Teach Your Children the Art of Amusing Themselves

“I’m bored.” “Mommy, come play with me.” Have you heard these laments lately? By teaching your children to enjoy a variety of “by-myself” activities, you can prevent the incessant whining, cure the boredom, and gain a tiny bit of free time for yourself. You will also be fostering independence in your children by teaching them the basics of teaching themselves.

Your time, Mom, is too valuable to be spent merely entertaining your children. Individual entertainment is a skill very valuable in homeschooling. A student of any age needs to be able to learn on his own, and solitary time is the ideal situation in which to practice independent study. Once they have acquired interest in a few solo activities, your students can entertain themselves while you tend to their siblings, to your housework, or to your own leisure pursuits. They can begin to see the advantages of striving to complete their schoolwork quickly in order to return to their own recreational activities. Children who learn how to entertain themselves will be much more content personally and able to adapt to new circumstances better than will their counterparts who rely on others for entertainment.

Just as some tiny tots need to be spoon-fed the first bite or two of a new food before taking over to feed themselves, some children may need guidance in learning to play by themselves. Start an activity with them, and then slowly wean yourself away from the action: dump out a 100-piece jigsaw puzzle, and get Sammy started on assembling the easy border pieces while you sort out the pieces for a few main elements in the puzzle. (Do not assemble the parts completely, just sort or put a few pieces together to help Sammy along. This is the all-important “teaser” stage: you want to make it irresistible for Sammy to finish the puzzle.) Before long, Sammy will be engrossed in his task with enough confidence to carry him through, and you can excuse yourself to shuffle the laundry, promising to check on his progress later (then be sure that you do come back to praise him). Sometimes, Mom or an older sibling may need to give a few quick lessons in a new activity, but the real learning sets in when the child begins to explore a craft or leisure pursuit on his own. Be sure to praise the child for his time dedicated to working alone, and show him how valuable the skills are that he is developing.

Consider these leisure pursuits that work well as independent activities:

–jigsaw puzzles
–crossword & other word puzzles
–sudoku & other number/logic puzzles
–solitaire card games
–sewing, crocheting, knitting & other needle arts
–painting & drawing
–whittling & woodworking
–Lego’s & other construction toys
–building models
–gardening
–reading
–bicycling, rollerblading, & other individual sports
–(what can you add to this list?)

On one particularly lazy day when my children were small, we had picnicked at a city park and the children were growing bored with the playground equipment. With too much month left at the end of the money, we were seeking no-cost diversions, but boredom was overtaking the usual ideas. As we sat at a picnic table discussing what else we could do for the day, I picked up a handful of the small stones and pea gravel that covered the playground surface. Fingering the tiny rocks led to watching them tumble across each other. Before long, we had stumbled upon a new and challenging game: Rock Stacking. We spent the next hour stacking up the pebbles and seeing who could create the tallest stacks. Height was replaced by quantity as we began counting who could stack the most rocks before their stack toppled over. Soon other children had joined us and we had several families involved with our new game, all cheering each other’s accomplishments. Steady hands were as valuable as a sharp eye for spotting flat surfaces on the rocks, and all participants had to be careful not to jiggle the table and send everyone’s stack back to the starting line. It was a wonderfully enjoyable afternoon that I will not soon forget, especially the amazement on the faces of the children we did not know, who begged to be included in our fun — with not a penny of expenditure to anyone. I am sure that none of those other children would ever previously have considered joining a friend who asked, “Hey, want to go stack rocks?”

As they grow into adults, the inventiveness and creativity that has been developed through individual activities and solo entertainment will show forth in the ability to provide cheap (or free) alternatives to eating out or going to movies. Children who have grown up constantly being entertained by their parents or older siblings have little imagination for how to spend “down time,” so they continue to seek someone to entertain them and need a constant flurry of activity to keep them happy (usually at considerable financial cost). My daughter’s college friends quickly ran out of money and ideas for recreation, prompting the invention of her Shopping Trip Bingo game, an exercise in no-cost entertainment. We have often gone on short nature hikes as a family, and our children have continued their love of that no-cost activity by taking special friends back to our favorite lake for quiet walks and peaceful getaways.

To paraphrase an old saying, “If you give a man a fish, that man knows where to go to get fish.” So if you consistently entertain your children when they are bored, your children will always know whom to go to for entertainment. However, a child who can occupy himself with satisfying leisure activities is learning hobbies that will last a lifetime. The more he explores and learns on his own, the more he hones his skills for teaching himself — skills valuable for homeschooling and for continuing his education throughout life. Any time that you spend in teaching your child a solitary activity (knitting, for example), will be returned to you in multiplied hours that you can dedicate to other pursuits while your child carries on independent activities. Not every child can automatically see how to entertain himself, some need more guidance than others, and a few will continue to need Mom’s approval and encouragement from time to time, but a child who learns to amuse himself will be opening the door to a world full of knowledge and adventure.

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?

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.

Full-Bodied Education: Mind, Body, & Spirit

It would be sadly futile to dedicate your valuable time to the academic side of homeschooling, only to the neglect of your children’s physical or spiritual health. While you are teaching reading and math, also teach the importance of getting proper rest (stressing to your future college-bound students the value of sleep during night-time hours) and a proper diet (again, of great importance to both the college-bound and anyone destined to be living independently someday).

Even young children can begin to recognize their body’s needs for sleep and nutritious food. Carefully explaining to a youngster that he has become grumpy because his body is tired from the hard work of play makes it easier for him to understand his need for rest or quiet playtime, and he will be less likely to view the quiet time as a punishment. Explaining in simple terms how our bodies need protein for fuel will help a youngster realize the value of eating a sandwich instead of begging for junk food. Urge the reluctant child to experiment with his own body — “You think carefully about how you feel all over now, and let’s see how you feel in another hour after eating some crackers with ham and cheese, and then tomorrow afternoon we’ll repeat the experiment with some candy.” (Science class and health class combined with personal experience!)

My daughter identifies her body signals very readily: she recognizes food cravings and quickly categorizes them as protein cravings, dehydration, etc. Her life-long struggle with migraine headaches is caused by monosodium glutamate (MSG) in food or health and beauty products. The “antidote” for MSG is magnesium, but since supplement tablets also contain MSG in the form of corn starch or gelatin, the magnesium needs to come from real foods. Recently my daughter noticed herself craving an odd assortment of foods; a little internet research revealed each of her cravings to be high in magnesium — broccoli, almonds, oatmeal, and the tastiest of all — dark chocolate. Having learned how to “read” her body’s signals helped her to realize what battle her body was fighting on its own.

A bedtime “routine” is helpful long after toddler-hood. I sleep much better if I have a chance to lie in bed and read, even if it is only for a few minutes before the lights go out. Soft lights and quieter volumes in the late evening subconsciously prepare your mind and body for sleep, quickly working their magic. A friend related her frustration at having to arrange alternate living quarters for her college-freshman son. The combination of his two roommates and their friends resulted in the dorm room lights staying on all the time — there was never a period of quiet or darkness. New room, new roommates, better health, happier parents.

God will faithfully guide you in applying His Word to everyday situations in your homeschool. The Bible is full of wonderful accounts of dynamic characters — both good and bad. Examples are readily available of people to be like and people not to be like. Both good and bad sibling relationships are found in the families of Joseph and David. Nathan learned the hard way to listen more closely to God: he spoke too quickly and had to retract his words. Samuel learned not to judge by appearances when God sent him to anoint the next king of Israel, David.

I kept my Bible handy throughout the day and looked up verses as we found them referenced in other books. I read the chapter of Proverbs that corresponded to the day of the month as an encouraging pick-me-up. We used an old family-hand-me-down book of Bible stories as a read-aloud book and enjoyed wonderful discussions prompted by the stories. I was pleasantly surprised at how often I could apply a Bible verse or an entire story to people or events in our own family. My own scripture knowledge improved, as well as building a wonderful foundation for my children.

See that your task of educating covers all facets of your children’s lives, ensuring that each student will grow into a well-rounded individual, able to handle his own needs in all areas of adult life. Teach the whole child, teaching good sleeping and eating habits, and feeding them spiritually.

Screening — Paying Attention to Red Flags

Be aware of what is being taught in any outside groups in which your children participate. Just because your friends approve of a certain group, it does not mean that you also have to approve or will approve of the same group. This applies to church-sponsored youth groups, church-sponsored Bible classes or clubs, scout troops, homeschool co-op classes, library story hours, etc. If you have already chosen to homeschool your children, you are obviously rather particular about what things they learn and how they learn them. If your children are currently enrolled in a public or private school, you may be noticing attitude changes taking place that correspond to their participation in specific activities, clubs, groups, etc.

Any changes in your child’s typical behavior should call you to attention. The changes may be positive ones, in which case you want to take notice of what caused the change and see if you can use that tactic in other areas as well to produce additional positive results. If, however, the changes in your child’s behavior are towards more negative behavior, you will want to investigate what has prompted those changes in order to correct a small problem before it becomes a major disaster.

Does your child look forward to attending the group/activity, or does the child suddenly become unruly, stubborn, and disruptive as the appointed time draws near? Does your child tell you about the group in great detail, or is it nearly impossible to glean any details whatsoever (especially noteworthy in a usually talkative child)? Does the child exhibit markedly different behavior upon returning home from the group/activity — is his attitude towards parents or siblings undesirable: rude, selfish, or extraordinarily superior? These are red flags, telltale signs that your child may be receiving teaching/coaching/prompting that is contrary to your family’s values. It may be coming from the leader of the group/activity or from friends he encounters at the group. Whatever the source, you will want to look deeper into the situation before it becomes a bigger problem.

Offer to assist the teacher with “crowd control” as a subtle way to check out what values are being passed on to your students. Mild differences can be discussed with your students before or after the class while still gaining as much benefit as possible from the class/activity itself. Major differences of value systems may require that your family withdraw their participation from the group. If the group is worth being involved with, it is worth your time as well as your child’s. Volunteer in whatever capacity will obtain you the spot you need in order to see what is going on. Speaking as a former leader, I would never have refused an offer of help; extra hands were always appreciated, whether the group was large or small.

We have run up against other children whose families simply had different values from ours. A brief discussion of “family values” with our children helped to clarify things for them, so that they could evaluate others’ points of view and determine for themselves what was worthy of ignoring. At other times, we found ourselves head-to-head with an important difference of philosophy from the leadership of an entire group. In those situations, we had to spend a great deal of time in soul-searching, family discussions, and meeting with the group leadership in efforts to rectify differences. When the problem was simply a misunderstanding, getting everything out in the open would quickly clear up any problems. Other, larger confrontations stemmed from troubles deep within organizational structures. Investigative probing revealed difficulties so vast that we knew our family’s voice could not have any positive influence. In those situations, we saw that it was time to pull out. When we deemed it necessary, we left immediately; other times we felt it beneficial to stay until a desired activity was concluded, then slip quietly away.

We have encountered anti-family philosophies in a wide assortment of organizations, all claiming to be child-centered and family-oriented. As I have said before, the proof is in the pudding. I have learned not to be fooled by words; anyone can say anything they like. A very wise pastor once said that you can tell a wolf-in-sheep’s-clothing by what he eats: wolves eat sheep. A wolf may disguise himself for a while, but sooner or later he has to eat a sheep — it’s what he does; it’s what he is; he cannot change his nature.

I became justifiably suspicious when told by a leader that parents were not allowed to sit in with the group, even when it met in that parent’s home. One leader pulled my child aside and coached the child, “You don’t agree with your parents, do you!” I have confronted administrators, forcing them to admit that, although they did not approve of what their underlings were teaching to children and felt it was wrong to do so, they would not take any measures to correct the behavior. I have also met face-to-face with parents who were not aware of their own children’s poor conduct, who thanked me for bringing it to their attention, and who took steps on the spot to reinstate the damaged relationship between our families.

I may sound rather cynical, but it is only because I have become cynical through misplaced trust. I now know (after more than a decade of homeschooling) that my children’s parents are the best teachers for them, and my children realize this fact also. We have all been taught through the school of experience that no one’s best intentions can replace the care and concern of family. If something about a group bothers you, consider that to be a red flag, and start looking around. As you screen things through your own “values filter,” you may find it to have a simple solution. You may occasionally find a much larger can of worms, but you will be grateful in the end that you took the effort to look. Your child is at stake. The risk is too great to ignore.

People LIVE in this House

I went to a party once in a furniture store. Actually, it was held in the brand-new home of a young couple who had just recently married. I was visiting a friend of theirs and attended as her guest, so I do not know much about the hosts themselves, except that they were obviously not hurting financially. The one thing I do remember clearly from this evening was the extremely sterile feeling of the house. I would call it a “home,” but that implies an entirely different feeling from calling it a “house,” which is what it was. It was a house where this couple lived, but it did not feel like a home. It looked as though someone had walked into a very large furniture store and said, “I’ll take one of each, all in the same style, please.”

The living room furniture matched the dining room furniture, which matched the family room furniture, which matched the kitchen furniture. You can use your imagination to figure out what the rest of the place looked like. Every piece in every room was an exact complement to every other piece in every other room. Although it looked nice, it did not have a feeling of “family.” There were no hand-me-downs, no family treasures, no heritage. No doilies crocheted by Great Aunt What’s-her-name, no sepia-tinted photos of ancient, unnamed ancestors, no chipped fruit bowl.

At first glance, I was envious, dreaming what it must be like to have everything new, not handed down family cast-offs. However, the longer I remained in the house, the closer I was able to see everything. There were no scratches, no water-rings, no dents or marks on anything. It began to feel alien. The realization of “family” came over me as I thought about my own home with Grandma’s rocking chair, Grandpa’s nightstand, and the mirror Mom was tricked into buying at a farm auction. I have hand-me-downs galore. I have family. Grandpa helped my son build the birdhouse in the backyard. Grandma gave us the dishes in the cupboard; the cupboard was given to us by my brother-in-law. Almost everything in my house bears a scratch, a dent, or some other mark giving a hint to its life story.

The furniture in my house is not always easy to see. It is often at least partially hidden under books, papers, an occasional article of clothing, or a bowl holding a half-dozen popcorn kernels. The dog feels much more secure knowing that a chew toy is within easy reach at any point in his realm, so my efforts to corral them into a basket behind the end table are usually thwarted by his scampering/scattering ritual. In other words, people live in this house.

We do not go out the door promptly at 7:30am each day, abandoning our home to remain lonely, but in perfect order, for the greater part of the day. A family lives here. A homeschooling family lives here — a family that reads books and occasionally eats in front of the television set in the living room. We often leave video tapes piled near the TV — with their cases strewn about elsewhere. At the moment, a throw pillow has been thrown onto the floor and remains there. The dining room table is barely recognizable under a recent art project, a three-ring binder, assorted papers, index cards, and pizza coupons. The dog is lying serenely beside me with his squeaky bunny and teddy bear close enough for a quick game of shake and growl. A family lives here.

It is not at all unusual to find dishes in my sink — dirty ones. The dish drainer is frequently found sitting full of clean, but unshelved, dishes. Laundry can sit undone, bathrooms can remain uncleaned, and the whole place is often cluttered. Do not mistake my meaning: I do not think of myself as a poor housekeeper, but people live in this house. I could (try to) keep my house as clean and uncluttered as a magazine layout, but no one would enjoy spending time here. I could grab the dishes out from under you as soon as a meal was finished and whisk them back into the cupboards in sparkling condition, but it would remove a great deal of the peace from dinnertime. Speaking of magazine layouts, have you ever looked closely at some of those photo-spreads? No world exists outside their windows — most likely because the fake window is set up as part of a fake room inside a photo studio full of other fake things (fake plants, fake food, fake world).

I accept the fact that people live here. I do not chase them around with the vacuum cleaner, and I do not make them wait to use the bathroom until I have re-cleaned it following its use by a guest. (Someone actually did that to me once — I was pregnant at the time, and I nearly caused there to be more to clean than just the stool and sink.) My home is clean, though often cluttered. My home is clean, but never sterile. People live in this house, and I want them to know that they are infinitely more important to me than my house is.

POST SCRIPT
Consider the wisdom in Proverbs 14:4, shown here in several translations for clarity.
“Where no oxen are, the manger is clean, but much increase comes by the strength of the ox.” (New American Standard Bible)
“Where there are no oxen, the manger is empty, but from the strength of an ox comes an abundant harvest.” (New International Version)
“An empty stable stays clean, but no income comes from an empty stable.” (New Living Translation)
A house without a family may stay cleaner than a home full of children, family, and friends, but where is the fun in that? — Guilt-Free Homeschooling paraphrase of Proverbs 14:4

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