The Family is the foundation of society--a nation is only as strong as its families.
It is important for children to study families.
It's just not easy right now. Unfortunately, "family" is one of the few universals (you can't exist without having had parents at some point) that is divisive and poorly understood.
Most public school units that I've experienced personally are designed equally to tear down what children think a family is and to introduce broad, socially-acceptable beliefs about families (many of which conflict with many religions). For fear of offending any of the children who come from non-traditional families, the entire concept of "ideal family" is not taught. It isn't generally taught that there are things that are both good (fun activities) and bad (divorce) for families, the importance of family to the nation, or even that people are researching families. In the name of fairness and non-offense, the units on families which SHOULD be powerfully taught as the foundation of everything we study in Social Studies are sterilized and watered down to the point of being ineffectual. Even ideas that are backed up by solid research, like that a two-parent family (or "traditional" family) has significant positive influences on children. Even scientific truths, like you must have a female and male to produce offspring, are glossed over or skipped entirely!
I totally understand not wanting to hurt children's feelings. Are you going to tell a 6 year old being raised by a beloved Grandma that her family is "less than ideal"? NO. There are healthy and good families of many flavors, and it's good for children to be aware of that and not judgmental.
It's also good for them to know that they should be preparing themselves to be an active part of a healthy family--that there are things that make families healthy and things that make families unhealthy, and that there are ways of putting families together that are proven to be more effective, or better, or whatever you need to teach.
This is a LOADED topic right now, and extremely difficult to find information on. Even the Wikipedia article on "Family" is biased in dozens of ways (many contradictory).
Here is my recommendation: Teach your children about families from the perspective of your own background. The Catholics have websites on families. The Evangelical Christians do. Disney even does!
Most of these sites are not truly helpful for teaching a lesson about families--rather, they are resources for families.
Here is what I teach my children: "The Family: A Proclamation to the World".
We do this in a discussion format--talk about the families we know, different kinds of families,
different activities we can do as a family, things that make families healthy, things that make families unhealthy, resources available to families (like where to get help). This discussion is going to be different based on the ages of the children. We tend to repeat it once a year or so as new kids enter school and other kids get old enough to grasp that "so and so's Dad died" or "so and so is adopted" and what that means. I recommend you teach but do not alarm children. And, while I do believe there is an ideal family, I also believe that it's vitally important for children not to judge one another by their family make-up--even if I completely disagree with what the parents have chosen.
In addition to that, we talk about immediate family, extended family, and building a stronger family (both immediate and extended) and what each individual child can do (to build a stronger family, to contribute to the family, to help resolve conflict, etc). We also work hard to help our children understand their value in our family--that our family wouldn't be the same without them and that they are important to us. We feel like giving children a sense of security and value within the family is one of the most important gifts they can be given--and it will positively influence their entire life.
Resources that might be of help to you:
Fun Activities
Wayback on Family
Sesame Street Family Videos:
Friday, July 31, 2009
Monday, July 27, 2009
Writing--Why it Might Take a While to get Writing Lessons Up
Writing is actually my specialty and my love.
I taught English in a private school for 8 years and then in a community college for 1. I LOVE teaching writing.
So why are there not writing lessons on the blog?
Because I'm going to have to write them all from scratch, and that takes a good deal more time than finding the best resources online and linking you to them (as I do for social studies and science lessons).
WHY am I going to have to write them from scratch?
Because writing education in this country is a mess. Everyone knows that people are hitting college and their careers unable to write well. Everyone knows it's important, especially now that we spend a good deal of time interacting online. So they've crammed writing into the curriculum in every other subject and are hoping that will work.
It doesn't.
Traditionally, teaching writing was all caught up in teaching grammar. This is a necessary part of learning to write, but knowing grammar doesn't teach you how to write. It simply gives you tools to be able to talk about words and sentences--it teaches the jargon for the discipline.
Contemporary writing education is all caught up in the same trap that Whole Language Reading and New Math have fallen into. Experts determined (rightly) that master readers, for example, don't use the same skills that new readers do. Fluent readers identify words more as wholes and by shape, rather than by phonetic structure. It's true, too. The problem was that they then determined that, because Master Readers don't use phonetics, we shouldn't teach it. A similar thing happened in math.
While this seems reasonable on the surface--teaching master skills rather than introductory skills that are, eventually (theoretically) eliminated from use--it doesn't work.
We could liken it to music. A master concert pianist may not use finger exercises every day. They may not study (or even remember) all their theory lessons. They don't necessarily play scales. But it's not because those things are unnecessary. It's because they have become second nature, like breathing. We don't think about breathing, but who would want to eliminate that from life? Likewise, I've heard master pianists say that you can't get that good without first mastering the fundamentals. A composer without any knowledge of music notation and theory MIGHT write a masterpiece as good as "The Messiah." But think how much MORE they could write if they knew notation. No composer is sitting there saying "Every Good Boy Does Fine....okay. The note goes there" on every note. But that doesn't mean they shouldn't learn that. Most, I'd guess, don't even tell themselves the names of the notes as they put them down. It doesn't mean they shouldn't know the names of the notes, even if you primarily compose by the sound of the notes.
It's a mistake to confuse LEARNING with KNOWING, and that's what's happened in education today. Teachers are trying to teach KNOWING without going through the LEARNING involved. And it just doesn't work, even if you understand the functions and behaviors of knowing. Even if you practice them. There is nothing that can substitute for Learning.
Imagine if we taught cooking without teaching first the fundamentals of measuring, cooking techniques, use of the tools, etc., and instead skipped right to "Great chefs use a pinch of this and a handful of that and don't write down their recipes". We'd have lessons on wafting scents toward your face properly in order to determine if the spice content was correct! Would kids know how to bake a basic loaf of bread? NO.
Part of the problem is that MOST students don't need to be master chefs. They need to be competent in the kitchen. Wafting won't help them nearly as much as "This is a measuring spoon." And will it hamper a great chef to learn those things, too? No. They might find it boring or second nature, but it won't hurt them to hear it.
So, back to writing.
There are two popular approaches to teaching writing: Grammar and Literature.
The problem is that neither of these approaches comes from an understanding of Writing.
Those who are talented at grammar, usage, punctuation, and sentence structure become EDITORS. Those who are talented at literature become TEACHERS or literary critics. Or they write incredibly unbearable "literary fiction" that is only read by other lovers of Literature education but not by regular people. None of those people are writers--and that is even one step removed from being a writing teacher/curriculum designer (since we all know that the greatest athletes don't necessarily make the greatest coaches; people who can do math can't necessarily teach you how to do it....)
Right now we either bog students down with skills that editors (not writers) need most, or we try the "master chef" approach on them and try to force them to intuit skills that authors of literary fiction use--and that most of us (even us writers) will NEVER need. (Of course, it's blasphemy to suggest this to people who value that kind of writing--they don't realize that they, the small cadre of teachers of "literature"--are the only people who find that valuable!) (Sorry if I've offended any of you. You offend me when you say that murder mysteries and other genre fiction are garbage and that I have no taste because I find some of them well written or--gasp--masterful.)
Either way, students come away as frustrated as if they'd been asked to guess how to do long division. They throw up their hands and say that writing is hard and go back to texting their friends in class and leaving silly comments on hit videos on YouTube. (Ironic, isn't it? They run from writing by writing.....).
When I started teaching remedial writing in the community college, my boss said, "Have them read a lot. The only way to teach writing is by reading a lot and then they'll just figure it out. Oh, and have them read other student work. That helps." This is the main thrust of writing classes today. (I, by the way, ignored her completely and taught using my skills-based approach as I always have. At the end of two semesters, they offered me a full-time job! My students came away knowing how to write.)
The problem is, if that worked, none of those students would have been in remedial writing. Most students can't be taught writing by "figuring it out" from reading. Understanding what you are reading and being able to write are two completely different skills. Additionally, having students read other student examples or each other's writing is actually extremely counter-productive. It's the blind leading the blind. I consider it laziness on the part of teachers and have never found it has ANY benefit for students and often does quite a lot of harm.
Professional authors DO read a lot and learn how to write by reading. When I am struggling with getting a specific result in my readers, I often turn to writers I respect and read what they've written and study how they did it. When I read to my children, I'm constantly taking notes on what the great authors did. I'm wafting. But I learned to write FIRST. I can't expect my elementary school children to successfully write that way. I am practicing KNOWING writing--they are LEARNING.
So, bottom line: Writing is a skill. It's a skill that people use with increasing frequency in this digital age. And everyone can learn to be competent, just like everyone can learn to make a decent boxed cake. But it has to be taught as a skill, not an art. YES writing can be an art. There are great writers out there. And they've become great writers DESPITE their education, not because of it. Imagine how much better they'd be (or how quicker they would have got to it) if they had been taught the skills first, when they were young.
Do most kids need to learn to write poetry and short stories, those staples of education? Um....no. Actually. No. They don't. It's fun. Kids enjoy using their imaginations, and that absolutely should be encouraged. But being able to write a good short story doesn't teach the skills kids need.
So what I'm working on now is compiling lists of what writing skills DO need to be taught (like writing comments on videos, writing emails to friends, writing emails to bosses, writing cover letters for job applications, writing descriptions, etc. etc. etc.) and creating both a writing and a separate literature program (different skills ought to be taught in different classes, quite frankly--nobody tries to teach chemistry and math in one class, even though they are related, so why are we teaching literature and writing in one class?).
The aim:
1. A writing class that teaches all facets of writing, from the traditional creative writing to an introduction to selling your writing, to practical, useful, everyday kind of writing, with an emphasis on mastering skills rather than discovering natural writing talent. I'm not worried about teaching writers how to write better--they figure that out anyway. I'm concerned with teaching average people how to express themselves clearly in writing, no matter what they are writing. I also intend to teach the basics of writing different kinds of things, from fiction to memos on checks so you remember who you were paying for what. I also intend to cover editing because having editing skills--even mediocre ones--is extremely valuable for writers. So, in short: writing for fun, writing for profit, writing for art, and writing for daily life.
2. And a literature class for people who already know how to read (I'm not a reading teacher) that helps hone reading skills but focuses on learning from literature and on "practical reading" (like not being tricked by spam or advertising, understanding those inserts they give you with prescription medications, sorting through information on the internet, etc.). I do think there is immense value in being exposed to the great art literature that's out there. Everyone should know some Shakespeare and at least have been exposed to Dickens and the other great authors out there. Knowing and touching great art develops our souls and enriches our lives and helps us sort through the world we live in. They should also be exposed to great genre writing--many people discover they actually do love to read when they finally get away from the difficult stuff and discover that there is fun stuff out there to read, both fiction and nonfiction. So my goal is to cover reading for practical everyday life, reading for fun, and reading art. Most Language Arts programs are heavily off balance in favor of the art, neglecting the other two almost entirely. I intend to have a more balanced program (we'll see how that goes, I find Shakespeare FUN--and most of my students usually do by the time I'm done with them, too!).
And where do those three staples of elementary ed--vocabulary, spelling, and handwriting--fit in? Handwriting belongs in the K-3 classes, to be taught at the same time as how to read. (How to form the letters would be a prerequisite to how to write.) Vocabulary belongs exclusively in the realm of teaching reading. Spelling belongs in the realm of teaching editing. (In fact, studying any of these in the context of studying writing is counter-productive).
So it's going to take me a while to get these going. But I'm working on it. Meanwhile, I'd be glad to answer questions posted in the comments or sent to me via email about specific things in teaching writing.
Oh, and how did I learn to write? From a history teacher, from my mother (who happens to be a fantastic editor), from studying journalism in high school, and by doing that old writer's standby: writing a million words. Literally.
I taught English in a private school for 8 years and then in a community college for 1. I LOVE teaching writing.
So why are there not writing lessons on the blog?
Because I'm going to have to write them all from scratch, and that takes a good deal more time than finding the best resources online and linking you to them (as I do for social studies and science lessons).
WHY am I going to have to write them from scratch?
Because writing education in this country is a mess. Everyone knows that people are hitting college and their careers unable to write well. Everyone knows it's important, especially now that we spend a good deal of time interacting online. So they've crammed writing into the curriculum in every other subject and are hoping that will work.
It doesn't.
Traditionally, teaching writing was all caught up in teaching grammar. This is a necessary part of learning to write, but knowing grammar doesn't teach you how to write. It simply gives you tools to be able to talk about words and sentences--it teaches the jargon for the discipline.
Contemporary writing education is all caught up in the same trap that Whole Language Reading and New Math have fallen into. Experts determined (rightly) that master readers, for example, don't use the same skills that new readers do. Fluent readers identify words more as wholes and by shape, rather than by phonetic structure. It's true, too. The problem was that they then determined that, because Master Readers don't use phonetics, we shouldn't teach it. A similar thing happened in math.
While this seems reasonable on the surface--teaching master skills rather than introductory skills that are, eventually (theoretically) eliminated from use--it doesn't work.
We could liken it to music. A master concert pianist may not use finger exercises every day. They may not study (or even remember) all their theory lessons. They don't necessarily play scales. But it's not because those things are unnecessary. It's because they have become second nature, like breathing. We don't think about breathing, but who would want to eliminate that from life? Likewise, I've heard master pianists say that you can't get that good without first mastering the fundamentals. A composer without any knowledge of music notation and theory MIGHT write a masterpiece as good as "The Messiah." But think how much MORE they could write if they knew notation. No composer is sitting there saying "Every Good Boy Does Fine....okay. The note goes there" on every note. But that doesn't mean they shouldn't learn that. Most, I'd guess, don't even tell themselves the names of the notes as they put them down. It doesn't mean they shouldn't know the names of the notes, even if you primarily compose by the sound of the notes.
It's a mistake to confuse LEARNING with KNOWING, and that's what's happened in education today. Teachers are trying to teach KNOWING without going through the LEARNING involved. And it just doesn't work, even if you understand the functions and behaviors of knowing. Even if you practice them. There is nothing that can substitute for Learning.
Imagine if we taught cooking without teaching first the fundamentals of measuring, cooking techniques, use of the tools, etc., and instead skipped right to "Great chefs use a pinch of this and a handful of that and don't write down their recipes". We'd have lessons on wafting scents toward your face properly in order to determine if the spice content was correct! Would kids know how to bake a basic loaf of bread? NO.
Part of the problem is that MOST students don't need to be master chefs. They need to be competent in the kitchen. Wafting won't help them nearly as much as "This is a measuring spoon." And will it hamper a great chef to learn those things, too? No. They might find it boring or second nature, but it won't hurt them to hear it.
So, back to writing.
There are two popular approaches to teaching writing: Grammar and Literature.
The problem is that neither of these approaches comes from an understanding of Writing.
Those who are talented at grammar, usage, punctuation, and sentence structure become EDITORS. Those who are talented at literature become TEACHERS or literary critics. Or they write incredibly unbearable "literary fiction" that is only read by other lovers of Literature education but not by regular people. None of those people are writers--and that is even one step removed from being a writing teacher/curriculum designer (since we all know that the greatest athletes don't necessarily make the greatest coaches; people who can do math can't necessarily teach you how to do it....)
Right now we either bog students down with skills that editors (not writers) need most, or we try the "master chef" approach on them and try to force them to intuit skills that authors of literary fiction use--and that most of us (even us writers) will NEVER need. (Of course, it's blasphemy to suggest this to people who value that kind of writing--they don't realize that they, the small cadre of teachers of "literature"--are the only people who find that valuable!) (Sorry if I've offended any of you. You offend me when you say that murder mysteries and other genre fiction are garbage and that I have no taste because I find some of them well written or--gasp--masterful.)
Either way, students come away as frustrated as if they'd been asked to guess how to do long division. They throw up their hands and say that writing is hard and go back to texting their friends in class and leaving silly comments on hit videos on YouTube. (Ironic, isn't it? They run from writing by writing.....).
When I started teaching remedial writing in the community college, my boss said, "Have them read a lot. The only way to teach writing is by reading a lot and then they'll just figure it out. Oh, and have them read other student work. That helps." This is the main thrust of writing classes today. (I, by the way, ignored her completely and taught using my skills-based approach as I always have. At the end of two semesters, they offered me a full-time job! My students came away knowing how to write.)
The problem is, if that worked, none of those students would have been in remedial writing. Most students can't be taught writing by "figuring it out" from reading. Understanding what you are reading and being able to write are two completely different skills. Additionally, having students read other student examples or each other's writing is actually extremely counter-productive. It's the blind leading the blind. I consider it laziness on the part of teachers and have never found it has ANY benefit for students and often does quite a lot of harm.
Professional authors DO read a lot and learn how to write by reading. When I am struggling with getting a specific result in my readers, I often turn to writers I respect and read what they've written and study how they did it. When I read to my children, I'm constantly taking notes on what the great authors did. I'm wafting. But I learned to write FIRST. I can't expect my elementary school children to successfully write that way. I am practicing KNOWING writing--they are LEARNING.
So, bottom line: Writing is a skill. It's a skill that people use with increasing frequency in this digital age. And everyone can learn to be competent, just like everyone can learn to make a decent boxed cake. But it has to be taught as a skill, not an art. YES writing can be an art. There are great writers out there. And they've become great writers DESPITE their education, not because of it. Imagine how much better they'd be (or how quicker they would have got to it) if they had been taught the skills first, when they were young.
Do most kids need to learn to write poetry and short stories, those staples of education? Um....no. Actually. No. They don't. It's fun. Kids enjoy using their imaginations, and that absolutely should be encouraged. But being able to write a good short story doesn't teach the skills kids need.
So what I'm working on now is compiling lists of what writing skills DO need to be taught (like writing comments on videos, writing emails to friends, writing emails to bosses, writing cover letters for job applications, writing descriptions, etc. etc. etc.) and creating both a writing and a separate literature program (different skills ought to be taught in different classes, quite frankly--nobody tries to teach chemistry and math in one class, even though they are related, so why are we teaching literature and writing in one class?).
The aim:
1. A writing class that teaches all facets of writing, from the traditional creative writing to an introduction to selling your writing, to practical, useful, everyday kind of writing, with an emphasis on mastering skills rather than discovering natural writing talent. I'm not worried about teaching writers how to write better--they figure that out anyway. I'm concerned with teaching average people how to express themselves clearly in writing, no matter what they are writing. I also intend to teach the basics of writing different kinds of things, from fiction to memos on checks so you remember who you were paying for what. I also intend to cover editing because having editing skills--even mediocre ones--is extremely valuable for writers. So, in short: writing for fun, writing for profit, writing for art, and writing for daily life.
2. And a literature class for people who already know how to read (I'm not a reading teacher) that helps hone reading skills but focuses on learning from literature and on "practical reading" (like not being tricked by spam or advertising, understanding those inserts they give you with prescription medications, sorting through information on the internet, etc.). I do think there is immense value in being exposed to the great art literature that's out there. Everyone should know some Shakespeare and at least have been exposed to Dickens and the other great authors out there. Knowing and touching great art develops our souls and enriches our lives and helps us sort through the world we live in. They should also be exposed to great genre writing--many people discover they actually do love to read when they finally get away from the difficult stuff and discover that there is fun stuff out there to read, both fiction and nonfiction. So my goal is to cover reading for practical everyday life, reading for fun, and reading art. Most Language Arts programs are heavily off balance in favor of the art, neglecting the other two almost entirely. I intend to have a more balanced program (we'll see how that goes, I find Shakespeare FUN--and most of my students usually do by the time I'm done with them, too!).
And where do those three staples of elementary ed--vocabulary, spelling, and handwriting--fit in? Handwriting belongs in the K-3 classes, to be taught at the same time as how to read. (How to form the letters would be a prerequisite to how to write.) Vocabulary belongs exclusively in the realm of teaching reading. Spelling belongs in the realm of teaching editing. (In fact, studying any of these in the context of studying writing is counter-productive).
So it's going to take me a while to get these going. But I'm working on it. Meanwhile, I'd be glad to answer questions posted in the comments or sent to me via email about specific things in teaching writing.
Oh, and how did I learn to write? From a history teacher, from my mother (who happens to be a fantastic editor), from studying journalism in high school, and by doing that old writer's standby: writing a million words. Literally.
Friday, July 24, 2009
Language Arts Tips and Hints--making books come alive
To increase interest in the books you are reading, connect them to real life.
If you read about a specific food (bean porridge? chocolate? Turkish Delight?), look up a recipe online and TRY it. You might even find a book at the library of recipes from your book (like the Little House Cookbook).
If you read about a specific place (Wales? King's Cross Station? Disneyland?) look it up online. There are maps and photos of almost any place available. Some places in books are made-up (like the town in "The Great Brain") but they are based on real places you can study (like dozens of small towns in Utah that are just like the town in "The Great Brain"). Often you can find out where the author lived or grew up--and find similarities between that place and the fictional settings in the book.
If you read about specific clothing, find pictures. Sometimes you can find actual examples of things like hoop skirts or riding hoods in local museums, thrift shops, or vintage clothing stores. And there are dozens of books in the library that can help you see what you are reading about. It helps to know that in the academic discipline of studying old clothing, the clothes are called "costume". Look here for ideas: The Drexel Museum and Digital Collection. You can also find patterns to make the clothing (for you or for dolls) if you are ambitious and have the skills.
If you read about a historic event or person, look it up.
And then, after you read the book, watch the movie!
If you read about a specific food (bean porridge? chocolate? Turkish Delight?), look up a recipe online and TRY it. You might even find a book at the library of recipes from your book (like the Little House Cookbook).
If you read about a specific place (Wales? King's Cross Station? Disneyland?) look it up online. There are maps and photos of almost any place available. Some places in books are made-up (like the town in "The Great Brain") but they are based on real places you can study (like dozens of small towns in Utah that are just like the town in "The Great Brain"). Often you can find out where the author lived or grew up--and find similarities between that place and the fictional settings in the book.
If you read about specific clothing, find pictures. Sometimes you can find actual examples of things like hoop skirts or riding hoods in local museums, thrift shops, or vintage clothing stores. And there are dozens of books in the library that can help you see what you are reading about. It helps to know that in the academic discipline of studying old clothing, the clothes are called "costume". Look here for ideas: The Drexel Museum and Digital Collection. You can also find patterns to make the clothing (for you or for dolls) if you are ambitious and have the skills.
If you read about a historic event or person, look it up.
And then, after you read the book, watch the movie!
Language Arts Tips and Hints--Student Blogs
Every student should have a blog. It is a free way for students to "publish" their writing--an incredibly valuable part of learning to write (why write if nobody is going to read it? It's like practicing public speaking by talking to the mirror day in and day out but never getting up in front of a crowd!).
But what to write?
Here are some suggestions:
--Family news--write "news" articles about events in the student's world (family and friends, local community)
--School reports
--Journal
--Reviews of books, movies, and products they use (this is something I highly encourage because it helps kids unravel who they are, what they like, and how to express that. Being able to say, "I like it/don't like it BECAUSE......" is also one of the first steps in teaching children how to think independently).
--fiction and poetry
--"letters to the editor" responding to events around them (teaching children how to complain and praise appropriately is valuable)
--jokes and funny stories
--links to sites they like, including why they are posting the link
--photos they've taken
--comic strips
--movies they've made or edited or appeared in (dance recital? marching band? swim meet?)
--pictures of artwork (it can be a "family fridge" to keep your kitchen uncluttered!) with a caption
I suggest you explain to your students what a blog is and then let them decide what to post. Give the suggestions only if they are stuck or after they've started putting up blog posts. Encourage them to keep it up, posting regularly and inviting their friends and family to view their blog.
To make this really valuable, there are some rules for parents:
1. This must be YOUR STUDENT'S blog. Not yours. They get to post what THEY want. You can make suggestions, but respect their right to ignore or reject them. Write your own blog if you want to see your ideas in print. Don't force them to write. Don't set rules about how often they must (or can) post. Encourage them to write regularly, but don't force or fight about it, or you will unintentionally reinforce the idea that writing is hard, tedious, or awful. The blog is supposed to free students from those misconceptions--and it can't if you continue to make writing hard, boring, or a punishment in any way.
(I do absolutely encourage you to have your students post their assignments on their blog. Have them go through the "learning to write" process OFF the blog first--say, as a google doc or on a word processing program--and then, after it's been edited, reviewed, rewritten, graded, etc. (whatever you do in your educational approach)--THEN post the finished product on the blog as a unique "my latest assignment" blog post. Just make it clear that there is a distinction between blog posts and assignments--assignments may become blog posts, but I would hesitate to make blog posts assignments, although many teachers and some parents require journal writing, and you could use the blog for that.)
2. Do NOT edit. If the posts are incomprehensible to you, still don't edit. If they punctuate after every word, still don't edit. For a blog to be valuable, it has to be a writing playground, where kids can try things unfettered and (within reason) unsupervised, but with the knowledge that someone somewhere is going to read this--including you.
3. "If you can't say something nice, don't say nothing at all." The blog is a place where communication is paramount. Communication is stifled when the fear of criticism is present. Correct their grammar, spelling, and punctuation on their papers they turn in for assignments. Give them free reign and lots of honest praise (not tainted with criticisms) on their blog.
4. Explain that some things are illegal and that kids get in trouble for these things on a daily basis. The biggest problems that seem to crop up over and over are plagiarism, pirating, and pornography (kids get in trouble for this by posting inappropriate pictures of THEMSELVES--and it's a serious crime because they are then charged with distributing child pornography). Do not tolerate pirating (movies, books, or music). It is stealing someone else's livelihood. Teach them about plagiarism and make it clear that it will not be tolerated. It's okay to link to something you like. It's illegal to copy and paste it to your site. Attributed quotes are okay. Entire stories are not. Embedding video from YouTube is okay. Claiming it's yours and you made it, or capturing it and reposting it on YouTube or other sites under your own user name are not. Send your friends to sites you like instead of copying content to your site--it's legal that way, and it's good web etiquette to drive business to sites you like.
5. Read their blog and let them know that you do. Writing knowing someone will read it changes the rules (about what and how you write) and makes the learning more valuable. You can have it delivered to your email box every time they post.
Internet Safety is a valid concern for parents. It should not stop you from letting your children have a blog. There are ways to do it safely. If you are concerned about your child's safety online (and you should be), there are some easy steps you can take.
1. Don't use a blog that is connected to a social networking site (like MySpace or Facebook). Period. There are other free alternatives out there, including Blogger.com (where this site is hosted).
2. Make the blog private (invitation only) OR have your student write under a pseudonym with a blank profile and no pictures of themselves allowed anywhere on the site (use a cartoon image or avatar for their profile picture if they want one--but not one that actually looks like your child). The second is the option I use with my children to facilitate their grandparents being able to access their blog easily. I do let my children put on a little blurb about their age and what they like, but you can forbid this if it makes you uncomfortable. Many parents enforce a blank profile. Do NOT allow your children to put in their real name or location.
3. Don't link to your child's blog from your blog or your web site. Explain to them that this is not because you are embarrassed by their blog, but for their safety.
4. Allow comments, but make sure they are all moderated through YOUR email account, not theirs, so you are aware of what people are writing on their blog. Don't censor comments based on educational value or how much you agree with them, but do eliminate all spam, advertisements, personal attacks, and other inappropriate material (and tell your child you are).
5. Maintain administrator privileges on the blog. Don't use them unless there is a serious problem--encourage your child to use and supervise their blog responsibly--but do step in to prevent illegal activity (see above) or things that you realize are a potential problem. Explain to your child what you've done and why if you must step in.
6. Do NOT allow your children to let anyone else have administrator privileges. Not their friends, not other adults--not even temporarily.
7. Make sure your child knows and follows family rules. Explain to them that their own safety is so important that the blog will be suspended or deleted completely if you have any worries at all. Talk to them before you take this step if you find it necessary.
8. Check out and take advantage of the privacy settings on most blogs. Some can be made invitation only, blocked from appearing on the main site, or blocked from being visible to search engines (I recommend this--you don't want your child's blog coming up when someone googles your child's favorite band or movie!).
9. Sign up for a service like sitemeter that puts a counter on the blog and traces how many people are reading the blog and where they are reading from. This gives you a way to evaluate what is going on with your child's blog. If by some stroke of luck your child happens to be a genius at, say, reviewing movies or writing hilarious stories and thousands of people are reading his or her blog, you want to know that--and you want to explain that to your kids so they are more aware of what they are saying and who might be reading it.
10. Follow standard computer safety rules. Turn on parental supervision options on your computer. Block dangerous sites. Don't allow your children to use social networking sites or chat rooms. Don't allow children to give out personal information, including their age, real name, or where they live. Turn "safe search" on search engines on and put it on high (especially on image searches!). For more tips and suggestions, check out:
the FBI,
their parent's guide to safety
Kid's Health,
or any of the other thousands of sites you can find by searching "internet safety" on any search engine.
And 11. Most importantly, only allow your children to access the internet through a computer that in a public room. Children are less likely to get in trouble online if anyone can see what they are doing at any time. Do NOT put internet access in bedrooms or on cell phones, no matter how much your children insist on the need for privacy. Privacy is important, but less important than safety. Having the computer in public allows you to intervene if the child accidentally gets in trouble and inhibits their ability and desire to frequent sites or have conversations that are dangerous.
But what to write?
Here are some suggestions:
--Family news--write "news" articles about events in the student's world (family and friends, local community)
--School reports
--Journal
--Reviews of books, movies, and products they use (this is something I highly encourage because it helps kids unravel who they are, what they like, and how to express that. Being able to say, "I like it/don't like it BECAUSE......" is also one of the first steps in teaching children how to think independently).
--fiction and poetry
--"letters to the editor" responding to events around them (teaching children how to complain and praise appropriately is valuable)
--jokes and funny stories
--links to sites they like, including why they are posting the link
--photos they've taken
--comic strips
--movies they've made or edited or appeared in (dance recital? marching band? swim meet?)
--pictures of artwork (it can be a "family fridge" to keep your kitchen uncluttered!) with a caption
I suggest you explain to your students what a blog is and then let them decide what to post. Give the suggestions only if they are stuck or after they've started putting up blog posts. Encourage them to keep it up, posting regularly and inviting their friends and family to view their blog.
To make this really valuable, there are some rules for parents:
1. This must be YOUR STUDENT'S blog. Not yours. They get to post what THEY want. You can make suggestions, but respect their right to ignore or reject them. Write your own blog if you want to see your ideas in print. Don't force them to write. Don't set rules about how often they must (or can) post. Encourage them to write regularly, but don't force or fight about it, or you will unintentionally reinforce the idea that writing is hard, tedious, or awful. The blog is supposed to free students from those misconceptions--and it can't if you continue to make writing hard, boring, or a punishment in any way.
(I do absolutely encourage you to have your students post their assignments on their blog. Have them go through the "learning to write" process OFF the blog first--say, as a google doc or on a word processing program--and then, after it's been edited, reviewed, rewritten, graded, etc. (whatever you do in your educational approach)--THEN post the finished product on the blog as a unique "my latest assignment" blog post. Just make it clear that there is a distinction between blog posts and assignments--assignments may become blog posts, but I would hesitate to make blog posts assignments, although many teachers and some parents require journal writing, and you could use the blog for that.)
2. Do NOT edit. If the posts are incomprehensible to you, still don't edit. If they punctuate after every word, still don't edit. For a blog to be valuable, it has to be a writing playground, where kids can try things unfettered and (within reason) unsupervised, but with the knowledge that someone somewhere is going to read this--including you.
3. "If you can't say something nice, don't say nothing at all." The blog is a place where communication is paramount. Communication is stifled when the fear of criticism is present. Correct their grammar, spelling, and punctuation on their papers they turn in for assignments. Give them free reign and lots of honest praise (not tainted with criticisms) on their blog.
4. Explain that some things are illegal and that kids get in trouble for these things on a daily basis. The biggest problems that seem to crop up over and over are plagiarism, pirating, and pornography (kids get in trouble for this by posting inappropriate pictures of THEMSELVES--and it's a serious crime because they are then charged with distributing child pornography). Do not tolerate pirating (movies, books, or music). It is stealing someone else's livelihood. Teach them about plagiarism and make it clear that it will not be tolerated. It's okay to link to something you like. It's illegal to copy and paste it to your site. Attributed quotes are okay. Entire stories are not. Embedding video from YouTube is okay. Claiming it's yours and you made it, or capturing it and reposting it on YouTube or other sites under your own user name are not. Send your friends to sites you like instead of copying content to your site--it's legal that way, and it's good web etiquette to drive business to sites you like.
5. Read their blog and let them know that you do. Writing knowing someone will read it changes the rules (about what and how you write) and makes the learning more valuable. You can have it delivered to your email box every time they post.
Internet Safety is a valid concern for parents. It should not stop you from letting your children have a blog. There are ways to do it safely. If you are concerned about your child's safety online (and you should be), there are some easy steps you can take.
1. Don't use a blog that is connected to a social networking site (like MySpace or Facebook). Period. There are other free alternatives out there, including Blogger.com (where this site is hosted).
2. Make the blog private (invitation only) OR have your student write under a pseudonym with a blank profile and no pictures of themselves allowed anywhere on the site (use a cartoon image or avatar for their profile picture if they want one--but not one that actually looks like your child). The second is the option I use with my children to facilitate their grandparents being able to access their blog easily. I do let my children put on a little blurb about their age and what they like, but you can forbid this if it makes you uncomfortable. Many parents enforce a blank profile. Do NOT allow your children to put in their real name or location.
3. Don't link to your child's blog from your blog or your web site. Explain to them that this is not because you are embarrassed by their blog, but for their safety.
4. Allow comments, but make sure they are all moderated through YOUR email account, not theirs, so you are aware of what people are writing on their blog. Don't censor comments based on educational value or how much you agree with them, but do eliminate all spam, advertisements, personal attacks, and other inappropriate material (and tell your child you are).
5. Maintain administrator privileges on the blog. Don't use them unless there is a serious problem--encourage your child to use and supervise their blog responsibly--but do step in to prevent illegal activity (see above) or things that you realize are a potential problem. Explain to your child what you've done and why if you must step in.
6. Do NOT allow your children to let anyone else have administrator privileges. Not their friends, not other adults--not even temporarily.
7. Make sure your child knows and follows family rules. Explain to them that their own safety is so important that the blog will be suspended or deleted completely if you have any worries at all. Talk to them before you take this step if you find it necessary.
8. Check out and take advantage of the privacy settings on most blogs. Some can be made invitation only, blocked from appearing on the main site, or blocked from being visible to search engines (I recommend this--you don't want your child's blog coming up when someone googles your child's favorite band or movie!).
9. Sign up for a service like sitemeter that puts a counter on the blog and traces how many people are reading the blog and where they are reading from. This gives you a way to evaluate what is going on with your child's blog. If by some stroke of luck your child happens to be a genius at, say, reviewing movies or writing hilarious stories and thousands of people are reading his or her blog, you want to know that--and you want to explain that to your kids so they are more aware of what they are saying and who might be reading it.
10. Follow standard computer safety rules. Turn on parental supervision options on your computer. Block dangerous sites. Don't allow your children to use social networking sites or chat rooms. Don't allow children to give out personal information, including their age, real name, or where they live. Turn "safe search" on search engines on and put it on high (especially on image searches!). For more tips and suggestions, check out:
the FBI,
their parent's guide to safety
Kid's Health,
or any of the other thousands of sites you can find by searching "internet safety" on any search engine.
And 11. Most importantly, only allow your children to access the internet through a computer that in a public room. Children are less likely to get in trouble online if anyone can see what they are doing at any time. Do NOT put internet access in bedrooms or on cell phones, no matter how much your children insist on the need for privacy. Privacy is important, but less important than safety. Having the computer in public allows you to intervene if the child accidentally gets in trouble and inhibits their ability and desire to frequent sites or have conversations that are dangerous.
Thursday, July 23, 2009
Family History
Once you've begun a personal history (see previous lesson), it's a natural thing to start creating a family history as well.
Download this pdf from OurStory, the history exploration site from the American History Museum at the Smithsonian. This tells you exactly how to begin.
You can also use resources from the previous lesson.
There are also valuable resources, guides, and free computer program you can download from the Family History page of LDS.org.
And Wayback has a great site for learning about family and family history.
Be careful, though--learning about your family history is addicting!
Download this pdf from OurStory, the history exploration site from the American History Museum at the Smithsonian. This tells you exactly how to begin.
You can also use resources from the previous lesson.
There are also valuable resources, guides, and free computer program you can download from the Family History page of LDS.org.
And Wayback has a great site for learning about family and family history.
Be careful, though--learning about your family history is addicting!
Personal History
Some of the easiest and most fun history to get involved in is studying and writing your own personal and family history.
Writing your personal history helps you understand and enjoy your own life. Understanding your family history helps you understand yourself better.
So here's your assignment: Start a personal history and begin to examine your family history.
The question is, of course HOW?
And there are thousands of resources available to get you started.
Do this activity from Between the Lions.
First, look here: Writing your Personal History.
Then, check out the tips on Ancestry.com.
Here is a lesson on keeping a personal and family history from a religious perspective.
Finally, check out Writing Your Personal History at About.com . This site has tons of resources.
Using these resources as a guide, begin your personal history. You can also keep a journal, write a blog, or even just jot down random memories, thoughts, jokes, and events as they come to you. All of these are ways of writing your personal history.
A few tips: put a full date (Day, Month, and year) on each thing you write. Use people's full names. Don't stress out or put too much pressure on yourself--anything you write will be of value, no matter how incomplete it is.
For more help, inspiration, tips, tricks, and reasons to keep a personal history, check out any of these articles.
Writing your personal history helps you understand and enjoy your own life. Understanding your family history helps you understand yourself better.
So here's your assignment: Start a personal history and begin to examine your family history.
The question is, of course HOW?
And there are thousands of resources available to get you started.
Do this activity from Between the Lions.
First, look here: Writing your Personal History.
Then, check out the tips on Ancestry.com.
Here is a lesson on keeping a personal and family history from a religious perspective.
Finally, check out Writing Your Personal History at About.com . This site has tons of resources.
Using these resources as a guide, begin your personal history. You can also keep a journal, write a blog, or even just jot down random memories, thoughts, jokes, and events as they come to you. All of these are ways of writing your personal history.
A few tips: put a full date (Day, Month, and year) on each thing you write. Use people's full names. Don't stress out or put too much pressure on yourself--anything you write will be of value, no matter how incomplete it is.
For more help, inspiration, tips, tricks, and reasons to keep a personal history, check out any of these articles.
What is History?
Get out a paper and brainstorm: What do you think of when you think of history?
What IS history?
History is everything that happened before right now. What happened two minutes ago? That's history. What happened two years ago? That's history. What happened two hundred years ago? That's history.
ANYTHING in the past is history.
And history is fun. It's the study of stories. Stories about what people did, what they thought, what they wore and ate and laughed at.
The trouble with trying to study history is there is just so much of it!
So when we study history, we tend to focus on:
1. Things that changed everything that came after them (like the American Revolution), and
2. Really great stories (like the story of Roanoke and the mystery of what happened to it).
The other problem with studying history is that it happened in the past. Sometimes it's hard to figure out what REALLY happened. For more about HOW historians find out the truth, spend some time exploring this web site: History Detectives.
So why study history?
Well, there are the great stories. And interesting real people--all the best heroes and villains can be found in real events. There are fascinating mysteries to solve.
And it's good to remember that history is YOUR story--the story that you are the main character of. Knowing what already happened in your story--how you got to where you are and how your world got to where it is--will help you become a hero instead of a villain in your story.
For more fun history exploration, check out this site.
What IS history?
History is everything that happened before right now. What happened two minutes ago? That's history. What happened two years ago? That's history. What happened two hundred years ago? That's history.
ANYTHING in the past is history.
And history is fun. It's the study of stories. Stories about what people did, what they thought, what they wore and ate and laughed at.
The trouble with trying to study history is there is just so much of it!
So when we study history, we tend to focus on:
1. Things that changed everything that came after them (like the American Revolution), and
2. Really great stories (like the story of Roanoke and the mystery of what happened to it).
The other problem with studying history is that it happened in the past. Sometimes it's hard to figure out what REALLY happened. For more about HOW historians find out the truth, spend some time exploring this web site: History Detectives.
So why study history?
Well, there are the great stories. And interesting real people--all the best heroes and villains can be found in real events. There are fascinating mysteries to solve.
And it's good to remember that history is YOUR story--the story that you are the main character of. Knowing what already happened in your story--how you got to where you are and how your world got to where it is--will help you become a hero instead of a villain in your story.
For more fun history exploration, check out this site.
Wednesday, July 22, 2009
Questions
The foundation of all true learning is Wonder, or questions.
So often in learning, we are encouraged to a) learn only what the teacher says is important and b) memorize what someone else tells us to. There is often little space in a traditional classroom for real questions, so they are discouraged.
But truly educated people know how to ask questions and, more importantly, how to find the answers. So, in getting an education, that's where we will start. Watch this:
There are six basic questions you usually ask: Who, What, Where, When, Why, and How.
Here is a game that helps people practice the meaning of these words. (You can skip the game if you know what all those words mean and don't need to practice them.)
These questions can be used on any subject.
For example, I'll pick "telephones". Here are questions you could ask about telephones that would help you learn.
Who invented the telephone? Who uses telephones most often today? Who invented the cell phone? Who repairs telephones? Who owns the telephone wires/cell phone towers?
What is the telephone made of? What did the first telephone look like? What is the smallest cell phone that works? What does a cell phone cost? What is required to make a phone work? What was the first sound transmitted over the phone?
Where was the first telephone used? Where is a phone used most often today? Where can I buy a new phone? Where can I see vintage phones? Where was the cell phone invented? Where do dead phones go? Where can I recycle phone batteries? Where should phones NOT be used?
When was the telephone invented? When was the cell phone invented? When is my cell phone bill due? When is the time when the most people are on the phone at once? When did the White House first get a telephone?
Why do so many teenagers carry cell phones? Why do people not use land lines as often as they used to? Why do some people say cell phones cause cancer? Why won't my parents let me get a cell phone? Why did they use those old phones with round dials on them?
How do cell phones actually work? How do they fit the camera in there? How did they discover the technology to build the first phone? How did cell phones get developed? How do they find lost people using cell phones? How does a landline phone work? How have phones changed over the years?
There are other kinds of questions you can ask that don't use the basic question words, like "Does anyone NOT own a cell phone?" or "Is there anyone who doesn't own a cell phone?" Often these questions can be reworded to include one of the basic question words ("Who doesn't own a cell phone?"). You can also start an educational question with the phrase, "I wonder...." (as in "I wonder who doesn't own a cell phone.....").
The very best questions for learning are what teachers call "open ended." These questions are not answered "yes" or "no", but with more complex ideas. "Does anyone not own a cell phone?" is not going to get you as much information as "What kinds of people don't own cell phones?"
When setting out to answer questions, it's a good idea to find both an answer and another question--or many more questions. This leads you on a journey of learning that sometimes takes you far from your starting point--sometimes in directions you might never have
anticipated.
Now it's time to practice.
Watch the following video. Then write down three questions for each type (Who, What, Where, When, Why, and How).
If you find any of your questions compelling, start looking for answers.
You might start here:
.
Did the second video answer any of your questions?
Did it make you think of any more?
How do you find the answers to your questions? I recommend you start at your local library's website. You can also try wikipedia.org, google.com, or any number of "resource starting points" that are on the web, like this one and this one. I also highly recommend walking into your local library and asking the librarian at the reference desk. Their job is to help you find the answer to your questions (I know--my husband and I both used to be a reference librarians!).
There are many other ways of looking at questions. If you want to know more, you can look here.
The most important thing, though, is that you ask questions and then try to find the answers.
So often in learning, we are encouraged to a) learn only what the teacher says is important and b) memorize what someone else tells us to. There is often little space in a traditional classroom for real questions, so they are discouraged.
But truly educated people know how to ask questions and, more importantly, how to find the answers. So, in getting an education, that's where we will start. Watch this:
There are six basic questions you usually ask: Who, What, Where, When, Why, and How.
Here is a game that helps people practice the meaning of these words. (You can skip the game if you know what all those words mean and don't need to practice them.)
These questions can be used on any subject.
For example, I'll pick "telephones". Here are questions you could ask about telephones that would help you learn.
Who invented the telephone? Who uses telephones most often today? Who invented the cell phone? Who repairs telephones? Who owns the telephone wires/cell phone towers?
What is the telephone made of? What did the first telephone look like? What is the smallest cell phone that works? What does a cell phone cost? What is required to make a phone work? What was the first sound transmitted over the phone?
Where was the first telephone used? Where is a phone used most often today? Where can I buy a new phone? Where can I see vintage phones? Where was the cell phone invented? Where do dead phones go? Where can I recycle phone batteries? Where should phones NOT be used?
When was the telephone invented? When was the cell phone invented? When is my cell phone bill due? When is the time when the most people are on the phone at once? When did the White House first get a telephone?
Why do so many teenagers carry cell phones? Why do people not use land lines as often as they used to? Why do some people say cell phones cause cancer? Why won't my parents let me get a cell phone? Why did they use those old phones with round dials on them?
How do cell phones actually work? How do they fit the camera in there? How did they discover the technology to build the first phone? How did cell phones get developed? How do they find lost people using cell phones? How does a landline phone work? How have phones changed over the years?
There are other kinds of questions you can ask that don't use the basic question words, like "Does anyone NOT own a cell phone?" or "Is there anyone who doesn't own a cell phone?" Often these questions can be reworded to include one of the basic question words ("Who doesn't own a cell phone?"). You can also start an educational question with the phrase, "I wonder...." (as in "I wonder who doesn't own a cell phone.....").
The very best questions for learning are what teachers call "open ended." These questions are not answered "yes" or "no", but with more complex ideas. "Does anyone not own a cell phone?" is not going to get you as much information as "What kinds of people don't own cell phones?"
When setting out to answer questions, it's a good idea to find both an answer and another question--or many more questions. This leads you on a journey of learning that sometimes takes you far from your starting point--sometimes in directions you might never have
anticipated.
Now it's time to practice.
Watch the following video. Then write down three questions for each type (Who, What, Where, When, Why, and How).
If you find any of your questions compelling, start looking for answers.
You might start here:
.
Did the second video answer any of your questions?
Did it make you think of any more?
How do you find the answers to your questions? I recommend you start at your local library's website. You can also try wikipedia.org, google.com, or any number of "resource starting points" that are on the web, like this one and this one. I also highly recommend walking into your local library and asking the librarian at the reference desk. Their job is to help you find the answer to your questions (I know--my husband and I both used to be a reference librarians!).
There are many other ways of looking at questions. If you want to know more, you can look here.
The most important thing, though, is that you ask questions and then try to find the answers.
Saturday, July 11, 2009
Religious Education
Religious Education is something many home school families incorporate into their day.
I will not presume to educate your children in religion for you.
However, there are many resources available to families who do want to incorporate religion into their days (as we do). We are LDS, so the resources listed here will be inclined that direction (because that is what I know). Feel free to post additional religious resources in the comments. Again, I hesitate to publish links to for-pay resources, so keep that in mind as you comment.
There is good advice out there about how to incorporate religious instruction into your day.
Teaching the Gospel in the Home covers a less formal approach to gospel education.
Behold Your Little Ones: This includes lessons on religious topics that are ideal for preschool and kindergarten. It also has FANTASTIC tips in the introduction about teaching small children in general, including a "potential problems and solutions" section that every teacher should read.
Teaching, No Greater Call: This is a manual for teaching in the church, but it has fantastic sections on teaching religion in the home, as well as different methods for teaching religion.
Specific ideas for lessons and activities can be found in the previous resources. You might also look in The Family Home Evening Resource Book.
Other resources available to help you teach religion in the home:
Gospel-themed artwork
Other Religious Artwork (historic places, etc)
Scriptures and study helps (Bible Dictionary, maps of biblical places, etc)
Music, including children's songs, mp3s, and units on how to teach music to children
Answers to Religious Questions, listed by topic
The Children's Friend Site-- this has some fantastic games, puzzles, music, coloring pages, and stories.
Scripture Stories for Kids From this site, these stories can be read to your children as videos, read by the children as .pdfs, and downloaded.
Religious Internet Radio, including children's programming
Mormon Messages on YouTube
As I find more resources, I will add to this list.
I will not presume to educate your children in religion for you.
However, there are many resources available to families who do want to incorporate religion into their days (as we do). We are LDS, so the resources listed here will be inclined that direction (because that is what I know). Feel free to post additional religious resources in the comments. Again, I hesitate to publish links to for-pay resources, so keep that in mind as you comment.
There is good advice out there about how to incorporate religious instruction into your day.
Teaching the Gospel in the Home covers a less formal approach to gospel education.
Behold Your Little Ones: This includes lessons on religious topics that are ideal for preschool and kindergarten. It also has FANTASTIC tips in the introduction about teaching small children in general, including a "potential problems and solutions" section that every teacher should read.
Teaching, No Greater Call: This is a manual for teaching in the church, but it has fantastic sections on teaching religion in the home, as well as different methods for teaching religion.
Specific ideas for lessons and activities can be found in the previous resources. You might also look in The Family Home Evening Resource Book.
Other resources available to help you teach religion in the home:
Gospel-themed artwork
Other Religious Artwork (historic places, etc)
Scriptures and study helps (Bible Dictionary, maps of biblical places, etc)
Music, including children's songs, mp3s, and units on how to teach music to children
Answers to Religious Questions, listed by topic
The Children's Friend Site-- this has some fantastic games, puzzles, music, coloring pages, and stories.
Scripture Stories for Kids From this site, these stories can be read to your children as videos, read by the children as .pdfs, and downloaded.
Religious Internet Radio, including children's programming
Mormon Messages on YouTube
As I find more resources, I will add to this list.
Friday, July 10, 2009
Reading
Reading is the single most important skill you learn in school.
And learning to read is a highly individualized process. There is no one right age to start at, speed to go, or approach to use. The only thing that's consistent is that it is best done one-on-one, not in a classroom setting.
Reading education can be divided into two parts: Learning the Skills, and Learning to Read.
Unfortunately, "experts" have decided these are two mutually exclusive "approaches" to learning, often called "phonics" and "whole language." Phonics focuses on necessary skills to decode letters, words, sentences. Whole language focuses on language in a natural setting (nobody actually speaks the way early readers write: "See Spot Run."), emphasizing the flow of speech, word recognition without sounding out (like fluent readers do), and enjoying literature. It is valuable to keep in mind that THESE ARE NOT EXCLUSIVE. Use them both. Do not neglect the skills, and do not teach your children that reading is boring or detached from language. Have them read, and read to them.
What I learned from teaching Middle School English for eight years and being a librarian for two is that traditional reading education, using either approach, teaches children that reading is tedious and boring. Even good readers don't want to read.
So I recommend that you focus from early in your schooling on two things: mastering the skills so that reading is easy, and reading things that your CHILD likes (in other words, NOT the "classics." Skip the classics until later--like college. In fact, there is a great deal of debate about what constitutes a classic anyway.)
But where to start? I recommend the BOB books. (Get them free at the library.) They are the only early readers I've found that actually start at the beginning and go slowly, step by step, without skipping anything.
If you want a reader who can understand the classics as an adult, read things that are fun in the K-8 years. Captain Underpants. Nonfiction on a subject they are interested in. Comic books. Ghost stories. Genre fiction like mysteries, westerns, sci-fi, or fantasy. Scripts of plays, TV shows, or movies. Newspapers. Magazines. Cookbooks. Reviews of movies or books that are coming out. Trivia online about computer games (did you know there is an entire encyclopedia of Mario-related things?) or movies (see iMDB). Take them to the library and walk through the nonfiction section with them--almost everyone will eventually find something that sparks their interest. Many students just don't like fiction.
For a list of award-winning books, check the Association for Library Services for Children.
As a novelist AND teacher, I can tell you that kids can learn as much or more about literature (plot, character, setting, etc) from reading the "plot" of their favorite computer game (yes, even Super Mario Brothers) as they can from being force-fed a dull or depressing novel they don't like. And, surprisingly, kids absorb all the concepts of literary criticism and fine writing by themselves when they are allowed to read what they enjoy.
If your child absolutely refuses to read, read to them. Eventually they will catch the bug. But read them things they want to know about. Read them their assignments. Read picture books--reading-wise, they aren't for beginners. Plus, they're quick, expose children to art (some of it exceptional), and help children develop an understanding of the elements of literature.
And then make sure they have the skills they need so that reading is easy, they don't need glasses, and they don't have a disorder (like dyslexia, dysgraphia, or ADHD) that makes reading extremely unpleasant even if they have the skills down. If you need suggestions of books, ask your local librarian.
And learning to read is a highly individualized process. There is no one right age to start at, speed to go, or approach to use. The only thing that's consistent is that it is best done one-on-one, not in a classroom setting.
Reading education can be divided into two parts: Learning the Skills, and Learning to Read.
Unfortunately, "experts" have decided these are two mutually exclusive "approaches" to learning, often called "phonics" and "whole language." Phonics focuses on necessary skills to decode letters, words, sentences. Whole language focuses on language in a natural setting (nobody actually speaks the way early readers write: "See Spot Run."), emphasizing the flow of speech, word recognition without sounding out (like fluent readers do), and enjoying literature. It is valuable to keep in mind that THESE ARE NOT EXCLUSIVE. Use them both. Do not neglect the skills, and do not teach your children that reading is boring or detached from language. Have them read, and read to them.
What I learned from teaching Middle School English for eight years and being a librarian for two is that traditional reading education, using either approach, teaches children that reading is tedious and boring. Even good readers don't want to read.
So I recommend that you focus from early in your schooling on two things: mastering the skills so that reading is easy, and reading things that your CHILD likes (in other words, NOT the "classics." Skip the classics until later--like college. In fact, there is a great deal of debate about what constitutes a classic anyway.)
But where to start? I recommend the BOB books. (Get them free at the library.) They are the only early readers I've found that actually start at the beginning and go slowly, step by step, without skipping anything.
If you want a reader who can understand the classics as an adult, read things that are fun in the K-8 years. Captain Underpants. Nonfiction on a subject they are interested in. Comic books. Ghost stories. Genre fiction like mysteries, westerns, sci-fi, or fantasy. Scripts of plays, TV shows, or movies. Newspapers. Magazines. Cookbooks. Reviews of movies or books that are coming out. Trivia online about computer games (did you know there is an entire encyclopedia of Mario-related things?) or movies (see iMDB). Take them to the library and walk through the nonfiction section with them--almost everyone will eventually find something that sparks their interest. Many students just don't like fiction.
For a list of award-winning books, check the Association for Library Services for Children.
As a novelist AND teacher, I can tell you that kids can learn as much or more about literature (plot, character, setting, etc) from reading the "plot" of their favorite computer game (yes, even Super Mario Brothers) as they can from being force-fed a dull or depressing novel they don't like. And, surprisingly, kids absorb all the concepts of literary criticism and fine writing by themselves when they are allowed to read what they enjoy.
If your child absolutely refuses to read, read to them. Eventually they will catch the bug. But read them things they want to know about. Read them their assignments. Read picture books--reading-wise, they aren't for beginners. Plus, they're quick, expose children to art (some of it exceptional), and help children develop an understanding of the elements of literature.
And then make sure they have the skills they need so that reading is easy, they don't need glasses, and they don't have a disorder (like dyslexia, dysgraphia, or ADHD) that makes reading extremely unpleasant even if they have the skills down. If you need suggestions of books, ask your local librarian.
Thursday, July 9, 2009
Math
I recommend using Saxon Math.
Many families give up on Saxon after trying one chapter in one book because it "goes too slow". If you find this is the case with your child, it means you are starting on the wrong level. Take the tests until you reach one your child can't get 95% on and start there. I also recommend starting Saxon Math K on 3 year olds. It is highly interactive, story-based math that little ones enjoy. Saxon Math labels their books funny, with the years in reverse order. So Math 54 is supposed to be started in 4th grade (although many 3rd graders find it just at their level). (Saxon also has complete home school curricula in other subject areas; I have not tried them but would welcome reviews of these). You can get Saxon Math cheaply on Ebay, Craigslist (sometimes), or from home school groups. Saxon is currently developing a multimedia "Teacher" for homeschoolers. You can buy Algebra already, and they appear to be working their way down. Again, I would welcome a review of this.
There are also dozens of videos on YouTube of math lessons. You can type in your curriculum ("Saxon Math") and get videos specific to your book, even.
If you are working on K-3 math, there are manipulatives available online. (This site looks like you have to pay to use the manipulatives, but you don't if you use them online. You pay if you want to download them).
There are more resources on the side bar.
Feel free to post your favorite links in the comments!
A note: As you explore Math learning with your family, keep in mind that there are two approaches, commonly called "skills math" and "new math" or "intuitive math". BOTH approaches are valuable, but if you have to choose only one, "skills math" seems to do a better job of preparing your child for practical math in daily life. However, I do advocate supplementing (not replacing) skills math with some of the intuitive math lessons--they do teach valuable short cuts and new ways of looking at numbers and math. However, if you have a child (like I do) that doesn't intuit math well and has a hard time grasping the overarching concepts behind the math, "new math" absolutely won't work. "Skills Math" works for everyone, whether they grasp what principles are involved or not, because it focuses on a list of instructions that get the job done. Is it good to know the principles involved? Sure. Is it necessary? No. Is it wise to sacrifice the skills for the concepts? Absolutely not.
Many families give up on Saxon after trying one chapter in one book because it "goes too slow". If you find this is the case with your child, it means you are starting on the wrong level. Take the tests until you reach one your child can't get 95% on and start there. I also recommend starting Saxon Math K on 3 year olds. It is highly interactive, story-based math that little ones enjoy. Saxon Math labels their books funny, with the years in reverse order. So Math 54 is supposed to be started in 4th grade (although many 3rd graders find it just at their level). (Saxon also has complete home school curricula in other subject areas; I have not tried them but would welcome reviews of these). You can get Saxon Math cheaply on Ebay, Craigslist (sometimes), or from home school groups. Saxon is currently developing a multimedia "Teacher" for homeschoolers. You can buy Algebra already, and they appear to be working their way down. Again, I would welcome a review of this.
There are also dozens of videos on YouTube of math lessons. You can type in your curriculum ("Saxon Math") and get videos specific to your book, even.
If you are working on K-3 math, there are manipulatives available online. (This site looks like you have to pay to use the manipulatives, but you don't if you use them online. You pay if you want to download them).
There are more resources on the side bar.
Feel free to post your favorite links in the comments!
A note: As you explore Math learning with your family, keep in mind that there are two approaches, commonly called "skills math" and "new math" or "intuitive math". BOTH approaches are valuable, but if you have to choose only one, "skills math" seems to do a better job of preparing your child for practical math in daily life. However, I do advocate supplementing (not replacing) skills math with some of the intuitive math lessons--they do teach valuable short cuts and new ways of looking at numbers and math. However, if you have a child (like I do) that doesn't intuit math well and has a hard time grasping the overarching concepts behind the math, "new math" absolutely won't work. "Skills Math" works for everyone, whether they grasp what principles are involved or not, because it focuses on a list of instructions that get the job done. Is it good to know the principles involved? Sure. Is it necessary? No. Is it wise to sacrifice the skills for the concepts? Absolutely not.
Start Here
The basic idea here is that there are hundreds of FREE resources available online, so they should be made available to home schooling families for FREE. But most of the resources come as random links, so I'm going to try to mold these random resources into lessons that I am using--and you can use--to teach homeschool for free.
For a little background, on the date this blog started, I had 5 children between 8 months and 8 years old. My children are all gifted, and I have a couple of 2e children (Twice Exceptional--gifted and challenged, like mine are gifted with ADD/Tourettes and gifted with social phobia).
As they become available, I will post lessons, activities, and worksheets (via links to google docs) that you are welcome to download, print, copy, and use at home. I am NOT dumping these into the public domain, however. While you may use any of this for home use, the free use is limited to NON COMMERCIAL use. By using these resources, you agree to that limitation. I also am only providing what you find on this blog. Supplies that you might need to do the activities in the lessons (like pencils, microscopes, magnifying glasses, etc) are up to you.
I am going to post as I go, though, so the resources will be available immediately for use by families who teach at home (whether exclusively or not). I make no promises as to how frequently or quickly the lessons will be done--I do have to continue to home school my own five children as I do this, and I'm a freelance writer on the side as well.
Because this is a blog, things get posted as I finish them and are sorted by posting date. When you use the site, you might have better luck going off the Index instead of just trying to sort through the lessons.
Feel free to contribute by posting your own ideas, links, worksheets, and favorite activities either by putting the links in the comments below each lesson, or by linking to a google doc you have created or discovered that has worked for you. Please don't fill the site with spam or endorsements for your own products and websites. Comments are moderated, and links to commercial products or anything that isn't free (not just for a trial period, but totally free) will not be posted.
Why are the lessons not coded for grade level?
I am posting lessons as I teach them to my own children. Like many home schooling families, we have many students and not enough hours in the day for the teacher (mom, in our case) to sit down with each student and work with them one-on-one in every subject. While Math and Reading (at least K-3) are skills-based, science and humanities don't have to be. We teach these in a group format, rotating the curriculum through the years instead of the students through the curriculum.
Consequently, some material in each lesson won't be suited to your child--too hard, too easy, or just not interesting. Don't try to teach everything. Use this as a resource, not as the final word on your child's education. It is intended to be better than having to search out everything on your own, but not to replace you as the brains behind the operation of YOUR home school.
I would love your feedback--in the comments, so everyone can see it--on anything on the site. What worked for you? What didn't? What else did you add?
Why not Math and Reading?
Because these are not "group lesson" subjects, because there are excellent Reading and Math curricula available to families already, and because those two subjects are best taught by experts in those fields. See the side bar for links to resources that will help you with these two vital subjects.
For a little background, on the date this blog started, I had 5 children between 8 months and 8 years old. My children are all gifted, and I have a couple of 2e children (Twice Exceptional--gifted and challenged, like mine are gifted with ADD/Tourettes and gifted with social phobia).
As they become available, I will post lessons, activities, and worksheets (via links to google docs) that you are welcome to download, print, copy, and use at home. I am NOT dumping these into the public domain, however. While you may use any of this for home use, the free use is limited to NON COMMERCIAL use. By using these resources, you agree to that limitation. I also am only providing what you find on this blog. Supplies that you might need to do the activities in the lessons (like pencils, microscopes, magnifying glasses, etc) are up to you.
I am going to post as I go, though, so the resources will be available immediately for use by families who teach at home (whether exclusively or not). I make no promises as to how frequently or quickly the lessons will be done--I do have to continue to home school my own five children as I do this, and I'm a freelance writer on the side as well.
Because this is a blog, things get posted as I finish them and are sorted by posting date. When you use the site, you might have better luck going off the Index instead of just trying to sort through the lessons.
Feel free to contribute by posting your own ideas, links, worksheets, and favorite activities either by putting the links in the comments below each lesson, or by linking to a google doc you have created or discovered that has worked for you. Please don't fill the site with spam or endorsements for your own products and websites. Comments are moderated, and links to commercial products or anything that isn't free (not just for a trial period, but totally free) will not be posted.
Why are the lessons not coded for grade level?
I am posting lessons as I teach them to my own children. Like many home schooling families, we have many students and not enough hours in the day for the teacher (mom, in our case) to sit down with each student and work with them one-on-one in every subject. While Math and Reading (at least K-3) are skills-based, science and humanities don't have to be. We teach these in a group format, rotating the curriculum through the years instead of the students through the curriculum.
Consequently, some material in each lesson won't be suited to your child--too hard, too easy, or just not interesting. Don't try to teach everything. Use this as a resource, not as the final word on your child's education. It is intended to be better than having to search out everything on your own, but not to replace you as the brains behind the operation of YOUR home school.
I would love your feedback--in the comments, so everyone can see it--on anything on the site. What worked for you? What didn't? What else did you add?
Why not Math and Reading?
Because these are not "group lesson" subjects, because there are excellent Reading and Math curricula available to families already, and because those two subjects are best taught by experts in those fields. See the side bar for links to resources that will help you with these two vital subjects.
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