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Standing Up Against “The Lie”

Ever get to the point where you are ready to scream at the world? The Numb Skulls of the World have finally driven you to your limit, and you need to set them straight? I am there. Join me in a venting session.

Citizens of the modern world have been deceived into believing that a woman’s place is nowhere near the home. I have been told The Great Lie (outright and by implication) by friends, family, and society at large (male and female alike): that I have no value to society unless I am employed, for monetary reimbursement, away from my home. My children will suffer greatly (according to this Lie) if I do not leave my domestic domain at regular intervals and contribute to The Greater Good. Horsefeathers. Bunk. And utter nonsense!!!

This Lie has gone so far as to inflict serious, sometimes nearly irreparable guilt on Christian women who seek to follow God’s guidelines in His Word, the Holy Bible. These accusations are most commonly hurled by those already buying into The Lie by allowing, pressuring, and otherwise forcing the women in their families to seek outside employment. If they can convince all others that women must be “gainfully employed,” it relieves them of guilt, thereby transferring the guilt to those families whose female members are content to be “keepers at home” as Paul instructed in Titus 2.

The vast scope of this dangerous Lie was revealed to me recently: a good friend of mine has grown from little boy to young man believing that it is not a woman’s role to provide food for her family. I was speechless. Thinking back, I can now understand why he had always seemed a little uncomfortable eating the meals I prepared whenever he visited in my home. He did grow up in another culture, where locals were employed to assist the family with the household chores of cooking and cleaning, but I can see that The Lie has permeated his worldview to a much more devastating degree. He has not picked out The Truth (woman as doting wife, mother, and caregiver) from movies, television, or books, nor has he seen it walked out before him in his own family or in the lives of friends, relatives, neighbors, or even total strangers, regardless of culture or geographic locale. (He is slowly overcoming this hurdle and learning to take pleasure in being “waited on” [read: fed], but The Lie still prevails.)

The time has come to stand up for Guilt-Free Mothering, Guilt-Free Homemaking, and Guilt-Free Obedience to God’s Word. If you are a stay-at-home mom, stand a little taller, lift your chin a little higher, and breathe a little more deeply, filling your chest with the pure air of knowing you are in alignment with God’s best for you and your family. God created Woman to be a helper to Man, not to be a competitor for him, or worse, a replacement for him. As a supporting wife, a diligent mother, and a conscientious home-keeper you are fulfilling God’s plan as set forth at creation.

Do not believe The Lie — that your only sense of value can come from outside your home and family. Do not be coerced by the advertising industry into living beyond your means, requiring you, Mom, to abandon your family for The Workplace. Your children are much too precious to relegate them to the “care” of anyone else. Your husband needs the security of knowing his wife awaits him at his home, ready to soothe away the stresses inflicted in his daily battle to provide for his family. Your home needs to be a safe refuge from the outside world, where all who enter may be restored and strengthened in a delightful environment of rejuvenating love. You, stay-at-home Mom, are doing exactly what God created you to do. When anyone tries to tell you differently, stick your fingers in your ears and sing loudly: La, la, la, la, la, la, la, la, la, la, la, la.

If you enjoyed this article, you may also enjoy Are You an “Over-Protective” Mom?

Looking for the “Hard Part”

Occasionally, a student (or teacher, for that matter) may get stumped on a seemingly easy lesson. He (or “she”; education is not sexist) just cannot seem to understand the obvious. This is often a very bright student, which only adds to the frustration. What went wrong? Quite possibly, nothing.

What is usually the case is that this bright student is looking for the “hard part” of the lesson and can’t find it. The student has a preconceived idea that this particular subject matter will be difficult to understand. When a lesson is presented clearly and simply, many times the student can grasp the concept readily and move on. In this particular case, however, the lesson has seemed easy to the student, contrary to the reputation that preceded it. The student has understood the entire lesson as presented, but feels insecure in that knowledge simply because it seemed too easy. The student gets confused, claims to understand the various parts of the lesson when questioned, but is reluctant to do the assigned work. The student may even attempt to do the work, but do it incorrectly, further proving his own belief that the lesson is too complicated. What was presented simply in the lesson has become confused in the student’s mind when combined with the preconceived notion of difficulty.

Most often in our homeschool, this happened with math, but do not be surprised if it occurs with some students in other subjects as well. Most of us give math a bad reputation, often without realizing it. How many grandparents have been heard to say, “Oh, I never could figure out algebra.” Moms may casually state, “I think I can teach anything else at home, but when it comes to high school math, I’ll get someone else to do it!” Even peers and siblings may influence your student with, “I hate math. It’s too hard.” Therefore, it is not surprising to have some students think there should be a harder element to a lesson: they have been conditioned to expect difficulty, and they get confused when they do not find it.

If you find your student is stuck looking for the hard part, review the lesson’s parts with him and encourage him on his ability to understand the lesson well, and then help him to see that he can move forward. Use this as a confidence-building exercise: congratulate your student that he learned something faster and easier than he had expected to learn it! After a few similar incidents, your student may be able to catch himself “looking for the hard part,” be able to recognize his problem, and move on without the former frustration setting in. When he reaches that point, offer him your praise and congratulations. Your student has just made a gigantic leap forward in teaching himself, and that is its own reward!

Your Children Will Not Always Be Like This

Attention — all parents of multiple children, especially those with babies and/or toddlers, and definitely all new homeschooling families — raise your right hand and repeat after me: “My children will not always be this age.” Repeat this exercise as often as needed to maintain your sanity. It can help to realize that today’s problems will not be tomorrow’s problems. (Do not even think about what problems might happen tomorrow — especially if today has been particularly problem-laden. You just do not need to go there right now.) Concentrate on the good things that your children do, focus on what they have accomplished, and hold tight to those thoughts. It may be the only thing that gets you through to the next fill-in-the-time-period-of-your-choice.

You are hip-deep in diapers and baby food jars, your house looks like a Fisher-Price obstacle course, and you can not step anywhere without crunching some formerly edible substance underfoot. You may also be pregnant. Or trying to become pregnant. (The wisdom of which you may currently be calling into question.) And just when are you supposed to find the time, patience, and gentle spirit to lovingly instruct your older children? Not in this lifetime, you scoff?

Again, raise your right hand and repeat the pre-stated oath. Babies will eventually detach themselves from Mom’s chest, toddlers will eventually learn to obey the Voice of Authority, and the preschoolers will eventually get the cereal poured into the bowl instead of directly onto the floor. Your job right now, Mom, is just to survive today with a little dignity intact. You might even get a lesson explained. Ok, half a lesson. But you have just started, and by next week things will go a little smoother. I promise. (But notice I did not quantify “a little.”) Remind yourself as often as needed that your children are growing up, they are maturing, they are learning. (Also remind yourself that anyone daring to criticize your homeschooling and/or housekeeping skills probably does not have the same number of children underfoot that you have, or they would know enough to keep quiet.)

Reminding your children of their accomplishments can help them to recognize their own growth and maturation process. They may see themselves as being unchanging centers of the universe with all others present only to dote on them. It can do wonders for children to learn to see the world through others’ eyes. Try using their outgrown clothing as a tool to show them how they have grown physically, and then ask them to “think backwards in their minds” to how they acted when those clothes were new and fit better. Do the same thing with older examples of their schoolwork and artwork to see how handwriting, spelling, grammar, or drawing may have improved. Point out how they have matured in their thinking, in their behavior, and in their learning. Praise them for the great progress they have made and help them to imagine what changes may come next. Help your children to set a realistic (start small) goal or two for themselves, whether personally or in their schoolwork. Rejoice together over their little accomplishments and celebrate big-time when major milestones have been conquered.

Your children will not always be this age. Yes, the problems will change as the children change, but you do not have to worry about tomorrow’s problems just yet. You can better deal with today’s difficulties by realizing that they will not continue forever. And you can put your hand down now.

Teach Your Students to Teach Themselves

Believe it or not, there are (so-called “successful”) students in the government system who do not know that a dictionary contains word meanings, word forms, and pronunciation guides. These students have no clue what an atlas is or how/why to use one; they are clueless at map reading. They would never guess that the lesson concepts are fully explained in the textbook — they assume that only the teachers’ books have the explanations in them. If someone does not tell them what to do, they cannot decide what to do on their own, and even then, they only do exactly what they have been told, and no more. They possess no “critical thinking skills.”

When a student can teach himself, there are no limits to what he can learn. When a student can teach himself, learning becomes a life-long endeavor. When a student can teach himself, you (as the teacher) are then freed up to attend more to younger students, household duties, or even (dare I say it?) spare time activities of your own choosing.

The biggest hurdles for any student learning to teach himself are:
1) How do I know what to do in this lesson? (reading & understanding directions)
2) Where should I look for more information? (research skills)
3) What should I do when I “get stuck”? (problem-solving skills)

So how, you are now asking, do you teach a student to teach himself? Refer to The Biblical Model of Discipleship: “Let them watch, let them help, help them do it, watch them do it, leave them doing it.” As you are teaching him to read, also point out each word of the directions on any workbook pages or math papers that he is doing as you read those directions aloud and then explain what the assigned task is. That will begin to make the connection for him that those words mean important things, too. We need to convey the concept that the words in storybooks are not the only words in life that count. The same thing can be done with the Sunday comics, captions for interesting photos in newspapers and magazines, and even the cooking instructions on convenience food packages. Gradually, the idea will be grasped that with reading ability comes the knack for finding the necessary words to read. (Newspapers, magazines, and the adult world in general can be overwhelming to a new reader: so many words and no clue for how to navigate through them.)

As the student gains reading ability, he will begin to be able to read those directions for himself. If he is still not able to make the transition from reading the directions to understanding the assignment, have him read the directions aloud to you. Then discuss the meaning of the sentences with him until the student understands how they are explaining what is expected of him.

Begin to slow down your response time in explaining the assignments, allowing the student plenty of time to think about what he is reading and process the information. Remember that this is a new task for your student, and like any new task, it takes time to learn.

With more complicated instructions, such as those found in upper lever math lessons, point out to the student that everything needed to understand the lesson is found in the book. The complete explanation is in the lesson (some details may have been covered in previous lessons). The most important concepts will be in bold print, italics, underlined, or set apart in a box to capture the student’s attention. Example problems should not be merely looked at (unless the student is especially gifted in math), but copied step-by-step into the student’s math notebook (noted with page and problem numbers), in an effort to understand what is being done and why. (We remember more of what we do, than of what we just see or hear.) All math problems should be written in a notebook and kept, so they can be referred back to when necessary for additional help — problems written on a chalkboard or whiteboard are lost forever once they have been erased. When a student encounters a math problem of a type that gave him difficulty before, he can then look back through his notebook to find the previous example. Studying its completed form will help the student see what step comes next for the current problem.

I have sometimes questioned my own performance as a homeschool educator — did I do a “good enough” job? I see things that my children “missed” and wonder why I did not press those lessons more. Then again, I realize that I learned as much as they did during our homeschool career, and they will learn more as they begin to homeschool their own children in a few years. My students did learn how to read and how to understand what they read. My students learned how to do research. My students learned how to solve problems, often coming up with unique ideas that I would not even have considered. My students have become young adults who will continue to learn for their entire lives, because they learned how to teach themselves.

Using Your Household Staff

“She gets up before dawn to prepare breakfast for her household and plan the day’s work for her servant girls.” (Proverbs 31:15) I do not have a staff of servant girls (and I am rarely up before dawn!), but I do have household servants. So do you, although yours may differ slightly from mine. I have a crock-pot, a bread machine, a clothes washer and dryer, a dishwasher, etc. These make up my household staff. If I have a load of laundry in the washing machine, another load in the dryer (or on the clothesline), the dishwasher is running, and the crock-pot is crocking away, I know I can sit down for a few minutes Guilt-Free, because tasks are being taken care of for me! Clothing and dishes are being cleaned and food is being cooked, enabling “me” to be in several places at once.

I try to get “my staff” working as soon as possible each day, because then I can feel quite productive — even if I am having a rather “slow” day personally. I can sit down with my students to practice their reading or play a game, knowing that chores are getting done.

Back when my children were small, I used a cassette tape recorder to capture my voice as I read favorite storybooks to my toddler. Later, when Mommy just could not be there, that tape could be replayed — allowing Little One to spend time with Mommy, hearing those favorites over and over again, making the tape player another valued member of my helpful staff. Incidentally, my daughter got as much enjoyment from hearing her own reactions on the tape as from hearing me. I had also tried just reading stories into the tape recorder — without the child on my lap — but the result was undesirably flat and just no fun to listen to.

My children are also valuable members of my staff — Mom should never be working alone when all others are recreating! I enjoy free time as much as the next person does; I just seem to get less of it. Kids can fold towels, sort underwear, scrub potatoes, and do plenty of other simple jobs so that Mom can be freed up for higher-skill jobs. Many times I have agreed to make a costume or other special request for one of my children only after they agreed to take over specific Mommy-tasks in order to give me the time required. Barter is a great tool — use it to your advantage!

Many years have passed, but I still remember the shock on my friend’s face when her daughter wrote a paper for school about the hobbies her family members pursued. The daughter had listed Mom’s hobbies as cooking and cleaning. I knew that woman as being a very artsy person who loved craft projects, decorating, sewing, and scrounging through garage sales. We had great fun together going to those garage sales and parks with our children or at couples’ parties with our spouses. I knew she had many interests — why did her own daughter only see the cooking-and-cleaning side? Perhaps it was because Mom had never pointed out what leisure time activities she did enjoy. Perhaps a little job-trading activity would have helped to clarify the fact that some chores benefit the entire family and can therefore be accomplished by anyone in the family with the required skill. More than once I have accepted the offer of kid-prepared scrambled eggs for supper in return for mending something that child wanted to wear the next day.

We all need to re-examine how and why we do the things we do. Are perfectly folded towels really all that important once we close the linen closet door? Will my family notice (or even care) if the cake they eat after supper has been imperfectly frosted by the Junior Chef or will they just be grateful for the rare treat of dessert? How much better will I feel at the end of the day knowing we have clean underwear for tomorrow AND Little One got to snuggle on my lap through several storybooks? Making use of timesaving appliances and a little work-together time can also save me some sanity and let me get on to enjoying some Guilt-Free activities that I have previously only dreamed about.

Teaching with Preschoolers Around… and Under… and on Top… and Beside

“How can I find time to teach the older child when the toddler needs my constant attention?” That is The Big Question that prevents many families from beginning homeschooling — in my mind, it is probably even a bigger concern than What To Do About Socialization! It kept me from diving in for several years. I had known about homeschooling and known many homeschool families before our first child began school, but it was the dreaded Active Toddler who took center stage and made me fearful of my ability to juggle all the homeschooling responsibilities. Once my youngest was also in school, I had no more fear — for some reason, it finally looked do-able, and we finally began homeschooling.

If I had bothered to think things through better, I would have realized that I had many options for homeschooling around a toddler. For some unknown reason, at that point in time the homeschoolers we did know were not willing to share their techniques for getting through the daily grind. They seemed to think I would be better off inventing my own wheel than to adapt their prototypes to suit my needs. Therefore, I now willingly and openly share my trials, tribulations, successes, and failures for your benefit. Learn what you will.

Spend some time with Junior first, then teach the others when Junior gets bored and leaves to play on his own. Indulge the preschooler with his own set of “school supplies” — Laurie puzzles, workbooks of pre-writing skills, washable markers, etc. and allow him to “do school” along with his older siblings. Also provide safe, quiet toys nearby for when he gets bored with sitting still. Nevertheless, be encouraged: Junior will be learning HOW to sit still and be quiet and pay attention for those short periods when he does stay with you. He will also be learning how to entertain himself when he leaves the table. (Keep those “school toys” as a special treat to be used only during lesson times, otherwise they will lose their appeal.)

Use Baby’s naptime for working with the older children. “School” does not have to take place during the same set of hours each day. (see Every Day is a Learning Day) Lessons can even come in spurts — do one or two subjects in the morning, take a long lunch and play break, then do another subject in the afternoon. Teach the older children to work by themselves when they can, giving you more time to attend to Baby’s needs. Save especially-Mom-intensive subjects for Baby’s naptime.

Apply skill-level discretion to teaching tasks: does this need Mom’s personal attention, or is someone else capable of handling it? Older children may practice their reading skills by reading to the toddlers or by listening to beginning readers. A great-grandmother shared with me how she was raised in a large family where each older child was always responsible for a specifically assigned younger child. Child #1 cared for Child #3, Child #2 cared for Child #4, Child #3 cared for Child #5, and so on. That system removed the possibility of anyone “slipping through the cracks” — no one could claim, “I thought YOU were watching him.” A similar approach can be adapted for scheduling the homeschool lessons: student-works-alone time (perhaps for math), group lessons (maybe a family read-aloud book), read-to-the-toddler time (as reading skills reinforcement), help-the-kindergartner time, etc. Remember, the best way to learn a subject is to teach it to someone else, so pairing up older and younger learners helps them both. If the lessons are scheduled so that Student #1 always spends the same time slot working with Student #3, and so on, all students will benefit, and Mom gets to be in more places at once through the added helping hands. The young ones will also learn to respect individual lesson times, knowing that their share of time is coming, too.

Now let’s all repeat the Guilt-Free Homeschooling motto: The “right” way to homeschool is the way that fits my family best — our schedule, our needs, our desires, our abilities. You are free to adapt your schedule to whatever fits your family’s needs. If you need extra time to tend to Little One, you may take it. If you need to wait until 1:30 to begin lessons each day, who cares? If you need to breastfeed while teaching math class, go for it! (Let’s see them try that one in government school!)

Bells on Their Toes and Other Means of Keeping Toddler Safe

Since when is just keeping track of your children considered to be child abuse or being “over-protective”? Is it child abuse to stop your child from running out into the street? NO! Is it being over-protective to teach your child not to touch the hot stove? NO! It is also not abusive to want to keep your child safe from any other significant dangers that may lurk just outside Mom or Dad’s line of sight. It is also much less stressful to have your child standing or walking close by your side, safely connected to your wrist by a “child leash,” rather than have to fight endless wrestling matches because the toddler simply wants to exercise the legs God gave him. Hot weather is the most obvious argument for letting the child walk on his own — it gets sticky here in Iowa in July, and both parent and child gain blessed relief from being able to be safely separated by a few inches. And yet, Moms and Dads know they will receive condemning stares from the general public if they seek to use a safety child harness or other such connecting life-line.

Attach bells to the little ones’ shoes so you can tell which direction they have wandered or put a leash on their arm and yours or whatever it takes to keep your child close to you, but safe. I got the same nasty stares from people that you are afraid of getting, but I held my head high and reassured myself that I was doing the right thing. I knew I was treating my child like an autonomous human being and not like a less-than-submissive domestic animal.

I bought tiny brass bells (not the round, miniature sleigh bell style) at a craft store and looped the bells over the shoelaces with small-size ponytail elastics (1″ diameter) the way you would loop rubber bands together to make a chain. The covered ponytail bands were stronger and longer lasting than rubber bands and allowed the bells enough room to flop around and jingle effectively. The bands could be quickly looped around shoelaces, Velcro straps, or sandal straps. The tiny bells gave off a quiet jingle that most people did not even notice, but our trained ears readily tuned in to.

My son wore bells on his shoes until he was five. For him it meant freedom: Mom and Dad could tell where he was or if he was wandering off. We actually bought a little device once that would sound an alarm if the child got more than a certain distance from the “base unit” attached to Dad’s belt. We returned it to the store after only one weekend’s use — we could not tell which way the toddler had wandered. The ear-piercing shriek told us he was gone, but gave us no clue which direction to start looking. The bells went back on the shoes and stayed there for several more years.

We also purchased a “leash” and developed creative ways to use it. It was the coiled “telephone wire” type with Velcro straps to fasten around your wrist and the child’s wrist. That worked wonderfully until I needed to hold onto two children at the same time. Then I attached the “child-proof” end to my younger child and the “parent” end to my older child (with an appropriate explanation of why it was important not to remove it), and I held onto the middle of the stretchy cord. At least if I needed to let go momentarily, my children would stay together.

I only had two children to worry about, and many readers are now wondering how they can deal with their “added blessings.” It is a technique that is too often overlooked: teach your older children the importance of being Mom’s helpers. You are not doing yourself any favors by permitting the “I don’t want to touch him/her” frame of mind. I recently observed a Mom-of-three walking out of a store, clutching the hands of her two youngest and casting worried glances over her shoulder to make sure Child #1 was still following behind. That oldest child also had hands and was therefore sufficiently equipped to hold onto either of his siblings, but Mom was allowing him to poke along by himself, slowing down the whole family. (That allows Junior to set the pace and call all the shots — Mom is no longer in control, Junior has now become The Boss.) Mom, make that child hold onto his sibling’s hand and keep up with the rest of you! The fenced-in backyard is your child’s safe area for running around free — shopping trips are a different story.

One more important note: hiding in store clothing racks was not something I tolerated! I went through enough panic the first time that happened to know I never wanted a repeat occurrence. Children do get bored when shopping and see ducking inside racks as a harmless distraction and a delightful game. Take the time to explain to the child why you cannot allow them to sit underneath the clothing where they cannot be seen by an adult. Also, offer an alternative to them: show them where they can sit on the floor so you can see them, lift them into your shopping cart for a rest, or start an observation game as a distraction while you quickly finish your shopping (I see something green and square… do you?). Incidentally, I have found that for most discipline problems, a little explanation goes a long way! Once the child understands the reason for the rule, it is much easier for them to obey the rule.

The people who would consider us “over-protective” are those who grew up in a different world from the one we now live in. Unfortunately, we cannot go back in time to a day when Opie and his friends would ride their bicycles out into the country unsupervised, or when Beaver would walk across town to the movie matinee and get distracted for hours on end exploring construction sites. Although those were fictional scenarios, we must face facts and realize that our children are children, and children need parents to guide them, protect them, and watch over them. We should not allow anyone to make us feel guilty for doing our job to the best of our ability.

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