by Donna | Aug 27, 2012
Tip 11: Develop a Love for Learning in Your Children
We have entire articles and multi-part workshops on how to develop a love for learning in your children. So, writing a few paragraphs about this topic if a challenge! (To read the many parts of a lengthy article called “Creating a Love for Learning in Your Homeschool,” go to https://ati.iblp.org/ati/family/articles/teaching/loveforlearning/.)
First of all, though, I will say that a love for learning is usually not developed in a child who is pushed to learn things for which he is not ready. Period. It just makes sense. Of course, if a child struggles and struggles to learn to read, and we push and push day after day—even though reading readiness has not been realized, that child will grow to hate reading, learning, and oftentimes, school and homeschooling.
Secondly, model a love for learning for your children. Your children want to be just like you! They might not say it. They might say just the opposite at times, but the fact is, they want to be just like Mom and Dad.
The beginning of teaching our children any skill is to model that skill for them. I remember in teacher’s college when the trendy topic was SSR—Sustained Silent Reading. The goal of SSR was to set aside ten or fifteen minutes each school day to have every student reading. The superior teachers were the ones who didn’t grade papers or file their nails during SSR; they read too. The idea was that if the teacher modeled reading for her students, they would follow her example.
The same is true for homeschooling parents with modeling a love for learning. Do you force-feed your children what they need to learn, but remain stagnant in your own learning? Do you act as though you already “know it all,” so there is nothing else for you to learn? Do you seek out information about topics you are interested in learning more about?
Several years ago when we took a family vacation to Disney World®, I was able to put this “modeling a love for learning” to the test with our children. I carried (well, whoever carried the backpack actually carried) an eight-hundred-page volume titled, The Unofficial Guide to Disney World®. I pulled it out as we traveled to each park, reading aloud about the best viewing spots for the afternoon parade, the worst hamburgers in the place, and the longest time one has to wait in the mid-morning to ride “Space Mountain.”
At first the kids teased me merciless (okay, I did have over a hundred sticky notes of various colors and sizes protruding from the sides of the book—you’re not allowed to highlight in a library book), but then they began asking me what “my book” said about this or that. Eventually, we were fighting over the book during tram, monorail, and bus rides!
On the last night, the kids insisted that I cover myself in sticky notes, scatter my “charts” around me (oh, I made charts too), and have my picture taken with my precious book. They saw firsthand how learning new information makes for a great vacation; they came to see the method to Mom’s madness—and I guarantee not one of them will ever take their kids to Disney World without that book! Modeling a love for learning for our children works.
by Donna | Aug 18, 2012
Twelve Tips for Homeschoolers: Learn to Teach Like Jesus
Many years ago we were introduced to the concept of teaching like Jesus taught. We have since delved into that further, realizing that Jesus was not only a model of how to teach concepts to our children, but he was also the epitome of relationship building with people. This has helped us in our parenting and discipling of our children in general (not just in “teaching” or homeschooling).
One of the things that has stuck with us the most is the concept of time in Jesus’ teaching. Jesus taught all the time! He taught Nicodemus late at night; he taught during meals via the last supper and other “potluck” style opportunities. This reinforced the concept in Deuteronomy 6:7 of teaching our children all the time—as we do everything—as we live. Along the lines of different time frames, we also noted that Jesus taught varying lengths of time. Sometimes he taught short and straight to the point (the woman at the well). Other times he had lengthy teaching sessions, such as the Sermon on the Mount. Sometimes he taught so long he went right on through meal times! We, too, need to be aware of our audience—and their time limitations, our scheduling needs, etc.
Jesus also used various types of teaching. This showed us that some kids need a certain type of instruction while others need something else. In Matthew 18:12, Jesus asked the question, “What do you think?” This has become a common mantra for our parenting/teaching. We have wanted to allow the kids to tell us what they already know or what they think—and then we could build on that. Asking open ended questions is a super method for academic training—and for heart training.
Of course, Jesus also taught one-on-one (again, Nicodemus and the woman at the well); small group (twelve disciples); and large group (five thousand). There have been many things in our homeschool that were perfectly suited to one-on-one instruction. Other things were great for small group—and we used unit studies and other “small group” instruction situations with our kids together. Some things were truly best suited to a larger group, such as speech and debate, drama, and choir.
Jesus used storytelling extensively. He used God’s word to tell stories. And he used nature to tell stories—pearls, fish, trees, water were all object lessons. We have taken his concept of using nature to heart. We have used animals via Answers in Genesis materials, zoo trips, etc. We have used Character Sketches books for twenty-nine years to teach character and Bible—half of the book is using nature to teach character! Sometimes we just look at the snow, clouds, stars, ocean—and an instant lesson in spiritual truth presents itself!
Jesus taught in unusual places—which we have found extremely effective and fun—for the kids and parents! Jesus taught in a boat, by a well, on a hillside, in a garden, on the water, under the stars. Kids love surprises and unusual things. And we have enjoyed providing surprises and unusual places to learn—zoos, parks, sleeping at the top of the jungle gym at Science Central, camping out on the “bunks” at the fort, and more have provided us with unusual and enjoyable learning opportunities.
Lastly, Jesus had characteristics of a superior teacher—that we homeschoolers should model after. He knew his audience—and he taught accordingly. He was teachable, even as a teacher: “I only do what I see my Father do.” He had his priorities in order: “Seek ye first the kingdom of God” (Matthew 6:33). And he didn’t “just teach”—he discipled: “Come ye after me” (Mark 1:17). Wow, “to be like Jesus”—to teach like Jesus! Now that would make me a successful homeschooler!
by Donna | Aug 16, 2012
Back to School for Homeschoolers—Tip VIII: Be Efficient in Your School Day
With six children in school different years (and a baby or toddler too!) , I have been on a personal quest for efficiency in my school day! I have learned so much about time management and efficiency through homeschooling. I will give four primary tips for efficiency in this article, but we have many, many ideas in our audio series, “Helps for Homeschooling Moms: Prioritizing, Organizing, and Scheduling Your Life, School, and Home.”
First of all, I used multi-level learning whenever possible. This included doing unit studies for content areas (history, science, health, etc.) using a bus stop approach to teaching. In the bus stop approach, I started out with all children present for our studies and began with the easiest materials I used. Then as the materials increased in difficulty or decreased in interest for the little ones, I would “drop them off at the bus stops” (i.e. release them to go play, have room time, do chores, etc.) and continue on with higher level material. As the session progressed, little ones would “get off the bus” and go to other things until at the end of the session, I was covering more challenging material that might only interest or pertain to older ones. (We always allowed littles to stay and learn with us while playing Legoes, etc., for the “trickle down effect,” if the child desired!)
Secondly, I grouped students together whenever possible. Our daughters all took high school biology, sewing, and Spanish together—even though they were in grades six, nine, and ten. It was efficient, and they enjoyed studying together.
Third, I always used grading time wisely. I would sit down with the child’s English or math and grade with him or her beside me. As I found an error, we could go over it right there. It was teaching time at its best—teaching directly from the student’s mistakes.
Lastly, we made our students as responsible for their education as they could possibly be at each age. We began early on using daily chore charts and independent school lists. The latter were lists of tasks that each child needed to do every day by himself in school. Thus, any silent reading, handwriting pages, cd roms, and other activities that the child could do without Mom were listed in the order that the student was to do it—and he could just go down the list and do it every day without needing any input or help. This gave me the chance to work with other kids—and I knew that every body was busy when they were not meeting with me.
by Donna | Aug 16, 2012
Tip VII: Teach Your Children How to Learn
Homeschooling affords us the amazing opportunity to teach our kids how to learn (among a myriad of opportunities to teach many things!). There are many aspects of teaching a child how to learn, one of which is working to increase our children’s comprehension. When people have good comprehension, they can learn anything, anywhere, anytime.
There are three primary ways that we have worked to increase our children’s comprehension: (1) Discussion with parents and those more knowledgeable than the child; (2) Good questions following reading or discussions; and (3) Provide a rich background of experience.
The first two of those go hand-in-hand. Discussion of everything with our children from very young ages has given our kids experiences in areas that they would normally not have experiences in. It gives us the opportunity to teach all the time—and gives them learning hooks that they create with the discussion material to bring into other learning situations.
Good questions, not just rote questions, help the student think more deeply about subjects and allow you to observe his thought processes and help them along. Lastly, a rich background of experience gives your student the edge in learning any subject. Like discussion, it gives a child more knowledge, more background, more information to bring into future learning scenarios.
I am adding some information about teaching children how to learn, good materials, links to articles, etc., in the sidebar of this article for those who would like to study this further. Just being aware of always teaching our kids how to learn, how to study, how to research, how to further their understanding is a big step in teaching kids how to learn. An awareness that it is our responsibility, and we can do it gradually all the time, goes a long way.
SIDEBAR….
Tips and Links for Teaching Children How to Learn
~People often ask us what we would have done differently in our homeschool. One of the things I would have done differently is that every child, every year would have done a thinking skills book of some sort from the Critical Thinking Company: https://www.criticalthinking.com/index.jsp?code=c
by Donna | Aug 14, 2012
Tip VI: Prioritize Your Life, School, and Home
This point is a three hour mini-seminar and audio series, but I will try to summarize it in a couple of brief paragraphs! When we began homeschooling many years ago, even with only one little son, we found ourselves overwhelmed by activity. Ray and I were both working on our master’s degrees. We were active in church. We were homeschooling my sister and helping others homeschool. We lived close to extended family who needed and wanted our attention (including younger siblings at home).
One day we sat down to solve our time and activity dilemma, and we made a list of all of the things that could/did fill our evenings—things we needed to do (meetings, etc.), things we should do (visit elderly grandparents), things we wanted to do, and things that were automatically built in (overtime, church services, etc.). When we examined our list, the total evenings that could potentially be filled came to sixty—if we did everything we could/should/would!
Armed with that calendar and prioritizing help from marriage and family teaching we had received, we learned how to prioritize. We looked at the things that we wanted to say yes to—and said yes to them. We looked at the things that we could say no to—and said no to them. We applied the mantra that “when you say yes to something (or someone), you are saying no to something (or someone) else.” We asked ourselves who we truly wanted to say yes and no to—and determined early in our marriage that we did not want to say no to our immediate family (our children and each other) just because we were saying yes to someone else.
Specifically, in the area of prioritizing and time management with homeschooling, when we meet new homeschoolers, we often ask them what their days (especially mothers) are like (before beginning homeschooling), and when the mom tells us how busy she was with part time work, volunteering, and other obligations, we ask her what she will cut from her day to make time (three to six hours a day, depending on the ages and neediness of the students) to homeschool. Homeschooling is not something that you can add onto an already full day. It must be prioritized—and put into the schedule before other things of lesser importance. One of the reasons that I am thankful that we started “homeschooling” when Joshua was a toddler is that I never knew of life with daytime hours that were not already earmarked for school. In other words, my days have always been spent schooling. I didn’t have to add it onto other things that I did during the day. Prioritizing school—the hours that it truly takes to educate and oversee our kids’ education—makes a huge difference in the success of a person’s homeschool.
by Donna | Aug 14, 2012
Tip VI of XII: Starting Homework Out Right
Once school starts and the textbooks have been previewed, you can help your students get into good homework habits by doing their homework with them for a few weeks.
Here are some tips along those lines:
1. Taking the textbook preview further
There are a number of ways that you can take the previewing of textbooks that I discussed yesterday even further with your children for more comprehension of the material:
a. Do his first few assignments out of the book with him, pointing out the things again that you observed in your first preview. This will help him see that those things are not just good things to know, but also helpful for completely homework quicker and more accurately.
b. Help him prepare for his first test with his textbook and you by his side. Show him how he can use the glossary, sidebars, table of contents, etc. to quickly fill in his study guide or quickly determine what the most important aspects of the chapter are in order to prepare for a test.
c. As you are previewing a text (for the first time or an additional time), use a large sticky note to record what you find. Write the title of the text at the top, then make notes about what it contains as far as study and homework helps. Stick this in the front of his textbook and help him refer to it when he is doing homework or test preparation. You could even record a plus and minus system, such as
+++ means something is going to be really helpful—a +++ beside the Table of Contents, for instance
+ beside a word he writes in the front of his book tells him that this might be somewhat helpful—Example: +Some graphs
– No study questions at end of chapter—again, he can make a list in the front of his book (on a large sticky note), etc.
d. Help him “label” different sections of his book with sticky notes along the edges. For example, you could put a yellow one at the beginning of each chapter and a pink one on the page that has definitions for that chapter, etc.
2. Prepare your younger student for textbooks by using user-friendly non-fiction books
Maybe you are not in the textbook stage with your kids; however, you can begin preparing them for those all important study skills that I described yesterday with quality non-fiction books. If kids at ages five, six, eight, and ten, learn to navigate around Dorling Kindersley, Eyewitness, and Usborne books (among many others), they will be heads and shoulders above other children who have only been exposed to fictional stories (more on the benefits of fiction later!).
These outstanding non-fiction books have literally hundreds of topics that interest kids, but they are so colorful and alluring, you do not feel like you are “teaching” at all. Additionally, they have many aspects that your child’s future textbooks will also have: glossaries, Tables of Contents, sidebars, graphs, pictures, inserts, definitions, bold font, italics, etc. Reading these to and with your children when they are younger will provide a natural step into textbooks later on.
Note: We teach our students (in our home, our cottage classes, and in our language arts books) a simple memory device for remembering fiction and non-fiction:
Fiction=fake (both begin with f)
Non-fiction=not fake (both begin with nf)
