Whipped cream or no, George rocked his math exam! 97% on the exam, and A+ for his final grade in the course. (This vindicates my bribery, right?!) George doesn't know yet--I got the results by e-mail after he'd gone to bed--but I know he's going to be thrilled. I'm extra proud of him because of how hard he worked to earn that A+. With all of our school meanderings, he had fallen a bit behind in math, relatively speaking at least. With this triumph over 4th-grade math, I think we can officially say he's more than caught up.
When he finished his exam last week, he told me that he wanted to take a little break from math (it's individually paced, so we can stop the clock anytime we like). I won't repeat the mistake I made last spring by not listening to him when he says he needs a break! Despite the fact that math is what has been giving the most structure to each of our days, I'm giving him no resistance on this. I now know that he knows perfectly well when he needs a break. And he's certainly earned this one.
What we're going to do for the structured part of our daily learning in the mean time is to focus on writing. He's starting a blog (The Book Night Crawler), where he will post reviews of his favorite books. That will replace math for a bit in our morning routine, to be worked on right after breakfast, along with his household chores and recorder practice.
In any case, he's getting more and more structure in his schedule all the time: he started Tae Kwon Do yesterday, which he loves and will be doing twice a week, and tomorrow he starts back up with recorder lessons. I also have several caregivers in place now who are working with him on various things (science projects, creative writing, cooking, social studies, etc.--none in any kind of formal way, mind you).
We're definitely off and running.
Tuesday, September 29, 2009
Thursday, September 24, 2009
Clearly, I'm not above bribery
On George's agenda when we woke up today was finishing the final exam for his EPGY 4th-grade math class. He had nearly finished it yesterday but ran out of time before we had to leave for a dentist appointment. He had left the long division section until last, because it's the thing that is the toughest/least fun for him. Although he had only one question left to do today, he really didn't want to do it! He had worked so intensely on this over the last several days (reviewing before starting the actual test) that I could see he was just having trouble getting ready to face it again today. Usually we do math first thing in the morning, and I'm pretty strict about it, but I let him read for a while instead (A Wind in the Door).
I had told him that when he finished his exam we'd celebrate by having afternoon tea (believe it or not he had actually been asking me for this for some time). But not even the lure of scones and whipped cream could entice him to the table to do that one last problem. I told him that he could read until 10:00, and then he'd have to stop and do his math and clean the cat boxes. At 10 he cleaned the boxes as requested, but I could see in his face that he was dreading facing the math, and I didn't want him to be approaching it with that kind of attitude--he was really down, worn out, exhausted, and it just didn't seem like he had it in him to do it.
So I thought fast and came up with a plan. I told him that the second he was done with that problem I was going to take the can of whipped cream and squirt it right into his mouth. His whole face lit up, and he asked, "Really?!" He couldn't quite believe that I was going to do it. I told him yes, I was, and that he'd better have a napkin ready because I was going to squirt so much in there it probably wouldn't all fit. He was utterly delighted by this proposition, and raced to the table. Before he started he looked at me one more time and said, "You're really going to do that?" And I went and got the can and said, "Yes, and I think you need just a little shot before starting, don't you? Open up!" and I squirted a small dollop in there. The sparkle in his eye had returned, along with his motivation. He powered right through that problem, and checked over his work on the rest of the exam, in record time. He got his mouthful of whipped cream, as promised. Followed by tea (from my grandmother's tea pot, in cups from her tea set), scones, jam, and of course, more whipped cream. It was lovely, and I was so proud of my little scholar.
I know, I know--using food (sugary, *bad* food, at that) as a reward for math is probably not the very best idea. But hey, sometimes you really just have to go with what works.
After tea we tidied up a bit, and then went out to the opera, for a musical version of Little Red Riding Hood (which we both loved--it was hilariously entertaining). After the opera we came back home and spent the rest of the afternoon hosting a little pool party for some homeschool friends. (Phys Ed, you know. Plus, as people seem to love to remind us, homeschooled kids need their socialization!) Probably it will have been the last pool party of the season, as the weather seems like it's taking a turn for the colder.
All in all, another great day in homeschoolville.
I had told him that when he finished his exam we'd celebrate by having afternoon tea (believe it or not he had actually been asking me for this for some time). But not even the lure of scones and whipped cream could entice him to the table to do that one last problem. I told him that he could read until 10:00, and then he'd have to stop and do his math and clean the cat boxes. At 10 he cleaned the boxes as requested, but I could see in his face that he was dreading facing the math, and I didn't want him to be approaching it with that kind of attitude--he was really down, worn out, exhausted, and it just didn't seem like he had it in him to do it.
So I thought fast and came up with a plan. I told him that the second he was done with that problem I was going to take the can of whipped cream and squirt it right into his mouth. His whole face lit up, and he asked, "Really?!" He couldn't quite believe that I was going to do it. I told him yes, I was, and that he'd better have a napkin ready because I was going to squirt so much in there it probably wouldn't all fit. He was utterly delighted by this proposition, and raced to the table. Before he started he looked at me one more time and said, "You're really going to do that?" And I went and got the can and said, "Yes, and I think you need just a little shot before starting, don't you? Open up!" and I squirted a small dollop in there. The sparkle in his eye had returned, along with his motivation. He powered right through that problem, and checked over his work on the rest of the exam, in record time. He got his mouthful of whipped cream, as promised. Followed by tea (from my grandmother's tea pot, in cups from her tea set), scones, jam, and of course, more whipped cream. It was lovely, and I was so proud of my little scholar.
I know, I know--using food (sugary, *bad* food, at that) as a reward for math is probably not the very best idea. But hey, sometimes you really just have to go with what works.
After tea we tidied up a bit, and then went out to the opera, for a musical version of Little Red Riding Hood (which we both loved--it was hilariously entertaining). After the opera we came back home and spent the rest of the afternoon hosting a little pool party for some homeschool friends. (Phys Ed, you know. Plus, as people seem to love to remind us, homeschooled kids need their socialization!) Probably it will have been the last pool party of the season, as the weather seems like it's taking a turn for the colder.
All in all, another great day in homeschoolville.
Saturday, September 12, 2009
Making it work... or So far, so good
I've been telling myself that we're easing into a full schedule, but I think it's time to call it what it really is: an experiment with unschooling. So far, I'm loving it, and so is George. I'm realizing more and more just how intense last year was, even at the end when we were homeschooling full-time. Our schedule was jam-packed, and very hectic. George was only doing two classes online, but in addition to that we were doing lots of classes and lessons and activities locally, plus he had a fairly heavy chore schedule at home. Plus, he was shuttled around a lot from place to place with many different caregivers/tutors, because of my schedule. Plus, the two courses he was doing online were pretty intense....
So, we're taking it a bit easy. Math (EPGY, online) is the only academic thing we're doing in a formal way. We'll be starting back up with his recorder lessons soon, and the homeschool field-trip schedule is picking up, and Friday we'll also be starting a homeschool swim/gym program at the YMCA that includes a Spanish class as well. Oh yeah, and George has also joined the church choir, which is actually a pretty serious choir with a big musical education component. We'll also be checking into Tae Kwon Do. Whew, doesn't sound like we'll be taking it so easy for much longer!
Our morning routine usually goes something like this: we wake up early, before either of us is really ready for breakfast, and we often start out watching some sort of social-studies-themed documentary. There's an endless supply to TiVo on cable, and many of them are quite interesting. He's a pretty sophisticated viewer, and often likes to dissect both the presentation and the content with me, so he's also getting an education in rhetoric and the media! Then we have breakfast and tea, during which we either do a round or two of Mad Libs (great for reinforcing the parts of speech, even though to be honest he has had those down pat for quite some time) or play one of his math card games (although he's doing pretty advanced math, his math facts can still use some reinforcement). After breakfast he does some household chore or other while I clean up. It's usually about 9 or so by this time, and we head to the computers--he to a desktop in his stepsister's room (it's the least-worst of the house computers) and I to my laptop, in the same room. He does his math, and I start on my work. At this point I choose something to do that doesn't require uninterrupted concentration on my part, as he sometimes either has a question or needs a little redirecting (his mind can wander a bit, particularly when the computer gets slow or when the work gets a little too easy and he starts embellishing to make it more interesting).
Once he's done with his math, I pretty much let him go off and running with whatever he wants (um, except for watching tv), while I focus more intently on my work. Some days he pours over these Greek mythology/monster cards that he has, making up games with them but also drawing all sorts of interesting parallels and conclusions about the various gods and creatures. He's definitely learning the basics of Greek mythology better than I ever did in grade school (this also due to his love of the Percy Jackson book series). Other days he writes stories and comics. Most days he also reads voraciously, as he has always been wont to do. And yes, I even experimented with letting him play his favorite computer game for much of the afternoon (Poptropica). He actually got bored with it, and with playing on the computer in general, which I never thought I'd see!
At some point in the afternoon I take a break for phys ed, and I either twist his arm into going on a walk with me (he rides his scooter), or we play tennis, or swim (those days are numbered!), or some combination thereof. Then later in the afternoon, when school has let out, he often plays with the kids from the neighborhood, while I continue working. I'm teaching in the evening this semester, so my husband can cover most of those hours with him, and I have various sitters set up to come over during those times when I have office hours/meetings/other obligations (usually in the afternoons, so most days our morning routine can stay intact).
Although I won't deny that it's a lot for me to handle, I will say that it's working out much better than I feared. I can actually get quite a lot of work done with this set up, because George is really great about leaving me alone when I tell him I need it. Part of that is due to his temperament, but I think it's also that I spend that quality time with him first thing in the morning, which starts his day out right.
If I had time, I'd read a bunch of books about unschooling, and would feel like I really knew what I was doing.... But actually, I do feel like I know what I'm doing! I'm both following my instincts regarding what my kid needs, and doing what I need to do to make it work for me as well. Come to think of it, that's pretty much been at the core of my parenting since George was a baby.
I'm sure our approach to schooling will continue to evolve over time. Homeschooling, like parenting, is definitely a process. For now, he's thriving, and it's working for me. I'm good with that.
So, we're taking it a bit easy. Math (EPGY, online) is the only academic thing we're doing in a formal way. We'll be starting back up with his recorder lessons soon, and the homeschool field-trip schedule is picking up, and Friday we'll also be starting a homeschool swim/gym program at the YMCA that includes a Spanish class as well. Oh yeah, and George has also joined the church choir, which is actually a pretty serious choir with a big musical education component. We'll also be checking into Tae Kwon Do. Whew, doesn't sound like we'll be taking it so easy for much longer!
Our morning routine usually goes something like this: we wake up early, before either of us is really ready for breakfast, and we often start out watching some sort of social-studies-themed documentary. There's an endless supply to TiVo on cable, and many of them are quite interesting. He's a pretty sophisticated viewer, and often likes to dissect both the presentation and the content with me, so he's also getting an education in rhetoric and the media! Then we have breakfast and tea, during which we either do a round or two of Mad Libs (great for reinforcing the parts of speech, even though to be honest he has had those down pat for quite some time) or play one of his math card games (although he's doing pretty advanced math, his math facts can still use some reinforcement). After breakfast he does some household chore or other while I clean up. It's usually about 9 or so by this time, and we head to the computers--he to a desktop in his stepsister's room (it's the least-worst of the house computers) and I to my laptop, in the same room. He does his math, and I start on my work. At this point I choose something to do that doesn't require uninterrupted concentration on my part, as he sometimes either has a question or needs a little redirecting (his mind can wander a bit, particularly when the computer gets slow or when the work gets a little too easy and he starts embellishing to make it more interesting).
Once he's done with his math, I pretty much let him go off and running with whatever he wants (um, except for watching tv), while I focus more intently on my work. Some days he pours over these Greek mythology/monster cards that he has, making up games with them but also drawing all sorts of interesting parallels and conclusions about the various gods and creatures. He's definitely learning the basics of Greek mythology better than I ever did in grade school (this also due to his love of the Percy Jackson book series). Other days he writes stories and comics. Most days he also reads voraciously, as he has always been wont to do. And yes, I even experimented with letting him play his favorite computer game for much of the afternoon (Poptropica). He actually got bored with it, and with playing on the computer in general, which I never thought I'd see!
At some point in the afternoon I take a break for phys ed, and I either twist his arm into going on a walk with me (he rides his scooter), or we play tennis, or swim (those days are numbered!), or some combination thereof. Then later in the afternoon, when school has let out, he often plays with the kids from the neighborhood, while I continue working. I'm teaching in the evening this semester, so my husband can cover most of those hours with him, and I have various sitters set up to come over during those times when I have office hours/meetings/other obligations (usually in the afternoons, so most days our morning routine can stay intact).
Although I won't deny that it's a lot for me to handle, I will say that it's working out much better than I feared. I can actually get quite a lot of work done with this set up, because George is really great about leaving me alone when I tell him I need it. Part of that is due to his temperament, but I think it's also that I spend that quality time with him first thing in the morning, which starts his day out right.
If I had time, I'd read a bunch of books about unschooling, and would feel like I really knew what I was doing.... But actually, I do feel like I know what I'm doing! I'm both following my instincts regarding what my kid needs, and doing what I need to do to make it work for me as well. Come to think of it, that's pretty much been at the core of my parenting since George was a baby.
I'm sure our approach to schooling will continue to evolve over time. Homeschooling, like parenting, is definitely a process. For now, he's thriving, and it's working for me. I'm good with that.
Thursday, September 3, 2009
Back to (un)School
Well, September is here, George is done with summer camps, and we're back to homeschooling--not that one ever really leaves it. But back to it in a more deliberate way.
As I look to the school year ahead, I feel excited, hopeful, and relieved. Excited because this is our first year where we're starting out from the beginning with the plan of full-time homeschooling, and I kind of almost know what I'm doing now, so it's easier to feel excited rather than terrified by the possibilities. Hopeful that this will be his least traumatic school year in quite some time! There's not much competition in that category, unfortunately. It's really been one trauma and/or massive upheaval after another in recent years. This is where my relief comes in: this is the first year (out of the last three) where I will be focusing all of my efforts on educating him, rather than on working with some teacher who doesn't get him and doesn't like him, or on pouring my energy into starting a school. We began full-time homeschooling at the end of last winter, but I was already exhausted at that point from working on the Montessori school, and was also trying to regain my composure/balance/sanity after realizing that yet another difficult road had led us nowhere. It feels good to be getting a fresh start this year, and to know that the outcome of my efforts is ultimately not dependent upon anyone else but George and me.
I guess I also have just the slightest twinge of regret--that my mammoth efforts to start a school over the last two years were all for naught. Not entirely true--I think that the Montessori school may be up and running as a preschool still. But I didn't set out to start a preschool; what this community desperately needs and what I wanted to help create is an alternative school (Montessori or otherwise) from the elementary level on up. As intensely (insanely?!) as I worked over the last two years to start one, I suppose I mostly did it for George, but I also derived a sense of satisfaction from the idea of building something that would benefit the entire community. Oh well; it didn't work out that way. Moving on... and feeling mostly quite good about it.
We're easing into a routine with the homeschooling. I'm going to stick with my plan of being rather unschooly, at least to begin with. While we will be starting various types of lessons and local homeschooling classes later this month, and will develop an informal "curriculum" in other subjects, for now we're focusing just on math, which is the subject we'll be covering in the most formal way. He has started back up this week with his online CTY/EPGY class, and has so far been doing a great job with it, despite the fact that it is not his absolute favorite.
Funny--even as I write this, I'm beginning to feel a bit intimidated by the thought of an entire school year stretching out in front of us, by the thought of juggling full-time homeschooling and a full-time career. Not to mention a busy household and a rock band. Eeeeek! But no, I can do this! I really can! At least, I sure hope so. Wish me luck.
As I look to the school year ahead, I feel excited, hopeful, and relieved. Excited because this is our first year where we're starting out from the beginning with the plan of full-time homeschooling, and I kind of almost know what I'm doing now, so it's easier to feel excited rather than terrified by the possibilities. Hopeful that this will be his least traumatic school year in quite some time! There's not much competition in that category, unfortunately. It's really been one trauma and/or massive upheaval after another in recent years. This is where my relief comes in: this is the first year (out of the last three) where I will be focusing all of my efforts on educating him, rather than on working with some teacher who doesn't get him and doesn't like him, or on pouring my energy into starting a school. We began full-time homeschooling at the end of last winter, but I was already exhausted at that point from working on the Montessori school, and was also trying to regain my composure/balance/sanity after realizing that yet another difficult road had led us nowhere. It feels good to be getting a fresh start this year, and to know that the outcome of my efforts is ultimately not dependent upon anyone else but George and me.
I guess I also have just the slightest twinge of regret--that my mammoth efforts to start a school over the last two years were all for naught. Not entirely true--I think that the Montessori school may be up and running as a preschool still. But I didn't set out to start a preschool; what this community desperately needs and what I wanted to help create is an alternative school (Montessori or otherwise) from the elementary level on up. As intensely (insanely?!) as I worked over the last two years to start one, I suppose I mostly did it for George, but I also derived a sense of satisfaction from the idea of building something that would benefit the entire community. Oh well; it didn't work out that way. Moving on... and feeling mostly quite good about it.
We're easing into a routine with the homeschooling. I'm going to stick with my plan of being rather unschooly, at least to begin with. While we will be starting various types of lessons and local homeschooling classes later this month, and will develop an informal "curriculum" in other subjects, for now we're focusing just on math, which is the subject we'll be covering in the most formal way. He has started back up this week with his online CTY/EPGY class, and has so far been doing a great job with it, despite the fact that it is not his absolute favorite.
Funny--even as I write this, I'm beginning to feel a bit intimidated by the thought of an entire school year stretching out in front of us, by the thought of juggling full-time homeschooling and a full-time career. Not to mention a busy household and a rock band. Eeeeek! But no, I can do this! I really can! At least, I sure hope so. Wish me luck.
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