A psychological assessment I recently filled out for one of my children showed a clear bias towards public schooling with these kinds of queries:
“Do they stay seated when asked to remain in their seat?”
“Are assignments turned in on time and complete?”
“Do they follow directions without additional prompting?”
As both the parent and teacher, I had a lot of questions to answer. Some were almost impossible because I had no knowledge of my child in a traditional school environment. We’ve always homeschooled, so I was making a guess.
Would they remain seated if told not to get up? Doubtful. Do I see that as a problem? No, not really.
It wasn’t long after I completed those questionnaires that I happened upon an article by my favorite psychologist, Peter Gray. Its title, Developmental Psychology’s Marriage to the School System, caught my eye since I was informed that my child tested on the low-normal range of cognitive development and showed other cognitive issues.
Of course, this is a child who has never had to parrot back information on demand or stay in a seat even though they wanted to get up. That hasn’t been their experience of the world.
Gray outlines five ways which the school environment creates a distorted view of child development and psychology. Here is his list of school characteristics and how they differ from a homeschool experience.
1. Adult Direction
School is a place of constant adult direction. Children are told what time they should arrive, when they are allowed to leave, how long to spend on each task, when they can eat, when to go to the bathroom, and what they must be focused on every moment of the long school day.
Compare this environment to homeschooling, where a child can sleep if they’re tired, eat when they’re hungry, go to the bathroom when needed, and be interested in the Civil War even if the state standards say they’re to study the American Revolution this year.
2. Work Versus Play
School explicitly delineates between work and play. Math class is not play; it’s a time for you to pay attention and stay in your seat. Recess, if you have one, is playtime, but even that can be micro-managed by adults.
“Play is the work of a child.” ~ Maria Montessori
Homeschoolers instinctively mix work, life, and play. When there is no artificial separation of work and play, learning can be effortless. Knowledge doesn’t have to be dispensed in the form of a worksheet to “count.” A family game can teach math skills just as well as (maybe better than!) a workbook.
3. Norms, Rankings, and Measurements
Measurements and norms are the areas where I think the co-dependent relationship between school and child psychology is most apparent.
Anecdotes are not a reliable measure for research or public funding; therefore, education and child psychology need each other. Could one exist without the other?
The schools need the tests and norms provided by the psychologists, and the psychologists need the research subjects. We then use these tests and standards to categorize children into different groups—the labels of which are nearly impossible to escape.
In homeschooling, a child has the luxury of just being who they are, where they are. They can continue working on a skill until they master it. They aren’t subjected to daily tests and assignments ranking them against every other child. There isn’t a “norm” demanded on a given day in a particular grade.
4. Age Segregation
Age segregation is the most defining element of school. Age determines when they must begin and age determines when they are free of compulsory attendance. Age determines what grade they are expected to be in and what tasks they are expected to perform.
This age segregation also contributes to bullying and extended adolescence. It creates a vacuum in which peer pressure determines what is acceptable and what is not.
Homeschooling doesn’t rely on age segregation for its function. Children spend their time with everyone from their grandparents to their newborn sibling, and doesn’t this resemble the “real world” more than a group of thirty 12-year-olds ever will?
5. Competition
School is a place of constant competition. From class rankings and grade point averages to being chosen as the lead in the play and making the football team, everything is a competition.
Now many will say that this is real life and that competing is good, but I find this to be a chicken and the egg argument. Do you believe that because life really is a series of competitions, or because you were conditioned by schooling to view everything as a competition?
Within a family, of course, there can be some inherent competitiveness, but ultimately cooperation rules. Choices must be made about the allocation of time and resources, and everyone’s desires are considered.
Institutional schooling and child psychology view all children as apples, and they’re treated similarly. Sorted and graded, some are chosen for the holiday gift box, and others are discarded, fit only for juice.
As homeschoolers, we have apples, but we also have oranges, lemons, peaches, and pineapples. No two are the same, and we don’t value an apple more than an orange.
So as I hear the conclusions of the psychologist, I trust my own instincts and doubt the “expert.” How can I expect my child, who has never spent a day in school, to be accurately judged based upon studies of children in a place of extremely limited freedom?
I can’t; they’re apples and oranges.
About the Author
Bethany is the mom of six always homeschooled children who one day realized she’d lost herself in the process, probably under a pile of laundry. Her eclectic style of relaxed homeschooling draws upon classical to unschooling methods and everything in between.
While homeschooling her children, teaching at a Project Based Co-op, and writing about learning outside of school, she still tries to find time to read a book, drink coffee, and pay the bills. Read more from Bethany on her site BethanyIshee.com: Real inspiration for the authentic mom.
My son rolled under the table in the back of the preschool room while his teacher read a book to the group, and I watched on in mild embarrassment. Why couldn’t he focus like the other kids? Why wasn’t he sitting and taking in the story as raptly as the others were?
He’s just a sponge, who takes in everything and internalizes things, making cognitive leaps so quickly.
As the teacher finished, I saw him creep back towards the carpet slowly, though he was still very wiggly, and stayed slightly set back from the others. She started asking questions—basic ones like, “What color is the hat the kid was wearing?” and “Why did he need to buy a new toy?” The children chimed in with simple answers.
My son crept still closer until he was in a position to join the conversation. He started by comparing the story to a television program his dad watched a few nights ago, and through that comparison, he applied the moral of the story to everyday life. The teacher looked at him knowingly. His mind didn’t operate on the same plane as that of the other children.
He then went back under the table, squirming while he waited for his sweet teacher to tell the others what they needed to do in their center work. Afterwards, she came over to give him a very different task to complete.
What is Giftedness and Asynchronous Development?
According to The Columbus Group (1991), giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally.
Asynchronous development is arguably the defining characteristic of the gifted. This means that their development is out of sync with their neurotypical peers. For my four-year-old in the anecdote above, it meant that he was listening intently to that picture book, making incredible leaps from the the story, and connecting, then applying those thoughts to a news story and to life. All while rolling around on the floor like a typical four year old boy—although at an inappropriate time.
Homeschooling the Gifted Child
While the mom in me cringed at the sight of my kiddo being the only one who looked like he wasn’t paying attention and focused on the behavior rather than the result, the gifted specialist in me had seen things like this so many times before.
In that preschool room observing gifted asynchrony from a parent’s perspective, I realized that I never fully understood all that the parents of the gifted, profoundly gifted, and twice-exceptional children with whom I’d worked with for decades had been trying to tell me. And, in retrospect, I wish I’d realized then how important homeschooling would be to this particular kiddo, and had chosen to keep him home from the start.
Gifted children thrive in a homeschool setting where they can be themselves—wiggly and fidgety or laser-focused on a self-selected topic. They thrive when their tasks can be customized for them, or when they can follow rabbit trails of interest to them with a gifted homeschool curriculum.
We didn’t homeschool our son from the beginning, and those few years of schooling were hard.
Finding and Modifying a Homeschool Program for Gifted Students
There are just so many layers to giftedness, and that definition from the Columbus Group is crucial for parents—especially homeschoolers—to keep in mind every time we go to choose a curriculum.
The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally.
The search for the perfect curriculum can feel overwhelming for the parent of a gifted child. It’s like the story of Goldilocks—too deep, not deep enough, too slow, too fast—it’s nearly impossible to find just right. And the truth is—there isn’t a just right curriculum for a gifted kiddo. (And if anyone tells you that they have developed a gifted homeschool curriculum, run away.)
Image Credit: Syeda@thepreciousyears on Instagram
Using BookShark Literature-Based Curriculum with Gifted Students
So, does BookShark work for gifted kids?
Absolutely.
But, like any other program, you’re going to need to think outside the box as you use it.
BookShark is an amazing, literature-rich program that is all planned out for you and full of wonderful books of all genres. It boasts a four-day schedule, with a very detailed and easy-to-use teacher’s guide. It’s literally an open-and-go curriculum.
For most people.
Needless to say, I’ve adapted the program heavily just like I would with any program for my gifted learners.
My kids want to hear the stories. They don’t want to stop after a chapter, so we binge read and finish 2-3 of the Read-Alouds in a week if that works for us. There’s no shortage of retention. The conversations in the van while trekking to theater rehearsals and science programs are rich and deep. The books inspire deep thinking, and my kids love the mental challenge!
The most important thing to remember as you’re using a curriculum like BookShark with gifted learners is that you’ll have to make it your own. For example, we skip the current event reports assigned in the Instructor’s Guide. While the reasoning behind doing them is solid and important as explained in the guide, my kiddos don’t need to do reports on current events because they already eat, sleep, and breathe critical thinking and opinions. Goodness gracious… the opinions in a room full of gifted children can overwhelm, but lead to fascinating conversations.
We also don’t follow the four-day schedule as laid out in the Instructor’s Guide. For many gifted children, the idea of jumping from section to section (or subject to subject) is a drag once they get excited to learn about something. Instead, we take a more integrative approach.
I look at each book suggestion and the activities that go along with it, see how they tie into any geography or timeline activities, go over the discussion question all at once, and then we read. It may take us a day or two to finish a book, or several weeks, but we take it at the pace we deem best, making a new decision with each title and our engagement in that title. And, actually, for the very advanced reader, a parent may not even ask any of the discussion questions while the book is being read.
I let my ten-year-old read as quickly as she wants to—and sometimes that includes several books in one day—and then we might chat about some of the questions in the guide once she’s completed the entire book and wants to move onto the next one.
The truth is that an Instructor’s Guide is just that—a guide. Parents of gifted children need to read through the guide to see the scope and sequence of a curriculum and what will be taught, but then the Instructor’s Guide serves as your springboard for devising a pace that works for you.
How Book-based Homeschool Curriculum Works for Gifted Learners
For a gaggle of gifted kids—or just one, for that matter—a book-based curriculum like BookShark allows them to push forward at their own pace, reading as much as they desire, sometimes finishing several weeks worth of content in a single week. It also allows for them to go deep when they find a topic they’re interested in and fall down a rabbit hole or two by pulling in more books, diving into writing or project suggestions, or just talking endlessly about their latest discovery.
In our case, the five and eight year olds will probably revisit this program and its books on their own in a few years when they’re reading independently. By then, they’ll breeze through two years in one because they’ll have the prior knowledge from which to draw.
The ten-year-old will probably be done with all the books and poems within a few months and will beg for the second year world history program so she can keep reading. For her, a child whose learning comes from what she reads rather than what she does or watches, she and I will talk about, journal, and debate the talking points that are in the teacher’s manual or the ones she comes up with on her own.
But for all three of my gifted children, the biographies, history books, and novels in the curriculum bleed into their play, into the stories they write, into the conversations they have with one another, and into the museum trips they want to take.
A program like BookShark, with its fiction, nonfiction, poetry, discussions, and Instructor’s Guide is a perfect spine for a gifted homeschool family because it allows for the depth and breadth, rabbit trails, and adaptation that an asynchronous gifted child needs most.
A homeschool program for gifted students like BookShark, with its fiction, nonfiction, poetry, discussions, and Instructor’s Guide is a perfect spine for a gifted homeschool family because it allows for the depth and breadth, rabbit trails, and adaptation that an asynchronous gifted child needs most.
And that wiggly, squirmy four-year-old in the library is now a thriving high schooler who often comes along with me when I speak to parents of gifted and twice-exceptional parents who are dipping their toes into the adventures that homeschooling brings. He’ll tell anyone that flexibility and outside-of-the-curricular-box-thinking is what one needs most to make it as a homeschooling gifted child.
Having a child who has been diagnosed with dyslexia can be overwhelming for any parent. For the homeschool mom, it can seem especially intimidating, but it doesn’t have to be. Since homeschooling offers flexibility and individualized instruction, it is the perfect environment to foster learning for the child with dyslexia.
Children with dyslexia process information differently. Therefore, they must be taught differently, or frustration, stagnation, and feelings of defeat can compound their struggles. To become readers and writers, they need to learn and access information the way their brains process information.
“Dyslexia is a neurological condition caused by a different wiring of the brain. There is no cure for dyslexia and individuals with this condition must learn coping strategies. Research indicates that dyslexia has no relationship to intelligence. Individuals with dyslexia are neither more nor less intelligent than the general population. But some say the way individuals with dyslexia think can actually be an asset in achieving success.”¹
A Multisensory Approach
Research shows that a multisensory approach helps a child with dyslexia learn.
“When taught by a multisensory approach, students have the advantage of learning alphabetic patterns and words with engagement of all learning modalities. Dr. Samuel Terry Orton, one of the first to recognize the syndrome of dyslexia in students, suggested that teaching the fundamentals of phonic association with letterforms, both visually presented and reproduced in writing until the correct associations were built up, would benefit students of all ages.”²
What is a multisensory approach? A child with dyslexia needs information repeated to them in a variety of ways. Therefore, using visual, auditory, and kinesthetic-tactile activities helps children learn and later access the information they’ve learned. A multisensory approach is the glue that helps what a child learns to stick to their brain.
A child with dyslexia also needs time and support. They need to learn at their own pace, in small groups or one-on-one. Below are a few strategies and resources to help children with dyslexia find success.
Reading and Spelling Strategies
When teaching letter sounds and how to identify them with their matching symbol, direct instruction works well. You can also use this method to help them learn to count syllables and to understand the six basic syllable types. Teaching about rhyming, base words, roots, and prefixes and suffixes also works well with direct instruction.
Repetition is Key
For a child who has been diagnosed with dyslexia, repetition is of utmost importance. There are multiple ways to incorporate this into daily learning. Children love to play learning games, which lend themselves easily to repetition. Another fun way to teach is by singing songs. This works especially well with younger children. However, older students can also benefit by repeating words, phrases, and facts set to music.
Keeping words with similar spelling patterns together is a simple trick that facilitates learning. Additionally, help your child to compile a list of their most commonly misspelled words. Then encourage them to practice the words regularly. Mix it up by using letter tiles to build words. Or give them some old-fashioned tracing paper to use with pre-printed words. Word search games are also a fun way for your child to learn.
Make use of your read-aloud time by having your child track the words and follow along. This also works with audiobooks. Or get them involved by taking turns reading aloud. Make sure that you read books that interest them. Let them have some fun by using graphic novels and comic books. This helps to break long passages into smaller parts to encourage learning without becoming overwhelmed.
Another creative way to incorporate repetition is to let children draw or write about what they’re reading. They can also make related hands-on projects. These might include making movies, games, or 3D projects that depict scenes from their reading material.
Reading Comprehension Strategies
Implement a variety of strategies while reading. For example, you can pause after a passage, page, or chapter and discuss what they’ve read.
Use different types of questions as teaching tools. Your child can better understand how to make connections when you ask how they relate to the story or its characters. Teach them how to make predictions by asking what they think will happen next in the story. Help them to learn to make comments about a story by asking what they think, like, or dislike about it. And show them how to recognize inferences in a story by asking what they understand even though it isn’t directly stated.
Your child learns to summarize for clarity when you ask them to explain what has happened so far in the story. You can also teach them to visualize by asking what they see in their mind as they listen.
Writing Strategies
As with reading, direct instruction is a good way to teach writing. It helps when learning fine motor skills and letter formation, along with the mechanics of grammar and sentence structure. Additionally, when teaching them how to break ideas into smaller parts, direct instruction is the most effective. They can also learn to organize their ideas using graphic organizers.
Variety of Tools
With young children, practice writing with fun pens, glitter glue, in salt or sand. Also, you can make words out of playdough or trace them in the air.
Typing might be a better solution for older kids. Assistive technology like Dragon,Naturally Speaking, Kurzweil, a Livescribe Smartpen, and Read&Write are good resources for reading, spelling, and writing.
Interest is Key
Let kids choose their topics and genres. Writing assignments that have a purpose and are meaningful to the child will encourage them to practice. Think outside the box. Emails, Minecraft, invitations, and comic books can be creative ways to assign writing. Even submitting reviews and comments on their favorite YouTube videos can allow them to practice writing.
The Writing Process
First of all, teach your child to brainstorm. They can use graphic organizers to plan their ideas and information. Then, they are ready to write their first draft and begin any necessary revisions.Typing can eliminate the frustration of having to re-write drafts over and over.
Help to simplify the proofreading process. Ask kids to look for only one type of error at a time. Teach them to use proofreading sheets and word walls as aids in the writing process.
Help Them Thrive
It is important that a child with dyslexia practices reading and writing in a variety of ways. Because of this, they need daily practice for short periods of time. Use materials and activities that offer a multisensory approach, repetition, and direct instruction.
Furthermore, children with dyslexia need to spend time doing the things they love, feeling success, and letting their brains relax. A child with dyslexia needs to learn differently. As homeschool moms, we can help them thrive by offering the support, strategies, and resources they need.
“Dyslexic kids are creative,outside-the-box thinkers. They have to be, because they don’t see or solve problems the same way other kids do. In school, unfortunately, they are sometimes written off as lazy, unmotivated, rude or even stupid. They aren’t. Making Percy dyslexic was my way of honoring the potential of all the kids I’ve known who have those conditions. It’s not a bad thing to be different. Sometimes, it’s the mark of being very, very talented.” —RickRiordan.com
NOTES
¹“Multisensory Structured Language Teaching Fact Sheet.” International Dyslexia Association | …until Everyone Can Read!, dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/.
²“Dyslexia At a Glance.” International Dyslexia Association | …until Everyone Can Read!, dyslexiaida.org/dyslexia-at-a-glance/.
About the Author
Kelly left teaching middle and high school English to homeschool her children and reclaim how she and her family spent their time. Followers of interest-led learning, her family’s days rarely look the same, but they tend to include a lot of books, art supplies, and time outside.
Kelly facilitates local writing circles for women and children, leads classes on Outschool, and blogs about nurturing the love of learning on her blog, Curiosity Encouraged. She loves to journal, read memoirs, hike, and travel. She seeks quiet mornings and good coffee daily.
Guest Gretchen Roe from Demme Learning says that math is like death and taxes: you don’t get away from either one. She urges parents not to shortchange kids in their math instruction by claim they’re just not a math-family.
Learn how a mastery-based curriculum is student-centric, allowing a child to work at the pace they need to fully comprehend the skills (instead of the curriculum determining the length of lessons and how quickly you work through them). Find out why manipulatives are key to learning math and why some kids discard them too soon. Are your math lessons too long? Discover the ideal length of a daily math lesson. The day-to-day math we encounter as adults mostly comes to us in the form of word problems.
Janna Koch (00:36): Welcome to Homeschool Your Way. I’m Janna Koch, your host and BookShark’s community manager. In the homeschooling community, much like any community, there are words thrown around with an assumption that everyone knows and understands the meaning. I, for one, hate when I don’t know what a word means, because if I don’t understand the term, how can I give my two cents? If you don’t know, by now, I’ll just come out and say it. I love to let people know what I’m thinking about in almost everything.
Janna Koch (01:09): Mastery-based learning may be one of those words. You may have heard the term, but can’t quite give your two cents yet. I’m here to help. I’ve invited Gretchen Roe, a veteran mom who happens to have a degree in psychology and child development and has spent the last 19 years in positions of homeschool advocacy, serving on a variety of nonprofit boards. Plus, she is a sales representative for Demme Learning, one of BookShark’s partners in math and spelling. She will help us master the idea of mastery-based learning and equip you to give your two cents about it.
Janna Koch (01:47): First, a homeschool hack. Keep it simple. If you’re feeling overwhelmed with your homeschool or with life in general, ask yourself, “Are these tasks serving my why?” If you don’t have a homeschool why listen to the episode [42] we did with Candace Kelly explaining the need for a why, or write down why you chose a homeschool in the first place. As you look at that to-do list, make sure it aligns with your why. My homeschool why has always been to foster the love of learning in my girls.
Janna Koch (02:20): There are times when I realize I’m doing just the opposite. If I allow the list or the curriculum to dictate my time, am I really fostering joyful learning? To be honest, I’m usually killing their desire to learn anything. So, keep it simple. Let your why fuel your day, not the list. If you have a hack you’d like to share, please go to bookshark.com/podcast and leave a comment.
Janna Koch (02:49): Gretchen, thank you so much for being here.
Gretchen Roe (02:51): Oh, it’s my very great pleasure to have the time to spend with you today.
Janna Koch (02:55): Now I know you and your history, but for those who don’t know, why don’t you go ahead and share a little bit about yourself and talk about what’s keeping you passionate about homeschool, after all these years.
Gretchen Roe (03:08): I had no intention of homeschooling. In fact, I had no intention of having children. We have six and we homeschooled 21 years. Four of them graduated homeschool from high school. And then our fifth was homeschooled to high school and our caboose was homeschooled to middle school. And it was the most joyful 21 years of my life. And I wouldn’t have traded it for anything. I have worked in the homeschool community and positions of homeschool advocacy now for 15 years. And I love the fact that we have the ability to guide our children to adulthood in all aspects. And so, I continue to be as excited today about the homeschooling journey, even though it’s not one that I’m taking right now. I just enjoy walking alongside other parents as they take that journey.
Janna Koch (03:57): So, how long have you professionally been involved with homeschooling?
Gretchen Roe (04:02): I became a homeschooler overnight in the middle of an academic year, when a teacher told my third grader, she didn’t need to memorize her multiplication tables. And I said, “Nope, that’s a wrong answer.” Something’s got to be better out there. And I really only intended to homeschool her from March to June. And it became a glorious adventure that didn’t end for a long time. And she turned 36 yesterday, so I think we did okay.
Janna Koch (04:31): Now how about your partnership with Demme Learning?
Gretchen Roe (04:36): I have known Steve [Demme, founder of Demme Learning] for 15 years. We spoke on a homeschool circuit together and a little over eight years ago, they asked me if I wanted to come aboard professionally. And I said, I wondered when you would ask me to do that because I loved the product. It was a complete game changer for me. When I came to work for Demme Learning, it was Math-U-See and they had just launched Spelling You See.
Gretchen Roe (05:01): The end of the pool, where the language arts happens, is my favorite end of the pool to swim in, and so I was really excited to see Spelling You See come aboard. But Math-U-See was a huge game changer for me. I’m not a confident mathematician. I think math is spelled with four letters for a reason, but I loved the fact that Math-U-See made it possible to educate my kids. So four of my kids are Math-U-See kids, and I never looked back. It’s been amazing.
Janna Koch (05:44): Gretchen, a lot of parents ask me when I talk about Math-U-See, “What is a mastery-based type of learning?” And it definitely is not the type of learning that I had in traditional school or even in my homeschool years. So, it was very unique to me as I became aware of your product and started using it in my home with my children. So, could you just walk us through this philosophy of what this actually means and what it will look like for parents?
Gretchen Roe (06:15): Sure, absolutely. So, there’s two kinds of ways to teach mathematics instruction. One is incremental, that’s the one, most of us are familiar with. Someone pre-determines how many times you will see an individual concept, and so perhaps they present that concept three times and then it falls out of rotation or sequence. The challenge with that kind of learning is if you’re not solid in your understanding, then your understanding is incomplete. And there’s no way to assess that incompleteness as you go further.
Gretchen Roe (06:50): And because math is sequential and cumulative, it becomes really essential for us to get it right. And that is one of the reasons that I love a mastery-based program. At Math-U-See, we say we are student-paced. So. As a student can demonstrate their understanding to a parent or an instructor, they can move forward in the curricula. They’re not bound by a predetermined number of math problems per se, and that makes a tremendous amount of difference.
Janna Koch (07:22): It does. Now, when you found out about Math-U-See and fell in love with this program, what differences did you see in your children as you started using it?
Gretchen Roe (07:33): One of the things I think that’s really important is my background is in child development and child psychology. I actually was enrolled in a PhD program when I found out I was expecting my eldest son and so he’s my PhD, but I love the fact that I can bring more than one sense to the table. Not all of us play on a level field, as far as our understanding, we all have different gifts, but if I can teach a student in as many modalities as possible, it makes it possible for a student to learn. So, I can teach a gifted learner, I can teach a struggling learner and they can all have a level playing field because they are bringing their talents to the table in as many ways is possible.
Janna Koch (08:22): Now I was a family who came into the program later on. So, my daughter was 12 when we started using Math-U-See, because I started to notice that other programs just weren’t cutting it for us. And by that, I mean, it was taking over an hour and a half and there were tears every day. And so I thought, not only is she miserable, but I’m miserable as her mom to see her struggling. And I’m also miserable as the teacher, going “I don’t know how to say it a different way. This is how I learned it.” I was unwilling in a sense to learn a new way of teaching because it works for me, why doesn’t it work for her? And it worked for her two older sisters, which is really what threw me for a loop as a homeschool parent. Why this last one is this not working for? What am I doing differently? And we’ve talked about this in the past.
Janna Koch (09:07): So, when she came into it, she’s not using the manipulatives a lot of the times. And part of me is like, well, if you’re going to do it, you need to do it right and yet she is seamlessly moved into the program and working through it beautifully. So, the type-A in me that’s struggling with there’s manipulatives for a reason, you must use them. I can’t be the only parent that appreciates your program and yet uses it and adjusts it to my child.
Gretchen Roe (09:38): Sure, and isn’t that a definition of homeschooling, we adjust to meet the needs of our child. The truth is in a Math-U-See experience, the manipulatives hold a very special place. And the place that they hold is they allow a student to bring as many senses to the table as necessary to fully understand and grasp a concept. And the other thing that the manipulatives allow us to do is to take a concept that a student understands and give them the resources or the tools to teach that concept back to a parent. If they don’t have the language to do that. At 12, both our daughters, because I came into Math-U-See at the pre-algebra level. So, my daughter was 13 and they pretty much have a well developed language resource at that point, but a six year old, maybe not. So, that’s where the manipulatives help us in that process.
Gretchen Roe (10:35): You’re not going to walk around with plastic blocks in your pocket. As Steve says, the blocks serve a tool to allow us to step along a continuum from the concrete understanding of the initial exploration to representational understanding what do you know in your head to the abstract end of the equation, which is really those Arabic numerals that we force kids to understand math. And so they serve as a tool to help a student facilitate their understanding. And they’re a tool as long as they’re necessary.
Gretchen Roe (11:09): Just like you said, if your daughter is getting the concepts and teaching them back to you and not needing the manipulatives, then she’s moved beyond them. I do have to say sometimes I encounter older students who stepped away from the manipulatives because manipulatives… “We don’t need no stinking manipulatives.” And the truth is they shouldn’t have, because they didn’t have that full conceptual understanding that really allows us to put it in our heads. And what the manipulatives do is they allow us to put that learning into our long term memory in the proper place. So, it can be retrieved later. That really is the goal of the manipulative experience.
Janna Koch (13:14): Well, what about parents who say my child is artistic? My child is a writer. My child is, and math isn’t their strong suit. And so, we’re really not pushing math or we’re really not looking to change for them to just get through it, to just get by, because we know that they’re not a math person, we are not math people. And I’ve been guilty of myself as saying it, but as I’ve matured and grown older, I understand that is so not true.
Janna Koch (13:47): So, you were explaining that in your younger years, your child psychology and so math wasn’t necessarily your thing. But now you’ve been working with this company for eight years and you’re very passionate about math. So, help me understand as a parent who maybe I shouldn’t worry about my child really understands algebra or not, why we need these higher types of learning in these processes in order to make it a better experience as adults.
Gretchen Roe (14:20): Sure. The truth is math is like death and taxes, you don’t get away from either one. And we have developed a culture here in the US of thinking that math literacy is not a necessary skill set, and because of that payday loan companies thrive. It’s up to us to keep the doors open for our kids mathematically. And I would’ve taken that argument to the wall with you 15 years ago with the kid who brought me to Matthew, see, she’s now 30. And she was 13 when we found our way here. And we had been through two different curricula and really struggled. And I said, those very same things, well math just isn’t her thing. She’s my daughter, blah, blah, blah. But the truth is as parents, our goal is to keep as many doors open as possible for our kids. We don’t know what the future holds for our kids.
Gretchen Roe (15:17): And if we make suppositions, we narrow their ability to be flexible. And if I’ve learned anything since 2020, it is that flexibility is a great sign of intelligence, so we need to keep those doorways open for our kids. And as a matter of fact, we have this misapprehension that if you are artistic and you’re creative, you’re not mathy, and that’s not really true, Leonardo da Vinci comes to mind. And I think the important thing is we don’t know what the future holds for our kids. So why would we start narrowing the pathways? Let’s keep the doors open wide and regardless where they choose to go academically, they have the wherewithal to be successful. I’m glad I kept the doors open for that particular child because that non-mathematical artsy kid is a research biologist today. And if I’d closed doors on her, she wouldn’t view where she is today.
Janna Koch (16:24): My daughters were in their guidance counselor’s offices and he was explaining that they didn’t have to continue on to a higher level of math anymore. They’d accomplished what they needed to according to the standards, and so they were like, yeah, free ride, we’re done. And I loudly interjected and reminded them that the reason they needed a parent there for these sessions is because I am the voice of reason. And I said that very thing. I said, “You don’t know your interests are going to change. You could read one book, you could hear one lecture and it could change your life and the trajectory of what you want to do. Do not shut that door by saying, “I’m not going to take college algebra now because I’ve completed what I need to complete.” And we’ll see, jury is still out if that was helpful or not. But I think the other thing is, as a society, I have noticed that we tend, I’ll speak for myself, tend to take the easy way out, the path of least resistance.
Janna Koch (17:22): So, if something is a challenge in a fixed mindset, well, then I don’t want to do it because I don’t know how it’s going to turn out or if I’m going to do it well, but with a growth mindset, it goes, this is something I’ve never learned. As you were talking, I was thinking I’ve never done calculus. I think maybe I might just pick up some Cal. I want to, if I’m sitting here teaching this to my children, I want to be demonstrating to them as well. That’s what they’ll be like, why you only did mathematical investigations when you went to college and your master’s degree had no math, which actually is not true because there was some finance and business and statistics that I had to take. So, you have to know how to do those higher processes of math, but I don’t want them to limit themselves.
Gretchen Roe (18:08): Well, I chose my college degree based on what I thought was the least amount of math necessary to get a degree, looking down through the course catalog, not realizing I’d have to have two years of psychological statistics. And then I made it worse on myself, I split those two years by a seven years, summer vacation. So, you don’t know what the future will hold. And I always say to parents, what are your students’ plans? And parents are like, well, he is a 13 year old boy. Great. That’s awesome. Let’s keep the doors open then because we don’t know what he wants. And kids’ desires change as they age. And I think mathematical literacy is as important as book literacy and it’s part of our educational process. And we, as parents, are obligated to teach our children to be self-sufficient in society. And that means we have to have mathematical literacy.
Janna Koch (19:09): I have never heard the term mathematical literacy before, and I think-
Gretchen Roe (19:12): It might have just made it up, but you know what?
Janna Koch (19:15): I think it’s beautiful.
Gretchen Roe (19:15): It’s very relevant. So I always am impressed with my own lack of mathematical literacy. When I sit down every year and I’m like, oh, taxes, I got to do this. How does this work? Because if you don’t do something with frequency, you don’t remember it. And here’s a tip, here’s another reason why mastery in mathematics is so important. In our world, mastery is demonstrated by teaching someone else what you know. And isn’t that the highest form of proving knowledge is to be able to explain to someone else why you know this particular thing works.
Janna Koch (20:01): Unfortunately, I think we have seen in our society a lack of mastery in so many things, because people don’t know why they do things or why they don’t know what they know, right? And so, I think as homeschool parents, it’s another privilege of ours to be like, hey, here is a very serious topic that is relevant and current in our society. Let’s talk about it. How do you feel about it? Well, what are your friends saying about it? Okay. What do you think about what they’re saying? It was one of my favorite things about being a parent, really, is being able to walk with my children through these hard things in life, and then seeing, okay, we don’t have all the answers.
Janna Koch (20:43): Nobody has all the answers, but let’s work the process at each step of the way so that we can gain a confidence in what we do believe, the decisions that we do make. And I think math is a perfect example of that. Like you said, if you don’t know, and you’re making financial decisions, I mean, we live in a country, we have so much freedom. We’re able to choose how we spend our money. If you don’t understand how money works, how adding and subtracting and multiplying, and God forbid, even like you were saying compound interest in all of these things, you’re going to be lost.
Gretchen Roe (21:20): Sure. Well, I think back I mentioned, my eldest daughter just turned 36 when she was 19 years old, she got a $53,000 SBA loan and opened her own coffee shop. And at that point in time, she had a little old ancient mercurial cash register that sometimes worked and sometimes didn’t and she found that she could only hire homeschool kids to work in the coffee shop. And the reason was because when the cash register went on, the fritz, most kids couldn’t calculate the change in their heads to know what change to give back. And so she very quickly learned that her staff was going to be homeschoolers because they could do that mental math. And so much of mental math is not part of the mathematical experience anymore. I’m glad it’s part of Math-U-See.
Janna Koch (22:13): I am too. I think one of the biggest things that annoys my teenage daughters even now is I will say, okay, what are they going to give you back and change? Don’t look at them. And of course my twins are 16 and they’ll be like, stop it. You’re embarrassing us. And I’m like, I’d rather embarrass you now with the safety net of me standing right here than when you have a job, like you’re saying, and something goes wrong and you can’t count it back to somebody. And then you know that anxiety, how that feels when you just don’t know what to do in the situation. It’s like, wow, as your mom, it’s my job to help you avoid situations like this by embarrassing you now so that you have the skills later. Might be the title of my next book, I’m here to embarrass you now.
Gretchen Roe (22:57): I like that book. That’s a good one. We could probably co-write that.
Janna Koch (23:00): Mm-hmm. Mm-hmm.
Gretchen Roe (23:02): My husband always says our goal is to raise kids who have character who are not characters, so we’ll see.
Janna Koch (23:10): Yeah, well …
Gretchen Roe (23:10): Boat’s still out on the caboose and the train. We’ll see.
Janna Koch (23:15): It is fun to look at all of the different ones and their different personalities and how you think you’re parenting the same, but then birth order and different, multiple intelligences in different ways just really affect all of that, which is what makes us so unique and beautiful. And that is part of also expressing to our children that everyone is unique and has beauty. Let’s find it. What is beautiful about this? And I feel the same way about education. We love to read in this house. We love to discuss, we are all talkers, but where’s their beauty in math. Let’s talk about it. Oh my gosh, there’s patterns. There’s patterns all out in the world in nature and in math and math is just kind of mimicking that and it’s helping us understand it. So let’s look at it that way instead of, oh my gosh, I have to now do my math.
Gretchen Roe (24:03): Right. Well, and I think part of that is anybody who was raised in a public school environment remembers an hour or gosh, my son has a friend who is in a block schedule classroom situation. And her math is a 90 minute experience in a day. And you don’t love things that linger painfully for you. So, I think in some ways parents have to revisit their own math experiences and maybe shed some of that stuff, so we can help our kids be successful. At Math-U-See, we say, “If you’re in our Greek series, the colored books back here, you’re looking at 15 minutes a day, because your child has an attention span of their age, plus two to three minutes for new material. And so if you’re spending an hour a day doing math, you have 15 minutes of quality instruction in 45 minutes of obedience.”
Janna Koch (25:05): Mm-hmm.
Gretchen Roe (25:07): And that makes a tremendous difference for kids.
Janna Koch (25:09): Yeah. And for a parent, maybe even going a step further and translating it and saying, well, now you have 45 minutes of exercise of something that you actually despise, right? We’re not talking about paddle boarding, because if you told me I had 45 minutes paddleboarding, I’d be out there in a heartbeat. You couldn’t give me back off. But if you told me I had 45 minutes of running, how could I possibly psych myself up to do that? It just isn’t possible. And I think we do forget that even in that 45 minutes, like you said of obedience, that is exercise to them of something that doesn’t come naturally is not on the top of their list of boy, I want to sit here and do something for 45 minutes that I don’t necessarily like, but gosh, darn it, I’m going-
Gretchen Roe (25:53): Well, there’s a corollary to that as well because as parents, if we’re not fond of something, we look to shuttle it off. And I often have conversations with parents who will say to me at what age can my child do math all by themselves? And I annoy them when I say, well it depends because every child is different and mathematics is a language. You can’t learn it in a vacuum. And frankly you can’t learn it from a computer because a computer’s a tool. It’s not a teacher. So you got to be able to engage with someone in order to test your understanding and make sure that it’s solid and be able to move that forward.
Gretchen Roe (26:38): And that was one of the things that impressed me so much about Math-U-See is, yeah, a mastery math program sounded like a great idea, but he didn’t realize how understanding the process of mastery would translate into all of my kids’ other academics. Because if you talk yourself through something and you say, all right, what do I know? And you walk yourself through that process, that habit of learning to walk yourself through math then goes into your science and goes into your language arts and your history and those other things, and we become a more well rounded learner.
Janna Koch (27:18): Mm-hmm. I think that circles us back to Leonardo da Vinci, like what the Renaissance man, right. He was the epitome-
Gretchen Roe (27:26): That’s right.
Janna Koch (27:26): … of being well rounded. And yet unlike Leonardo, I say I’m the jack of all trades master of none, but it has suited me. It has suited me just fine in my endeavors in life. But I do love the idea of having mastery in all areas. Just like you, just like what I caught onto that word you said literacy. If we could look at math as a type of literacy as parents, then that would translate to our children as, okay, this isn’t just numbers, and we have to memorize and we just have to get through it.
Janna Koch (28:04): How can we start writing a story with math? And yes, you’ll use numbers because as a kid word problems were like, ugh, please. Not the word problems. They never made sense to me. I don’t know who the author of these were, but I’m thinking maybe another book we might collaborate on is getting a fiction writer to start writing our word problem, so that we can make them engaging with students, but that they can actually see that there’s two languages being woven together is math-
Gretchen Roe (28:36): Right.
Janna Koch (28:36): … and vocabulary and certain structure.
Gretchen Roe (28:39): Well, the hard part in most endeavors, when I talk to parents who are like, ah, yeah, I hate work. My kids are great on computational math, but they hate word problems. When math comes to us as adults, it’s a word problem.
Janna Koch (28:52): Mm-hmm.
Gretchen Roe (28:52): So, we have to give our kids a degree of facility. And one of the things that we say at Math-U-See is the word problems are where you prove your application and understanding.
Janna Koch (29:04): Mm-hmm.
Gretchen Roe (29:04): Because if you can take the conceptual understanding you developed in the worksheets and then apply it in the word problems, then you really have both sides of that mathematical coin.
Janna Koch (29:15): Yeah. And then their literacy would be even higher. So, [inaudible 00:29:20].
Gretchen Roe (29:19): Absolutely.
Janna Koch (29:22): I love [inaudible 00:29:23]. One more thing Gretchen, before we go, what would you like to say to a parent who is maybe struggling with several things, deciding whether or not homeschool has actually worked for them, really struggling with the idea of, are we going to re-up again next year? And maybe this is all coming from a place of, I’m not seeing the results that I set out to see. So, if you had a parent come into your booth and or call you on the phone, what would be your best words of advice for them for those things?
Gretchen Roe (29:56): Don’t read other people’s highlight reels. We all are involved in some sort of homeschooling endeavor where there’s the child who has every kudo and accolade going on. And we’ve got the child at home who couldn’t find their shoes to go to the homeschool co-op in the first place. And the truth of the matter is your journey is your journey and it is equally valuable, and this is a hard job. You’re going to invest a lot of time and blood and sweat and tears. And you don’t see the return on your investment right away. But it doesn’t mean you’re not making a tremendously good investment, but you are fully capable and equipped to teach your children and figure out what worked this year and celebrate that because it’s a marathon, not a sprint.
Janna Koch (30:54): Yeah, man. And nobody wants to run a marathon, Gretchen.
Gretchen Roe (31:00): I know it. I know, but you find yourself there, you know what our kids are going to grow up. So do you want to influence them or do you want somebody else to influence them?
Janna Koch (31:08): Yeah. Well, good advice coming from a mother who has seen it from start to finish and is now helping other parents as they are along their journeys.
You might not be sure about homeschooling, not to mention child-led learning. I know that I had a skeptical reaction initially. As someone who came from a public school education, it only seemed natural that the teacher was the boss and that learning had to happen in the classroom.
But when it came to educating my own children, I quickly realized that this type of model did not work for us. So after homeschooling my kids for more than two years, I can confidently say that homeschooling is the best because it allows for genuine child-led learning.
What Exactly Is Child-led Learning?
In broad terms, child-led learning is allowing your child lead the way. The child has a say in what they want to learn and how long they want to spend on activities. It also means encouraging children to learn at their own pace and in a way that suits them best.
Your initial response to child-led learning might be that this seems impractical. You may think:
Children don’t always know what’s good for them. They need a varied and broad education, but would they choose that on their own? And if I’m going to educate my kids myself, isn’t it safest to replicate the public school experience at home?
Let me give you some insight into what child-led learning in a homeschool can do.
The Benefits of Child-led Learning
A child who learns what they want, is going to be interested, engaged, and motivated.
A child who has the time and encouragement to learn something deeply and fully, is going to become an expert.
A child who takes ownership of their learning is going to develop a sense of self-confidence.
A child who can learn in a way that suits them best, is going to be successful and is also going to develop a love for learning.
Don’t these benefits sound exactly like what you want for your children?
How Can I Move Towards a Child-led Experience?
Even though child-led learning is not just for homeschoolers, it is definitely easier to offer in a home-ed environment. Unfortunately our education systems have a long way to go yet. So my first recommendation would be to consider homeschooling as an option.
Then encourage your children’s learning journey:
Offer them many different learning experiences so that they can discover what sparks their interest. This could mean taking them on field trips, showing them documentaries, and allowing them to use the internet freely (but safely, of course).
Hand over a curriculum catalog and show them the programs that would be a good fit for their age. Then let them choose what programs to study for the year.
Show them where to find information and take them to the library. You could also give them the opportunity to speak to people who are experts in their fields.
Give them the tools they need to do what they want. This could be equipment, resources, curriculum, or travel.
Be supportive and encouraging. Praise their efforts to be independent.
Lastly, set aside your expectations. Let them lead and don’t try to force your visions or ideas on them.
Child-led learning does take a lot of involvement and energy from parents. But once your child has found their way and is deeply involved in an academic pursuit, you will see the magic of child-led learning happening.
About the Author
Charlotte Jones is a multi-tasking mom who works from home. She spends her days blogging at My Little Home School, homeschooling her twins, and teaching English online.
Her home is a small house in a quaint little town on the coast of South Africa. You can often find her swimming in the lagoon or hiking in the forest with her husband, special needs twins, and furbaby.
She loves her family, spending time in nature, running, red lipstick, and drinking too much coffee.
To say my son is not a big fan of reading may be an understatement. How frustrating! Didn’t he know I had big plans for the type of reader he would be? You know, the read-by-age-four-voracious-can’t put-the-book-down type of reader.
I’m a reading teacher after all! Couldn’t I just mold him into the type of read I wanted him to be? Ha! I couldn’t convince him to enjoy reading anymore than I could convince him that peas were his favorite food.
I could try. I could coerce. Prod. Reward. Punish. But I could not make him enjoy the act of reading. Enjoyment comes from within, and reading a book just isn’t his thing.
So, I was faced with a choice—force reading and torture us both, throw my hands up and surrender, or read aloud. The only clear choice—to save my relationship with my son and my sanity—was to read aloud. So that’s what we did. And what I learned along the way was beautiful.
Reading Aloud Builds Connection
Settling in on the couch with a mug of tea in one hand, a book in the other, my kids plop down around the living room. Some encircle the bin of LEGO bricks. Another sprawls, all arms and legs, into the armchair beside the window. Still another climbs into my lap and pulls her blanket up to her chin. They can’t wait to hear the next chapter in Carry On, Mr. Bowditch.
Here we are, all six kids and me, gathered round a book. They giggle at my attempts to pronounce some of the ship terms, and beg me to read another chapter when I close the book. These mornings are building connection—connection between us, building our family tapestry of memories, and connection between each of my kids and the love of story.
Together we are connecting with people of different times and places, learning to walk in their shoes, even just for the span of an hour. Roald Dahl, one of our favorite authors, knew the value of story when, in Matilda, he wrote,
“The books transported her into new worlds and introduced her to amazing people who lived exciting lives. She went on olden-day sailing ships with Joseph Conrad. She went to Africa with Ernest Hemingway and to India with Rudyard Kipling. She travelled all over the world while sitting in her little room in an English village.”
Notice that he is not saying reading transported her, but books. The stories in the books transported her, not the act of decoding words. This distinction may seem like splitting hairs, but for kids who don’t like to read, it is a vast canyon.
The act of reading can be cumbersome and get in the way of the enjoyment of the story. Listening to a story read aloud can bring the story to life and create connections that silent reading cannot.
Just as a writer is still a writer if they have no use of their hands, a reader is still a reader when engaging with the story by listening. Writers connect with the world by sharing their ideas. Readers connect with the story by allowing themselves to connect with the characters and the plot.
When reading at their own level, children are exposed to a limited scope of words, as dictated by that reading level. When listening to a read aloud, children (teens and adults, too) have the opportunity to expand their vocabularies in new ways. They hear new words in context, making their meanings purposeful within the story rather than just words to be memorized on a vocabulary worksheet.
The same principle holds true for comprehension. When the act of decoding words is taken out of the reading equation, children are able to comprehend more sophisticated stories and sentence structures. Both of these lay the path for critical thinking and discussion.
When we read aloud with our kids, we experience history with them! We are there as they wrestle with big ideas. They see our facial expressions as we read a poignant paragraph, and hear our inflection as we move between lines of dialogue. From these shared experiences come discussion. When reading aloud, we have the opportunity to pause and chat about the characters’ actions, the author’s word choice, and the surprising plot twist. We are there—building language skills with our kids in a most natural and enjoyable way!
Reading Aloud—What If I’m Too Tired or Don’t Like to Read Aloud?
I get it! Sometimes sitting down to read aloud makes me yawn. I’m tired from a busy week or just plain tired of reading aloud. My voice needs a break.
The solution is audiobooks! We love, love, love audiobooks! They have kept our read alouds flowing through illness and busy seasons when we’re on the run. We listen along on our drive to swim practice or on a quiet Monday morning when we all need extra time to wake up.
I especially like to select read alouds that capture the essence of a historical time period through the added effects of the audiobook. The Lion, the Witch, and the Wardrobe wouldn’t sound the same if not read with a British accent. The lilting harmonica notes in Echo draw us deeper into the story, and Bud, Not Buddy deserves the deep, smooth voice of James Avery. Without the subtle nuances added to these audiobooks, our experience of them would have been very different.
Reading Aloud—What About the Teen Years?
Just because there are thirteen candles lit on the birthday cake doesn’t mean that your read aloud days are done. The opposite is true! Reading aloud with a teen is an adventure worth taking! The stories that they choose are meatier and almost always beg for discussion—especially when the subject matter tackles sensitive issues. Read alouds in the teen years keep learning alive when textbooks often become the norm, and the connections we made through books in the earlier years can continue to thrive.
A book-based curriculum is perfect for kids who don’t like to read and for those who do. Human beings thrive on story, and a book-based curriculum is built on just that—story! A book-based curriculum is like a well-crafted booklist, laid out like a feast, and reading aloud brings that feast to everyone. Enjoy!
About the Author
Angela Awald is a homeschooling mama to 6, certified teacher, writer, and doula. Her days brim full of learning, loving, and laundry (lots and lots of laundry)!! She believes that nurturing children (and ourselves) means helping them to see that all of life is about learning – from our mistakes, from each other, and from great books! Angela blogs at nurturedroots.net where she shares the ways she is nurturing her family and inspiration for nurturing your own.
Search homeschooling on just about any platform you can think of, and you’ll instantly be flooded with resources. Gorgeous wooden Waldorf toys, nature studies for preschoolers, vintage handwriting tablets, tricks that incorporate LEGO into reading. There are printables, book lists, and math manipulatives galore—so many options. You’ll find books and blogs all devoted to explaining the various homeschool philosophies, from Charlotte Mason to unschooling, classical to literature-based. There are all the checklists and planners and getting-started guides a parent could ever need, just at your fingertips, for when you decide it’s time to start homeschooling your little one.
But what about when you don’t start homeschooling until your child is a little older? What if you’re looking into homeschooling for the first time with a middle schooler? What if you are wading through preschool crafts and all the books that go to great lengths discussing the importance of a solid educational foundation while searching for upper grade resources?
If you have an older child and have only just begun to dip your toe into the primary-heavy world of homeschooling resources, is it too late?
(Spoiler alert: you’re not too late.)
Starting to Homeschool Mid-School Year
I became peripherally aware of homeschooling when my middle child was in second grade. I knew it was potentially on the horizon for us, but for the time being I was keeping it at arm’s length and trying to power through. I’d casually search Pinterest here and there, maybe look on Instagram to see how other families were doing it, but I wasn’t diving into homeschool research or devoting my nights to wording an educational mission statement. Until I was.
When the time came to pull my third grader out of public school, I found myself grasping at every resource I could find. I was a woman possessed, spending every waking hour (and far too many bedtime hours) Googling reviews, poring over forums for suggestions, gobbling up book lists and filling up my online carts. I was looking for anything I could find that would make this task seem less daunting. And there was a lot to be found in the lane of encouraging homeschool moms… of preschoolers.
It seemed that most websites and blogs and Instagram accounts were operating under the assumption that all homeschoolers started out as homeschoolers, and most of the encouragements and recommendations I was finding were geared towards the parent of the very young child.
Pep talks for parents teaching their kids to read.
Magical speeches about creating a lifestyle of learning from very young ages.
Passionate calls to allow children to learn through play.
References to foundations and habits were everywhere, but I had a child who had already passed all of these milestones. My child could already read, already do math, already had an idea of what learning was and very much needed to “do school,” not just play.
Was I too late? Had a foundation already been laid by someone else’s hands, with someone else’s philosophies? Could I jump in and take over the reins, or was I going to have to break something down in order to build something else entirely up?
A little of all of it, honestly.
Picking Up Where They Left Off
Yes, my son could read. We didn’t need to spend hours working on phonics together for him to develop a love of language. We just needed to find books we enjoyed reading together.
Yes, my son could already do math. We didn’t need to point out patterns in nature or count the legs of a caterpillar for him to appreciate what numbers were. We just needed to find a math curriculum we liked.
Yes, my son could write. We didn’t need to create sensory-friendly bins for him to practice letters and penmanship in order for him to communicate well. We just needed to find writing prompts that excited him.
Part of transitioning into homeschool from a previous educational setting did involve a bit of a relay, figuring out where the school had left off and running ahead from there.
The transition period allowed me to develop a homeschool philosophy that included both of us. Instead of declaring ourselves to be devout followers of this method or that, I was able to work with my son to discover how and what he wanted to learn.
Did I miss a window in his development by having someone else teach him for the first few years? Absolutely not! I was still his mother during those years, after all, and my influence was strong back then, too. He wasn’t some totally different child that had been built by strangers that I now needed to re-program, he was my kid all along, and homeschooling was just giving us more time together.
Had I been homeschooling him all along, I may have directed us down a path that wasn’t one he would have responded to as well. Had I labored over an educational mission statement when he was four, he may never have had the opportunity to tell me when he was 8 that he loved history and wanted to learn more than he could have in public school. If he didn’t know what he’d been missing, he couldn’t have known what he wanted from home education.
You’re Getting a Homeschool Head Start
When you start homeschooling an older child, you’re not scrambling to build a new foundation, you’re given the unique opportunity to work where you know the cracks are. Rather than fretting over choosing a methodology to apply to an unknown future, you have the advantage of molding a method to fit your child as you know them to be.
So is it too late to begin homeschooling an older child—a child who can already read, already write, already has habits formed and ideas sprouted?
Well, mama, you’restill learning. It’s never too late to start, and it’s almost an advantage to have waited.
So go ahead and take the leap. You may not have use for those beautiful play silks or the vintage school desks, but you’ve got a great kid who you already know, and that is the best tool of all.
About the Author
Jennifer Vail proudly lives in the great state of Texas with her very handsome husband and three very funny children. All three kids are educated in three very different ways according to their very different needs, which is exhausting but fulfilling. Jen’s hobbies include naps, 90’s pop culture, Netflix binges, buying books with the best of intentions to read them all, photography, and extroverting. She holds a degree in counseling but has found her calling by writing for and spending time with families of differently-wired, outlier kids—the square pegs of the round world.
She stays up way too late and drinks way too much caffeine, but has no intention of changing either. She is the community manager and contributing author at Raising Lifelong Learners where she writes about homeschooling gifted, anxious, and otherwise different kiddos, but also rambles at This Undeserved Life from time to time. She feels compelled to mention that she still very much loves the Backstreet Boys and rarely folds her laundry.
On social media or while talking to other homeschool moms, new homeschoolers often ask how much time they should expect their school days to take, or what subjects they should cover. Inevitably, some more experienced parents advise them to simply make sure they cover the basics of language arts and math, or tell them they don’t need to do school more than a few hours a morning during the elementary years.
Although there’s nothing wrong with thinking through a schedule—what you will cover each day and how long it might take—there’s a danger when we seek the opinions of others who may not share our view of homeschooling. We can end up with a focus on doing the minimum required instead of nurturing the natural wonder and curiosity of childhood. We begin to view school as the things we have to do instead of the privilege of inspiring a love of learning.
Thomas Berry, twentieth century cultural historian said, “Our children should be properly introduced to the world in which they live.” There’s a lot of wisdom in that statement.
The Elementary Years Are for Exploration and Discovery
When we see learning as an adventure, we can inspire our children to view it in the same way. Instead of trying to figure out the minimum of what we can do, we need to ask how we can open up the world for our children.
“Teaching is not about answering questions but about raising questions—opening doors for them in places that they could not imagine.”—Yawar Baig
Young children are naturally curious. If you don’t believe that, spend time with them and count the number of times they ask why! Their questions aren’t easy to answer either. Consider one of the most common questions, “Why is the sky blue?” How do you explain the science in a way a young child can understand?
As homeschoolers, we want to encourage that curiosity, and learning history and science during the elementary years is all about exploration and discovery.
The times, people, and places that can only be visited through books open up a world bigger than the one they know. It captures their imaginations and answers so many of those burning why questions.
History and Science Strengthen Core Subjects
Traditional education models often separate subjects into neat little boxes. It’s the way most of us who attended public or private school grew up learning. We went to English and math and science classes—often moving from one classroom to the next. The early elementary years weren’t much different except we may have stayed in the same room.
With a literature-based approach like BookShark’s, subjects aren’t taught in isolation from one another but as a connected set of skills and knowledge.
Students read about history using living books. They learn language arts skills through copywork and dictation taken from those same books. They write about what they are learning—strengthening their writing skills while assimilating their knowledge of history.
BookShark Science includes a collection of real books, not textbooks, with hands-on experiments and activities. Students use math skills such as measuring and reading charts and graphs.
As students study and practice the skills of core subjects alongside the knowledge they encounter in history and science, they learn and remember. Our brains are designed to make connections.
“As we learn something new, cells that send and receive information about the task become more and more efficient. It takes less effort for them to signal the next cell about what’s going on. In a sense, the neurons become wired together.” —Alison Stevens, Learning Rewires the Brain
History and Science Prepare Students for Future Studies
Extensive exposure to science and history will help them understand those subjects in a deeper, more complex way as they mature because they have been exposed to more concepts and scientific vocabulary.
BookShark History: The Story
Consider the etymology of the word history: “relation of incidents” (true or false), from Old French estoire, estorie “story; chronicle, history” (12c., Modern French histoire), from Latin historia “narrative of past events, account, tale, story”…
History is about story.
From the beginning of time, people passed down their history through stories. We remember stories better than a list of facts because story connects us and captures our imaginations. That’s why BookShark’s use of historical fiction and biographies fascinates elementary age children.
BookShark Science: The Spiral Approach
With BookShark science your children will learn about scientific ideas in a way that engages their curiosity in the elementary years through living books and hands-on experiments. Because BookShark uses a spiral approach, students encounter topics multiple times at more and more complex levels. Students can then build on that foundation in middle and high school years.
Your Elementary Students Need History and Science
Yes, need. Need means we require (something) because it is essential or very important.
When we see the elementary years through the lens of only what we have to study, we do a disservice to our children.
Although the core subjects of language arts and math lay a foundation of skills students use throughout their studies, history and science study speaks to the essence of who children are—curious individuals who are waiting to explore and discover the world around them. The study of history and science will strengthen core subjects as they are practiced and applied, and students will be well prepared for higher level learning.
Setting your own daily schedule is a wonderful luxury homeschooling brings. We’re not scrambling to get kids on the bus at 7:30 in the morning. Breakfast becomes a leisurely meal instead of a frantic race against the clock. The shift into and out of Daylight Savings Time hardly impacts us.
You have time to welcome the morning, spend time with your children, and enjoy a slow start. You determine the course of your day by setting your own daily schedule regardless of what the school does or what your other homeschool peers are doing.
Homeschool in the Mornings
Many of us enjoy homeschooling in the mornings. We can start the days with a brief morning time of poetry recitation, great literature, music, and art. The children tackle math when they’re fresh and able to think carefully about the problems. We get the business of our day—school—taken care of as first priority so we can do more frivolous pursuits later.
After homeschooling in the mornings we have the afternoons free. We’re able to explore the town and go on field trips. Children can enjoy their favorite activities or play with friends. We can take long nature hikes and see the flowers bloom, leaves bud, and geese return.
Evenings can be spent watching documentaries, enjoying read-alouds, or simply spending time together as a family.
Homeschool in the Afternoons
Just because many homeschoolers sit down to educate children in the mornings doesn’t mean you can’t homeschool in the afternoons instead. Sometimes it works best to spend the mornings sleeping, relaxing, working at home, doing chores, or simply enjoying the day.
If a slow start suits you best, consider homeschooling in the afternoons instead. That’s the beauty of homeschooling. You set the daily schedule to fit your family’s needs.Enjoy a slow morning together, eat lunch, and then gather your school supplies. Run through math, English, and science. Curl up on the sofa to listen to the latest book you’re reading aloud. Spend the afternoon doing science experiments or history projects.
Homeschool in the Evenings
Despite the flexibility homeschooling brings, most people believe you still need to homeschool during daylight hours, and that’s simply not true. Remember, you set your own schedule. This means you can spend the morning on nature hikes, long bike rides, and exploring the town.
Afternoons can be spent in activities, field trips, or time with friends. You can spend the day exploring the world and using up your children’s energy so they’re ready to sit and study quietly in the evenings.
Begin your formal homeschool day at dinner time. Engage in long history and science discussions at the dinner table. Teach children to read in the living room after dinner. Work on math together.
Each parent can take a child to run through schoolwork together. Discuss math, teach phonics, and write during the quiet evening hours.
As you think about your ideal schedule, remember that homeschooling is flexible, and there is no right or wrong time to homeschool. Consider carefully your family’s routines and lifestyle before setting a daily schedule for your homeschool. Non-traditional homeschool hours may be best for your family.
And you may find that one season of life fits morning learning while another season of life is better suited for evening homeschooling. Younger children tend to rise earlier, and teens love to sleep in, so adapt with their preferences by adjusting your daily schedule too. Or use a hodgepodge of times for your children. No one says that all your children have to study at the same time either!
If your son tends to dawdle instead of completing a page of grammar exercises…
If your daughter draws pictures instead of working on writing assignments…
If you’ve seen your child’s shoulders slump when asked to read…
Then you might have a reluctant learner when it comes to language arts. From making excuses to complaining to avoiding the work, these behaviors point to a problem. But there’s good news! Your children can learn the skills they need and even enjoy the process, too!
Find Out Why Your Students Are Reluctant
First, find out why your students are reluctant to learn language arts. It’s important not to assume that it’s a character issue.
How will you know the difference? Character issues are often seen in other areas of life, not only when it comes to completing their language arts assignments. If your children are trying to get out of all work, including chores or anything that requires effort, it may be because they need consistency and discipline.
But if you see these behaviors only when working on homeschool language arts, there may be underlying issues that aren’t related to character. Some possible reasons include:
Learning disabilities or processing disorders. Talk to your doctor or a specialist. Research options for getting a diagnosis so you can make a plan. The good news is that early intervention can help kids learn to cope and even flourish despite their challenges.
Vision issues. A simple appointment with an optometrist or opthamologist will tell you what they need.
Maturity. Sometimes children are not developmentally ready, so the best thing to do is wait. But waiting doesn’t have to be passive! Read aloud to them. Tell stories together. Write down things they have to say. You’ll be developing the skills without expecting more than they are ready for.
A lack of foundational skills. There are building blocks to learning language arts. If children struggle with the physical act of writing, then it will be hard for them to do creative writing. Be sure to focus on the foundation and find ways to build upon that foundation until they are ready to take the next step. Look for a language arts curriculum that is developmentally appropriate.
3 Ways to Teach Language Arts to a Reluctant Learner
1. Optimize the Learning Environment
Create a better learning environment, conducive to focused work time.
Often people define themselves as early birds or a night owls. Generally these are the times they are most productive. When do your children seem most focused?
Is it first thing in the morning?
Right after lunch?
Or even in the evenings?
Use those times to your advantage.
Children can also be very sensitive to the atmosphere around them.
Do they need a calm, organized area?
Is the temperature comfortable?
Is a chair better for this activity or does sitting at a desk help them concentrate?
You may have to try a few different things to find what works best, but it will be worth the time
2. Use a Natural Approach
A natural approach to teaching language arts capitalizes on how children have been learning since the day they were born. You probably didn’t approach teaching your kids how to talk by putting an alphabet chart on the wall or giving them a board book titled The Syntax of the English Language. And you probably didn’t make them say a sentence correctly ten times so they would remember proper usage and structure.
Instead you immersed them in language by talking to them. They naturally absorbed the rules of language. Sure, they made mistakes, but you actually thought those mistakes were cute. You knew that over time they would learn not just what to say but how to say it.
Kids learn to write by writing, read by reading, speak by listening. They copy and dictate from books by real writers. They narrate what they have been reading. And in this process, sometimes riddled with cute mistakes along the way, students become proficient at writing and reading and speaking.
3. Get Creative
Use a timer. Students can feel overwhelmed if they can’t see the end in sight so they don’t even want to try. Help them to get past this roadblock.
Set a timer for 10 to 15 minutes. When the timer goes off, give them a quick physical break like jumping on an indoor trampoline or riding a scooter down the street and back. Or allow them to follow the timed lesson with a subject they enjoy more.
Build their language arts muscles by starting slow. Shorten a copywork or dictation passage or break it up over a couple of days. Let them experience success before increasing the difficulty.
Focus on just one skill at a time. If they are doing copywork and struggle to write neatly, have them focus only on how they are forming the letters. Don’t worry about a spelling mistake made when trying to get a letter just right.
Partner with your child. Take turns. They read a page, then you read a page. They write a paragraph, then you write a paragraph that they dictate to you.
Allow them to do some work orally. Language arts skills are built even when the physical act of writing isn’t happening. Good communicators know how to organize their thoughts. Therefore, any time your kids can express themselves clearly, they are practicing an important skill that will translate to writing later.
Let them do something with their hands. When you’re reading aloud, allow them to build with LEGO, create with playdough, or draw a picture.
Make narration a normal part of life. Simply say something like, “Hey, why don’t you tell Mr. Jimenez about the story we were reading!”
You Can Teach Language Arts to a Reluctant Learner
Creative avoiders can exhaust, frustrate, and even anger their parents at times. You don’t have to dread teaching your kids, though. Look for the signs to see if you have a reluctant learner.
By evaluating why, optimizing their learning environment, using a natural approach like BookShark’s, and getting a little creative, you can help your children succeed while keeping your sanity in the process.
