Homeschooling the Neighborhood

September 16, 2005 by Leave a Comment

In my state it is not legal for me to officially homeschool children who are not members of my immediate family. However, we did sometimes include neighborhood playmates in our activities, particularly in the summertime when “just another day to play” can tend to be somewhat boring. We did not always do formal lessons through the summer, but we did incorporate fascinating, fun, and educational activities into the relaxed playtime of summer.

Summer was a time when I could devote more of my time to planning or preparing a study or activity for later use. I found that I could also give something a “test run” by trying it out on the kiddies — if they enjoyed a taste of it, chances are they would enjoy a more in-depth look during the school year, and perhaps even the children in our larger co-op group would be interested in it, too. So what do you do when your own children are not quite enough for the activity you would like to try out? Let the neighbors join in. Several times, I prepared a fun, yet interesting and educational activity for my own children to do on a boring summer day, only to find that their neighborhood friends were just as interested in breaking the monotony of swinging and bicycling.

Such was the case when I did extensive research and calculations to examine exactly what size an effective solar-system model should be. I have seen many of the science-fair-type of planetary exhibits made from Styrofoam balls, assorted fruits, or sports balls, but I had always felt that I was not seeing an accurate portrayal from those. While my children were spending their summertime swinging, roller-blading, or just relaxing with a novel, I was delightedly poring over scientific facts and punching furiously at my calculator — a welcome change for me from the usual Mom-fare of laundry and dishes. When I finally trooped outside with my notebook of figures, a large measuring tape, and crude signposts mounted on popsicle sticks, my participants were not merely my own offspring, but their eager friends as well, who jumped at the chance to be included in measuring our lawn and placing the markers for each planet’s orbit. Never was one of my summer projects met with an “I already learned that at school” or a “This is vacation — I don’t want to learn anything” response from the children who were not my regular students. Whenever we needed some extra “classmates” for our learning games, there were always ready and eager volunteers.

One day I prepared the “geeWhiz Quiz” for my children, intending it to double as both a math activity and a scavenger hunt. I also secretly hoped that their time spent searching through the game closet would spur some interest in long-forgotten table games and interest them in playing a few of those again. I explained the process of the activity to them while a friend from the neighborhood was present. She seemed deeply disappointed that I expected my children to do this activity later, after she would have returned home. I quickly copied another worksheet for her, and all three children happily spent the entire afternoon in arithmetical computations. My anticipated bonus also paid off: the trio did find several games that piqued their interest, and they kept themselves occupied for many days afterwards.

We often filled our front sidewalk with an extensive Dr. Seuss universe in colored chalk drawings or an ever-expanding circus train overflowing with acrobatic clowns and exotic animals (each new helper got to add his own train car). Our favorite cartoon book illustrations were faithfully copied over and over and over in sidewalk chalk creations. A cleansing overnight rain never brought disappointment, but instead it meant a clean slate for tomorrow. Time after time, the neighborhood children would see us sitting in the middle of the sidewalk and rapidly migrate to our front yard, picking up bits of chalk and asking what parts they could add to the growing mural. My children were not lacking in social contacts with age-mates, and they learned valuable lessons in teamwork and the sharing of ideas as well as supplies.

Being the only homeschool family in your area does not necessarily mean you will not have contacts with other students. We had many opportunities to share educational experiences with public and private school students who were eager to join us in doing things our way. The neighborhood parents knew they could expect our fun activities to have an educational benefit, and their children never seemed to mind it either.

Filed Under: Activity Ideas, Homeschool How-To's, Kinesthetic Learning, Learning Outside the Books, Math

A New Approach to Spelling-Word Lists

September 6, 2005 by Leave a Comment

I despise the way spelling is taught. I managed to get through the spelling workbooks that I had in school only because I was a word puzzle aficionado. When it came time to teach spelling to my own children, I became terribly frustrated. They did not instantly share my fascination for words or word puzzles. In fact, they found spelling workbooks to be very confusing and incredibly boring.

I remember spending hours as an early reader compiling my own lists of rhyming words and noticing that foot and boot appeared the same, but did not sound the same, which generated more lists. Writing all the possible combinations of certain sounds led me to a deep understanding of phonics rules and their applications. Exploration of prefixes and suffixes took me even further.

The public school method of test and retest used in the books we tried simply did not teach how to spell. Over the years, we abandoned the workbook pages and came up with our own methods for a spelling class. I emphasized prefixes, suffixes, Greek and Latin roots, and spelling patterns. Too often, the published spelling curricula grouped together words with nothing in common, ignoring the obvious patterns to be found.

I think that focusing on those patterns is an excellent way to learn spelling. Public school teachers have been told repeatedly in their college training classes that there are too many exceptions to too few rules. I disagree. I found a marvelous book called The ABC’s and All Their Tricks, which shows the patterns, the words sharing those patterns, and explains the origins of those patterns. It is a wonderful reference work — which finally explained to me how “w” can be used as a vowel.

Your lists of words can follow phonics rules or come from pre-prepared lists, such as the weekly lists found in spelling workbooks or from grade-level-specific lists. Another possibility for the avid reader is to compile his own list of unfamiliar words from his regular reading. Encourage your student to look up those words in the dictionary for origin, meaning, and pronunciation, and then incorporate them into your own customized spelling and vocabulary study program. My son expanded his own vocabulary by routinely browsing through the dictionary looking for new words.

My personal preference for learning a list of words would be to print out the chosen list (the time period for learning the words should be based upon your student’s ability) and post it in a prominent place where it will be seen multiple times throughout each day. Study the spelling patterns and then use repeated observation to cement the correct spelling into the brain. The student can use those words as the basis for exploring various art mediums: alphabet rubber stamps, calligraphy pens, or paper collage (cut and paste letters from newspapers and magazines). Bring out the letter tiles and cards from various table games and assemble all of the words from the current spelling list. If you have students who share my love of word puzzles (bless them!), challenge them to create their own puzzles — making the puzzles will teach much more than simply solving a puzzle will.

Daily observation can teach much more than we realize. Frank Gilbreth, the real-life father of Cheaper by the Dozen fame (stick with the book or 1950’s movie), painted information on the bathroom walls for his children to absorb while they performed their daily bathing and brushing rituals. After completing Morse code charts, Dad painted silly coded messages in various places around the house, fully expecting his children to translate them — and they did.

Repetition and drill by themselves are painfully boring, but when used creatively can become an enjoyable way to learn without wasting endless hours in rote memorization. Use what you have around your house and come up with clever new ways for your students to study the words they are learning.

Filed Under: Auditory Learning, Homeschool How-To's, Learning Outside the Books, Phonics, Reading, Spelling, Tactile Learning, Visual Learning

Limiting “Worldly” Vocabulary

August 30, 2005 by Leave a Comment

It happened again. I was sitting with a group of believers, enjoying the fellowship, and it happened. Someone felt it was necessary and strangely appropriate to share a “funny story” that included vulgar language or references to vulgar topics. Uncomfortable faces dotted the circle as a few people looked at the floor, others smirked, and a few let slip some mostly stifled laughter.

I have been in many home fellowships, organized church groups, Christian conferences, and just about any other form of Christian gathering you can think of. In every setting, sooner or later, someone uses language he should not or brings up a topic that is better left untouched. I am not trying to be an extremist or self-righteous: there are a couple of carelessly used slang words that I am trying to purge from my own vocabulary. However, I am more willing to extend grace to the new believer than I am to the Christian who is “old enough to know better.” When the offending party is not a brand-new believer, but instead is a pastor, study leader, or other semi-mature believer, I cannot help but be saddened by the influence of the world on a Godly person.

I was appalled into a speechless stupor one night as two men whom I had (until this point) admired as dedicated Christians held a casual discussion on which obscenities had become mere slang terms in our culture and which ones they considered to still be true swear words. Not only did I consider this to be a completely inappropriate discussion, but it also was neither encouraging nor edifying to the other members of the Body of Christ who were present. To say I was offended by their behavior would be a gross understatement. I deeply regret being shocked beyond words — I wished that I (or anyone present) had had the fortitude to speak a word of rebuke.

As Christians, we are admonished not to conform to the world (Romans 12:2) and not to speak unwholesome words (Ephesians 4:29). Therefore, I was greatly encouraged by my own homeschool mentor who, years ago, told me that she had required her family to substitute less-offensive words for what she considered “worldly” terms: words for certain bodily functions, topics that should not be brought up in public gatherings, “mild” swear words — the things that many Christians say just because “everyone else” does.

I find this language among professing Christians to be not only offensive, but it also has the effect of bringing us down to the level of the world. We can effectively communicate without having to stoop to the level of the world — we do not have to use their vocabulary. We all should have learned by an early age that certain topics are best discussed in private or in the doctor’s office, and Jesus encouraged us to let our “yes” and “no” mean exactly that, so that we do not have to reinforce them with stronger words.

Our presence as representatives of Jesus in this world is to be as salt (either adding flavor or bringing healing) and light (vanquishing the darkness). Nowhere in scripture are we advised to lower ourselves to the standards of the world. However, we are urged to build up the Body of Christ and encourage each other in the faith (Hebrews 3:13; 1 Thessalonians 5:11). Our prudent choice of words will help.

Filed Under: Behavior, Family Unity, Parenting, Role-Modeling

“Mystery Boxes” and the Scientific Method

August 26, 2005 by 1 Comment

My daughter had an interesting exercise in her college chemistry lab which we modified for use at home and again later for a group science class. It is a lesson in using experimentation to make a hypothesis (first guess) and then prove whether or not that theory is correct. These directions tell how we adapted it for a co-op class with two dozen 7-12th graders. If you want to do it at home for only 1 or 2 students, you will obviously only need one set of Mystery Boxes.

Matching Mystery Boxes were prepared in advance for each team of students: an item or group of matching items were placed into a cardboard box that was large enough to allow the items to roll around freely. (Sizes and shapes of boxes may differ, and the contents may vary in quantity to increase difficulty for advanced students.) The box edges were taped shut, and each box was marked with an identifying number. Teams of 4-6 students were each given a set of six boxes to test, and the students were instructed to use the Scientific Method to determine what was inside each box.

When a student picked up a box, he wrote down the number of the box and his hypothesis of what he thought might be inside, then proceeded to tip, shake, rattle, and listen to prove or disprove his theory and make a conclusion. Each box was passed around to teammates to see if they all came to the same conclusion. When each team had completed its series of several boxes, the boxes were opened to reveal their true contents. Teams were to be as certain as possible of their determinations and not show the contents to other teams. Sample items used in the Mystery Boxes were paper clips, a pencil, marbles, coins, or a large eraser (only one type of item per box). You may choose to use items that are more difficult for older students: several cotton swabs, large rubber bands, pencils in one box and pens in another, a spoon, etc.

The items should be common to everyone, but they are in uncommon circumstances, making them surprisingly tricky to identify. Do we really notice the differences in sounds made by coins and paper clips? How can I determine if the object in this box is a pencil or a pen? Why does the object in this box roll easily this way but seems to slide that way? A delicate touch is needed to tip the box slightly and make a pencil roll slowly enough to hear its six sides or discern its eraser end from the pointed lead end; extreme concentration is required for hearing a few large rubber bands slide softly across their box.

Tips for the Mystery Boxes lesson:
— All Mystery Boxes should be prepared in advance by the teacher so that students have no clue what is inside.
— Objects should be ordinary, common objects, familiar to students.
— Use only one type of item in each box (i.e. do not mix pencils and pens in the same box).
— Objects should roll, slide, or move easily if shaken. Do not use a single tissue, cotton ball, or similar (relatively weightless) object which cannot be sensed in the box.
— Boxes should be large enough to allow objects to roll or slide freely: front to back, side to side, up and down.
— Boxes should be securely sealed to prevent objects from falling out or students from peeking in.
— Multiple items should be used if a single item alone will not have enough identifiable characteristics (a single coin will not be as effective as multiple coins).
— When preparing boxes for a large group class, separate the group into teams and have duplicate sets of boxes so that each team works on the same items. Number the boxes and keep a (hidden) list of their contents to prevent confusion. (All boxes marked #1 contain pencils, all #2 boxes contain rubber bands, etc.)
— Various sizes and shapes of boxes will keep team members focused on their own boxes: “Our #1 box is large and flat, while their #1 box is smaller and taller; they probably don’t contain the same things.” The order of testing the boxes is up to each team: they do not have to proceed in numerical order.
— A set of six boxes (per team) kept each team of five to six students busy for an hour testing, comparing, and discussing. When a team declared that they knew what was in a specific box, I did not lie about the contents, but slyly asked, “Are you sure?” to keep them reasoning and retesting for a longer time.
— I did not tell students what types of items to expect; they were told only “common, everyday objects.” Students had to use their own knowledge to decide what was inside.
— Students must depend on hearing alone (cannot see or feel box contents). Tipping and shaking each box is acceptable, but squeezing or crushing the box to feel its contents is not permitted.
— Thinking skills become better developed as this exercise progresses. Students should test all boxes, and then go through them again, using the knowledge gained throughout the testing process in retesting each box.
— Students may compare the characteristics of boxes with each other (i.e. this box sounds more like coins than that box does).
— Provide paper and pencils for students to write down their hypotheses, reasoning, and conclusions. This is the essential portion of the lesson: learning how to write down their process of experimentation. Students may use their own notebooks, or you may choose to make form-style “lab sheets,” but writing down the process changes this from an entertaining party game into a profitable science lesson.

[For more information on cooperative classes and group activities, visit Topical Index: Co-op Groups.]

Filed Under: Activity Ideas, Auditory Learning, Co-op Groups, Homeschool How-To's, Learning Outside the Books, Science, Tactile Learning

What Makes a “Bad” Co-op Class?

August 24, 2005 by Leave a Comment

It has been my experience that a “good” teacher can present any information to any group of students with success. Why? Because the “good” teacher knows how to reach the audience. When things go wrong, and classes turn “bad,” there are usually a few common elements.

1 — A teacher (whether a parent from the group or a guest speaker) with a condescending attitude toward the students (or toward any other parents who may be present) will ruin the atmosphere of cooperation your group has worked so hard to establish.

2 — The material is too time-consuming. A full-year class (such as geometry), if your class meets only twice a month, will attempt to cover too much information during each class period. Some students may have difficulty keeping up.

3 — Too much (or mandatory) homework may conflict with the student’s regular schedule of classes at home. Again, some students may have difficulty keeping up.

4 — Do not expect all students to be on the same level. Some students may be well experienced in the subject matter, while others may be brand new to the topic, regardless of the age group.

5 — A public school format will be foreign and uncomfortable to homeschoolers who are used to self-directed learning or unschooling methods. (Do not expect all homeschooled children to sit quietly and raise their hands to speak.)

6 — Avoid anything that ridicules or excludes those students who cannot keep up.

7 — Presenting material in a boring manner (such as lecture only) will be less preferable to hands-on, interactive methods.

8 — Too large or too small of an idea will not work well in the time allotted.

9 — Focusing on the wrong age group will keep the class from being effective. Be sure students are not too old or too young for the type of information presented.

10 — Separating students to work independently (by themselves, not in small groups) defeats the purpose of a co-op group class. Individual work can be done at home; the large group provides the benefits of multiple views and perspectives. (In a class such as creative writing, students may do some of their work at home and then bring examples to class to share with the group and discuss their progress.)

Co-op classes should always be considered as supplemental to each family’s home education schedule, unless other arrangements have been made with all participating families prior to the class itself. Consideration for the students’ interests and abilities will turn any homeschool class period into an adventure, whether the class is in your home with a few children or in a large group setting. Opportunities for casual interaction among students will make your co-op class a memorable and enjoyable experience for all.

[For more information on cooperative classes and group activities, visit Topical Index: Co-op Groups.]

Filed Under: Co-op Groups

Co-op Classes: The Good, the Bad, & the Ugly

August 17, 2005 by Leave a Comment

Based on my experience, the most important thing to remember when teaching a co-op class is to keep focused on the students and on what they are taking away from the class. I have taught many co-op classes, covering a wide range of subject areas. I have sat in on other Mom’s classes while acting as an assistant (read: crowd control) or just eavesdropped from afar, and my children have told me about other classes in great detail. Over all, the most successful classes have been the ones that focused on the students, providing them with a larger perspective that they could not obtain in the smaller setting of their home situation. For success with any classes you do, seek to present material that is more easily demonstrated in a larger group than at home with only a few students — the things that are difficult to do at home are the things that are appreciated most in co-op groups.

One of the groups we belonged to included a Mom who would occasionally come up with what she considered to be a “great idea” and proceed to plan it all herself and present the class. Her independence and initiative were never the problem, but often the ideas were things that had worked well in her home with her one child, and they did not succeed in the large group setting of co-op day. She would pick a storybook to read aloud to the primary grades and serve snacks that had been mentioned in the book, or have the children make a craft that applied somehow to the story. At home, the children could have snuggled close to Mom during the story and helped in preparing the snacks. The large group required the children to sit as an audience and try to see the pictures as the book was held up in front of the group. The snacks had been previously prepared (for convenience) and were served to the children as they sat around a long cafeteria table. Elements for any story-related craft projects were also prepared in advance for the convenience of controlling a large group around scissors and glue, but leaving the children to experience all the creativity of picking up Piece A and sticking it to Piece B. The great idea for connecting the student to the story was lost in the crowd, and suddenly the homeschool activity took on a very classroom atmosphere, complete with admonitions to sit still and not talk. Just because someone has spent time organizing an activity does not make it a worthwhile group activity or even guarantee that it will be enjoyable for the participants.

There are some projects that can work equally well both at home with only one student or in the mass assembly of a co-op group. One high-school-aged boy was very interested in aerodynamics and presented a brief talk to the entire group on the basic principles of flight. He then passed out inexpensive, purchased kits for each child to decorate a simple, but durable Tyvek kite. Once the kites were properly adorned with crayons and markers, a few more instructions followed on assembling the kites, and we all trooped outdoors to a large field for flying lessons. Any parents and older children with kite-flying experience were in high demand, running from child to perplexed child, getting the kites to lift off and sail on the breeze. While I have always enjoyed flying a kite or two with my own youngsters, the sight of 50-60 kites all aloft at once was spectacular!

I had produced a trivia game for my children, using basic information on the fifty states of the U.S.A. While it worked fine as a family board game, we were able to change the rules a bit and revamp the scoring system, enabling us to play the game with our large group of middle-school-aged students. I carefully divided up the roster of students ahead of time to balance it for introverts and extroverts, older and younger, regular attendees and likely no-shows, giving me four relatively equal teams. Study materials were made available so that everyone had a fair chance, and we assembled to play the game — TV game show-style. It was such a hit with parents and students alike that we continued it for several sessions. The outcome of this highly entertaining venture was that the students learned a great deal: research skills from studying the materials, memorization of historical and geographical facts, teamwork as they conferred over which answer to give, leadership and submission as only the Captain of each team could offer the answer. The only person not incredibly thrilled by my ingenuity was the Mom who taught the same students vocal music immediately following my time period. You see, I had not considered that aspect and foolishly handed out prizes of candy bars and lollipops — which the children did not save for lunch break (as I had so naively imagined) but promptly popped into their mouths on their way to her class. She later kindly, but firmly explained to me that it was quite difficult to produce the proper notes through throats coated with sugar and with sucker-sticks protruding from mouths. Oops. In future sessions, I cautioned my contestants not to eat their rewards until after lunch, under penalty of Mrs. Musicteacher beating me to a pulp and thereby cutting off their supply of contraband goodies.

Our group had the wonderful asset of a few parents who were involved in local community theater. Their personal dedication in transferring their experience to our co-op group allowed our students to put on wonderful productions. Those families spent their summer afternoons reading piles of scripts, searching for something appropriate to our group’s ages and abilities. The result was a fantastic treasure trove of undiscovered talents as young actors, singers, and stagehands found their niches. Scenery and props were created by students, and costumes became cooperative efforts among the Moms who swapped fabrics, trims, and patterns.

We also were blessed by the athletic abilities of parents who not only taught a team sport, but also took our students a step further by hosting an invitational homeschool tournament. Even the students who chose not to play on the sports team learned hospitality and organizational skills. Other homeschool co-op groups came from across our state to participate, and all of our students and parents had some hard choices between working shifts at the concession stand and cheering on players in the games.

Older students can assist your group through child-care, but be cautious around a student who prefers to “hide” in the nursery, rather than interact with the larger group. The student can easily slip through the cracks by excluding him/herself from group activities, when it may only take a little gentle encouragement to bring that student out of his/her shell. Many loners secretly desire to interact, but are afraid of rejection. A girl in our group was too shy to join in with the students her age for any activities we sponsored, and her mother arranged for her to do child-care for a nearby women’s group that met during the same time as our homeschool co-op classes. My desire was to see the girl overcome her shyness and be drawn in more to the high school group, but she continually withdrew herself to the point that her family dropped completely out of our group. Our loss as well as hers.

When families do participate in group activities, you can expect some changes to occur. Wallflowers often come out of their shells, and you get to watch them discover many previously hidden talents. New families may join your group for its advantages and fellowship opportunities. Some families may protest (to the point of leaving) any changes or any style of activities that they do not like. Be sensitive, but do not become doormats. The few should not dictate to the many.

What is your objective in offering a co-op class: to present material that is more easily demonstrated in a larger group than at home with only a few students, or to entertain a group of children for a few hours offering little or no educational value whatsoever? Personally, I have traveled great distances with my children to participate in co-op activities, whether classes or field trips, rising extra-early and packing sack lunches for the day’s excursion. When the effort provided a tremendous boost to their understanding, it was all worth it. On the other hand, some activities were nothing more than a waste of gasoline and cost us dearly in precious time away from our other studies. By sharing the good, the bad, and the ugly experiences we have endured, it is my desire that you will be able to turn all your co-op classes into good ones.

[For more information on cooperative classes and group activities, visit Topical Index: Co-op Groups.]

Filed Under: Co-op Groups

Are You Ready for a Challenge? Pan-states!

August 8, 2005 by Leave a Comment

We underestimate the life-long effect homeschooling can have on students. As homeschool parents, we demonstrate fractions by cutting up brownies or “drawing” in yogurt. We take science class into the backyard with a magnifying glass and carefully ignite dry leaves with the sun’s rays or peek into the miniature world of creatures existing beneath our feet. We see lesson applications everywhere we go in life and in everything we do. And then we are still somewhat surprised when we see our students continuing their educational adventures long after our “homeschooling” days are over. My son is a prime example.

My son was spending the weekend with my daughter, and he began making breakfast for his sister. Being the unstoppable comedian that he is, the pancakes began taking on shapes other than the usually simple, but somewhat boring round disks. It soon became a breakfast geography challenge to “name that state” as Iowa, Utah, New York, and New Jersey each took shape on the griddle. Hawaii was an obvious success, but the sharply angled states were a little more difficult to discern. The name “Pan-states” preceded a rush to do states having panhandles: Florida and Oklahoma leading the way. The entire process was soon overridden with such hilarious laughter that attempting to swallow food was not a safe activity.

What doting parents have not treated their little ones to bunny-eared pancakes or a breakfast tribute to Mickey Mouse? I have been well acquainted with shaped pancakes in the past, but this was a new concept for me. Even the cakes I shaped like my children’s initials seem quite tame by comparison now. Pan-states — pancake batter dribbled into shapes roughly (very roughly) resembling U.S. states. It brings a whole new dimension to breakfast.

Filed Under: Activity Ideas, Kinesthetic Learning, Learning Outside the Books
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