So….if you are serious about helping your toddlers and preschoolers love books, learning, simple things, routine, and more, check out the links below!

Wondering Wednesday Video—“Creating a Love for Learning in Littles”

In this video, Donna gives specific tips on book baskets, activity tubs, reducing technology (and using it well), and more.

Room Time Activities Resource List

In this document, Donna details great products to use with toddlers and preschoolers—for Room Time activities and for to you do with your littles.

Timberdoodle

Great place to get age-appropriate “school kits.” Don’t let the homeschool kits aspect scare you. These are amazing kits of the best of the best put together for toddlers and preschoolers!

Creating a Love for Learning in Your Home

In this audio, Donna talks about love for learning in older children.

Turning High Need Preschoolers Into Darling Angels

In this audio, Donna talks about common preschool behavior problems and ways to handle them.

Preparing Your Preschooler to Learn to Read

In this audio, Donna teaches some strategies and habits that will help preschoolers be prepared to learn to read when the time comes.

Tips for Avoiding the Terrible Twos

In this video, Donna talks about strategies to use with your pre-two year old to avoid those “terrible twos” that people always talk about.

What to Do With a Wonderful One Year Old

In this audio series (two part), Donna talks about the amazing days of one year olds.

Jonathan’s Journal Blog Series

In this blog series, Donna uses her unpublished children’s book, Jonathan’s Journal, to detail a wonderful day it the life of a preschooler—teaching parents every hour of the day!
 

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The post Littles Love Learning appeared first on Character Ink.

We all want to raise children who love learning—and if they love homeschooling, too, well, that’s even better. I wanted my kids to love learning and homeschooling so much twenty-five years ago that I wouldn’t teach a child to read unless he could learn within a few weeks with no tears. (Otherwise, we put it on the back burner for a couple more months.) I was serious about this love for learning stuff!

However, in an effort to be sure our kids enjoy homeschooling, we often run into something that makes it hard for us parents to enjoy it—and something that actually handicaps our children in the future. This concept is one of indulgent homeschooling vs fun homeschooling.

Just like our children “don’t like” this or “don’t want” that or “have to have” this or “can’t be happy without” this–and thus, are often not happy with the “normal” things of life–so it is with our children in homeschooling.

Before I come off sounding like an ogre, I want to assure you that we had a fun homeschool. If you were to ask our children (seven of them ages seventeen through thirty-three) if our homeschool was fun, you would hear answers like the following:

“Oh yeah! Dad used to use these huge red pressboard bricks to teach Bible stories. We would build the temple, Zacchaeus’ tree, and even Jesus’ boat!”

“Fun? How many kids do you know who got to sleep at the top of the jungle gym at Science Central overnight—WITH their parents!”

“I can’t imagine more fun than having your mom read to you for two hours every morning and two hours every afternoon. School was definitely fun at our house!”

“It was a blast! When Mom and Dad got us new books and other fun things from the homeschool convention, they would wake us up at midnight when they got home and show us everything and start reading them to us!”

However, one reason that our children found homeschooling fun was because everything didn’t always have to be fun. Just like an indulgent child can’t be happy unless she gets to have a friend overnight, order pizza, and buy new make up to do make-overs often, a homeschooled child will not think school is fun if he has to have fun all the time. I call this the fun factor in homeschooling.

So, strange as it may seem, my first suggestion to making school fun and helping your kids love learning and love homeschooling is to not try to make everything fun.

Our kids knew fun times were coming. They knew that Mom and Dad loved learning and loved homeschooling and would make things fun at times. They knew that we had something fun up our sleeves to pull out any time.

But they also knew that school was their occupation–and it was often just plain hard work sometimes. And it needed to be done. Day in and day out. Just like Dad went to his job and worked his tail off–so Mom and the kids do the same at home.

Our mantra was “daytime is for learning and working and evenings are for fun and family.” (Obviously, we did fun things during the day too—see partial list above….but they knew that they couldn’t just do anything they wanted during the day. They needed to be learning, working, growing. It was their occupation. (And yes, we did have play time for youngers; breaks; etc.!)

We didn’t need to have bells and whistles all the time because they began to love normal (just like their parents did—hint hint–modeling!). They always knew the expectations, and they knew that every day they had to get up and follow a routine for learning, growing, becoming, and maturing.

They learned the joy of following a loose (block) school schedule, setting goals and meeting them, completing tasks, and of gaining knowledge.

They knew that there were many things we do just because they are the right things to do. Every subject, every day doesn’t have to be fun. Chores don’t always have to be games and contests–or rewarded (though sometimes they were!).

Independent lists were there to keep them on track. They were their to-do lists every day.

Chores were a part of our day because chores make a home run smoothly—and give us more time in the evenings for fun family activities.

We taught our children a contentment in homeschooling–in our way of life—that made the fun even more fun, the special even more special, and the extraordinary even more extraordinary.

The Fun Factor in Homeschooling–the fun begins when the normal is good too.

The post The Fun Factor in Homeschooling appeared first on Character Ink.

Many years ago we were able to go to many homeschooling seminars including the Christian Homeschooling Workshop by Greg Harris. I mentioned before on this blog that we came home from his seminars (basic and advanced) ready to tackle one thing at a  time out of that amazing binder of material.

One of the things that he taught us were the amazing benefits of using delight directed studies. He said that if we would focus some of our studies on things that our children love, things they were delighted in, things they were interested in, they would learn so much more easily and learning would be more fun.

I was all about waiting for readiness in my children so that they would love school. I was all about building a love for learning in our children. And delight directed studies lined up beautifully with those goals.

We came home and began looking for opportunities for our children to study things that they were delighted in. Immediately, this meant learning math through baseball, football, and basketball cards with our little seven-year-old. It meant a lot of time in the kitchen with our four-year-old. And it meant reading for hours and hours every day – at least a little bit each day about government and the presidents for our seven-year-old future history major and teacher.

From there, our delight directed studies have been vast:

1. Getting a barnful of chickens and gathering eggs
2. Unsuccessful dog training
3. Learning angles and degrees on the basketball court drive-way
4. Learning shapes from Legos and “large red bricks” (cardboard)
5. Math games out of playing cards
6. Dice games
7. Statistics with sports cards
8. Milking a goat
9. Community learning through a lengthy, weekly citizens academy program
10. Creating track events with measurements and make-shift equipment
11. Making up new sports games for PE continually
12. Going to government and creation seminars
13. Investing in more highlighters and large poster boards than any one family should ever need for our young mapmaker
14. World War II videos, games, and miniatures
15. Angles taught/learned through quilting
16. Math in baking and cooking
17. Dad and daughter sign language classes
18. American Girls dolls, books, and do-it-yourself accessories
19. Overnight at the zoo, science museum, and fort
20. More pioneer villages and re-enactments than any one parent should attend

Delight-directed studies are everywhere–they are where ever our children are. Whatever they love to learn is their delight–and our opportunity for more learning, more love for learning, and more fun in our homeschools!

The post Homeschool Benefit #7: The Chance to Use Delight-Directed Studies appeared first on Character Ink.

Click here to download the printable handout.

Subscribe to our Wondering Wednesday podcasts in iTunes.

The post Wondering Wednesday Podcast: How Do I Prepare My Child to Learn to Read? appeared first on Character Ink.

This homeschool benefit is especially important to me. When I first learned about homeschooling, I happened to be in my very last semester at Ball State University studying elementary education. I read four books by Dr. Raymond Moore as I was
graduating and finishing up my degree. (I was given these books by someone
in my church.)

I can remember making notes in my margin as I was taking class notes that
said “If this is true, why don’t we do it in school?” “This is why
homeschooling might be better.” “Wow, you can actually do this in
homeschooling!”

I was amazed! We were learning about learning in children.  As I was
studying how children learn, the differences between boys and girls, late
bloomers versus early bloomers, and even Piaget’s Theory of when levels of
development take place, I was realizing, as a 21-year-old mother of one
toddler, that with homeschooling, you could you all all of the things that I
was learning in college –but that couldn’t be done in the classroom.

Fast forward several years later when our second child was starting school.
Kayla was a curious, intelligent, creative seven-year-old dyslexic,
dysgraphic student. By this time, I had learned enough from Dr. Raymond
Moore to know that I needed to wait for her to be ready in order for her to
learn to read.

This advice was amazing! She learned to read when she was nine, and she
learned to write/spell  (though not very strong and spelling) at age twelve.
If she had been in school, she would’ve been labeled and put in a slow or
learning disabled class.

Fast forward again about ten to fifteen years later, and that same late
bloomer, dyslexic, dysgraphic student received a perfect score on the ACT
verbal portion two times, went on to write language arts curriculum for
elementary students, wrote a biographical compilation for young readers,
wrote two books for missionaries on health and nutrition that are used
around the world today, and is working on her fifth degree.

You would be hard-pressed to find someone who thinks the whole school
benefit number two is more of a benefit than our family. Of course, it
wasn’t only Kayla who benefited from learning at her own pace. We were able
to wait for readiness in all areas for all of our children – potty training,
moving to a big bed, learning to read, learning to write, learning to drive.
These have all been areas in which our children were able to learn at their
own pace rather than being pushed when they were not ready. Of course, there
are many other areas too. In a nutshell, homeschooling can be tailor-made to
each child….so many benefits, too many to count! 🙂

I get very sad when I see homeschoolers who do not take advantage of this
benefit. They are moved by peer pressure or grandparent pressure or Sunday
school pressure to turn around and pressure their children to learn when
they’re not ready. Take advantage of this homeschool benefit! And let your
children learn at their own pace.

The post Homeschool Benefit #2: Children Can Learn At Their Own Pace! appeared first on Character Ink.

Once school starts and the textbooks have been previewed, you can help your students get into good study habits by doing their assignments with them for a few weeks as needed.

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 earlier 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 completing homework quicker and more correctly.

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)

The post Back-to-School Study Skills: AFTER Textbook Previewing appeared first on Character Ink.

“The object of education is to prepare the young to educate themselves throughout their lives.” Robert M Hutchins

It’s that time of year again, so I want to re-run a three part article about textbook previewing with your kids to help them start out well with this fall’s school success.

Before I do though, I want to remind you to LIKE our Character Ink FB page, and sign up to receive our blog posts in your email and to receive our enewsletter (in the sidebar) which includes links to articles for the week and much more!

 Oh, and don’t forget to spread the word! Many of our Raising Kids With Character seminar/blog followers are not aware of our homeschool pages and updates.

Comprehension and study skills are not necessarily as much remembering all of the details that were read as much as knowing how to read for meaning, remembering the most important parts, and being able to locate information as needed. Students’ textbooks in the content areas (science, history, government, health, geography, etc.) lend themselves greatly to comprehending the information they contain—if students know how to interact with them.

I recommend that parents sit down with your kids (one at a time) and have them bring their textbooks to you, one at a time, and follow some of the tips below previewing their books with them. This will help them (and you) determine the signaling systems, layout, study tools, etc.,  that each book includes.

A student needs to know quickly how to find information in his book, whether there’s a glossary or index for quick vocabulary help, how each section is summarized, and many other tips that can be discovered right when he begins using that text (with some help from Mom or Dad). By previewing his whole text at first, he will know how user friendly it is, how to set up his notes, and even which study approaches will and will not work for that particular text.

Try these specific strategies for previewing textbooks with your student to help him or her get the most out of his or her texts this year:

1. Graphs and charts—Remind your student that charts and graphs usually restate (in another form) what is indicated in the text. He can use these for quick overviews, as well as for reviewing before tests.

2. Enumerations—If his text uses a lot of enumeration, it could be that this subject has a significant number of lists to be learned. Point him to these lists and show him that often what is listed in the margins or sidebars is also expounded upon within the text.

3. Section headings—The more headings a book contains, the easier it is to learn from. The student is constantly reminded, by the headings and subheadings, of what the section is about. Show him how helpful these headings can be as he uses the book during his reading and for test preparation.

4. Pictorial aids—Maps are always in included in history textbooks. If his textbook contains a large assortment of maps, show him how they can help him see the big picture. Maps usually show where something that is discussed in the text occurred.

5. Glossary—Books that contain glossaries give the student an easy way to find definitions that may be more obscure within the text. Teach him to use this for quick finds, but encourage him to use the text itself for most studying since students who learn vocabulary in context retain it better.

6. Tables of Contents—The Table of Contents can be used somewhat like an index to find where information is in a particular chapter. It is especially good for getting a big picture about a whole chapter.

7. Prefaces, introductions, and summaries—If a text has any of these three, some of the work is already done for the student. Show him how advantageous these are for quick previewing of a chapter.

8. Footnotes—If a student is in a class that requires research papers, footnotes can be a real plus. We teach our research paper students to use lengthy works’ footnotes to find other credible sources that they might use in their papers.

9. Appendixes—Appendixes are the “extra credit” of the book. I always like to think of myself as a prized pupil, so I tend to gravitate to these right at first, since they’re usually for those who want additional information—and I always want to know more! Tell your students that sometimes the appendixes aren’t even used in the actual course, but they are good for learning more, for research-based reports, and for cementing what is found in the text.

10. Indexes—If a content-area book doesn’t have an index, I say send it back and get a new one! Show your student how quickly he can find information with the index. The more specific the index, the better it is for the student.

11. Bibliography—The bibliography gives lists of books, articles, and documents relating to the subjects in the textbook. Like footnotes, we direct our research paper students to these.

12. Pronunciation guides—These guides give the phonetic markings to aid in reading unfamiliar words. Many texts do not have these guides, but they are helpful in a class where a student will be giving presentations so the can pronounce unknown words correctly.

Any signaling or sign posting that a book contains is that much more opportunity for the visual learner, especially, to learn and retain. If you have an auditory learner, you might have to record his vital info on cd or cassette! Smile…More study skills coming soon!!!

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The post Back-to-School Study Skills: Textbook Previewing With Your Students appeared first on Character Ink.

image clker.com

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)

The post Starting Out Right With Kids’ Homework appeared first on Character Ink.

Speaking about “Building Study Skills and Comprehension” at a conference

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.

The post Teaching Children HOW to Learn appeared first on Character Ink.