Also, I called back any family member who put their dirty socks in the baskets balled up — they had to straighten out the socks or the socks would not be washed. (They only had to be called back once or twice to learn to straighten out the socks when taking them off.)

When the weather permitted, I did use a clothesline in the backyard to save money on the power bill, but there were times when my time was just as valuable as the gas and electricity, and I skipped the outdoor drying, Guilt-Free. When I did hang clothing outside, I tried to hang underwear or socks together on the line to make the folding and sorting stage as simple as it was from the dryer.

Heavy sweaters often carry the warning “support and dry flat,” so I usually dried sweaters on my ironing board, but they could take several days to dry, leaving the ironing board unavailable. I have a folding, wooden drying rack that I use for delicate hand-washables, and I hit upon a solution one day when the laundry room was overflowing. I spread the rack out and laid thick bath towels across each level of dowel rods, creating towel-and-rod “shelves” that would each support a couple of sweaters. No more waiting for the ironing board, and no more “lines” from draping the sweaters over bare rods.

One last trick to prevent the Laundry Monster from tackling you when you least expect it: own more than a week’s supply of socks and underwear. This is also a good idea for college life, since college students rarely get time away from classes and studies for such frivolous pursuits as doing laundry. My husband has simplified things even more by having one drawer for all his undershirts and another for underwear (no folding required), one drawer for white socks and one drawer for black socks. The socks are all identical (except for the color), meaning they do not have to be matched up or folded. Buying extra sheets has saved me from having to suddenly make a bed at 10 pm, when all I wanted to do was lie down on it. Now when I strip off the soiled sheets, I can put clean ones back on immediately.

This system may require a little start-up money, especially if you want to get all new baskets, a shelving unit, and extra underwear for each family member. I grew into my own system by buying the large shelves first and starting with the few smaller baskets I already owned. As my older baskets deteriorated, I replaced them with new ones of the desired size. You can adapt my system to your own family’s needs, but give your family members plenty of instructions for how the system is to operate and allow them some adjustment time to make it work. Occasionally, I needed to remind my children to take their dirty clothes to the laundry area or put their clean things away, but overall it is a system that has worked for us for years. (I have been known to place 3 full-to-overflowing baskets of my son’s clean clothing in front of the stairway, blocking the path to his room, and forcing him to attend to them.) The shelves of load-baskets make it so apparent which load needs to be done next, that I have become accustomed to starting the fullest load each morning after I take my shower. I have been affectionately dubbed the “Laundry Fairy” by my husband, who says clean socks just magically appear before he runs out.

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