UNSCHOOLERMOM

First Day of Not Back to School

2010-08-16T12:42:00.000-07:00

The school kids all went back to school today; so we decided to make today our first day of NOt BaCK tO sCHOol! We've been having fun. We have made Chinese dragon puppets and studied Chinese dynasties. Taliesin has been sewing up a storm today. We have read books. This evening, we are going to bake a cake to celebrate our not back to school freedom! Oh, and Taliesin wants to get started on learning more about ancient Greece (thanks to Percy Jackson). It's so much fun to not go back to school!

Kandy

Our Day of Rest

2010-08-15T13:34:00.000-07:00

Taliesin's snowy picture

Nathanael's lines and shapes

Today we had a real day of rest. We slept too late for church, so we decided to just enjoy. We went bike riding this morning, got McDonald's and went to the neighborhood park. We spent the morning playing, exploring, and reading. When we came home, we played Thomas trains, and Taliesin and Nathanael doodled with the Paint program we have on the computer. It's been a nice day. Sometimes we really do need a day with just each other.

Kandy

Creation Science lapbooks

2010-07-27T15:24:00.000-07:00

For the past week, we have been working on creation science lapbooks and unit study from In the Hands of a Child. Taliesin and Nathanael have been having fun with them! I was surprised that Nathanael wrote the words in the last two pictures by himself ("No Fear" and "Do Not Be Afraid"). He was writing about the behemoth and leviathan.

Kandy

Learn Nothing Day

2010-07-24T19:59:00.000-07:00

Well, we failed miserably at this year's Learn Nothing Day. Darn it... we learned things. How could we? First thing this morning, Taliesin and Nathanael learned how to build a UFO at Lowe's. Then they had the nerve to build new inventions with their mini Legos and erector sets. It was just a failure.... Sigh... Guess it just goes to show learning happens whether we try or not. Oh, yes. Now I remember. That's what unschooling is all about. ;^)

This wasn't today. This was actually a beetle that Nathanael insisted we rescue from Wal-Mart's parking lot yesterday evening. He didn't want it to get squished. So we took him home so he could fly in our yard.

Kandy

Organic Learning

2010-07-22T12:58:00.001-07:00

Kandy

Money Man

2010-07-18T09:44:00.000-07:00

One of Taliesin's favorite games is a game he invented called "money man." Whoever is playing takes turns being either the buyer or the cashier. The players buy items from around the house - toys, books, art, water bottles, chairs. Whatever looks good at the time. The cashier decides on the price. And the buyer counts out play money to buy the item. Eventually, everyone gets to be both the buyer and the cashier several times. Sometimes things can get interesting. For instance, last night a magnifying glass from the dollar store went for $200.99. Expensive, yes. But it's worth it to see Taliesin using his imagination and learning in his own way. (Now you can see why we use play money instead of real money - LOL). Some weeks we play this game daily. And Nathanael is even starting to get into this game.

It's amazing the things children will invent when we allow them to. Just think of how much less Taliesin and Nathanael would be learning if I sat them down with money worksheets and forced them to learn to count money.

Kandy

Education

2010-07-17T13:47:00.001-07:00

I found these posters at the dollar store today and fell in love with them. Whoever coined the phrase "Education is a journey, not a race" is nothing short of genius, in my humble opinion. All too often, education is viewed as a race - who can get "there" first is the winner. Where "there" is, I am not quite sure. True education is about the process. It does not matter who does what first.

When I saw this poster, I thought of unschooling. My sons' education is not about meeting grade level or passing a series of standardized tests. My sons' education is about, first and foremost, giving glory to God. What better way for them to give glory to God than to explore the interests and passions that He gave them? What better way for them to give glory to God than to use their talents? I've said before that Jesus was very specific about talents. If we do not use them, what we have been given will be taken away. Using those God-given talents is the best way to enjoy the educational journey.

Many unschoolers shy away from the word education, because of the way that it has been used - as a synonym for institutional learning. That is not the way I view this word. I view the word education as something that encompasses all of life. We can gain education so many ways. The journey never ends.

This second poster is awesome! I have blogged before about differences and how sometimes differences cause conflict, especially with children. I hope this poster will speak to others the way it spoke to me.

As an unschooler, I often am asked how I keep records for my sons. Since we do not really plan what we do - it's child-directed (except, of course, for the little bit of structured learning Taliesin requests) - how do we keep records in case they are needed? Well, I try to keep this blog for a type of educational records. But, of course, it often turns into opinion pieces about life (education), in general.

This top picture is of a chart that hangs on our playroom door. Each day, I write down generalizations of what Taliesin and Nathanael do each day. I include everything. After all, as I wrote above, education is life and life is education.

The picture below includes my teacher's journals. I write as often as I can in more detail about what we do and why. I fit those generalizations into categories (what schools call subjects). Sometimes it also includes some opinion pieces.

And, of course, since Taliesin and Nathanael have been getting more into lapbooks, these provide a good portfolio of some of their studies. (We just finished "mosquitoes" and "everyone has different abilities" and are getting reading to begin "spiders"). Right now, there is a plastic storage container full of finished lapbooks and a milk crate with those we're working on a little at a time. It is a little easier for me to keep records with lapbooks, something that I'm thankful for. But it is possible for unschoolers to keep good records with a little time invested.

Kandy

Water Slide

2010-07-12T18:37:00.000-07:00

Well, I did it tonight - the water slide I blogged about a couple of weeks ago. Before we left the water park this evening, Taliesin and I went down the slide. Taliesin went underwater and popped right back up. I went down and up and down and up and down and up. Finally, I made my way to the edge and walked to the steps. It was fun and exciting and terrifying to someone who has never done it before and is just learning to swim. Yeah, I will do it again next time.

Kandy

Christian Unschoolers Group!

2010-07-12T06:59:00.000-07:00

I am so excited to be a part of this group! Thank you, Lauren!

Kandy

What Is Unschooling?

2010-07-11T16:45:00.000-07:00

There are so many different definitions of unschooling out there. And when one puts the adjective "Christian" in front of "unschooling," the definition becomes even more varied. There are those who believe that only radical unschoolers are true unschoolers. There are those who believe that relaxed homeschoolers are unschoolers. Then there are those who question how unschooling can be Christian at all.

Not to complicate matters more, but I am going to throw in "my" definition of Christian unschooling - or, in reality, what our Christian unschooling adventures "feel" like.

We began our homeschooling adventure four and a half years ago. Taliesin was three and was, at that time, receiving speech therapy through the public school system (home visits). This speech therapy kind of threw us into homeschooling sooner than we planned, because those from the public school system did not agree with homeschooling a child with special needs. So we began homeschooling in the only way I was familiar with - a traditional preschool program. We knew within a couple of months that this was not working, so I began exploring other options. Thanks to Home Education Magazine and some online groups; we began implementing child-directed methods.

Throughout the past four and a half years, we have implemented unschooling more and more. I have tried the radical approach - unschooling parenting approaches as well. While I totally respect parents who follow this approach; I have found that this was not the best approach for my family - especially after starting a childcare. I have to have rules set. Yes, children should help set those rules and should know the "whys" behind those rules. However, we do have rules, nonetheless. I have seen children in traditional systems that have no rules. I do not want that for my sons. I believe radical unschooling works for many because they are completely natural learners. When we decided to begin a childcare, socialization kicked in. There are children in childcare from all different environments. I naively thought respect comes naturally for everyone. In so many cases, it does not. It not only has to be modeled, it often has to be taught... and taught. When young children see others who do not have that respect, they will try themselves and, all too often, will copy - socialization at its worst. That is when I decided that I have to make rules of respect and require that they be followed. I guess that means I'm no longer a radical unschooler.

There are those who believe if a parent uses any type of "curriculum," this parent is no longer an unschooler. This type of belief works well for Nathanael. He prefers nature-based learning, building with Legos, making inventions, and conducting his own science experiments. However, for children like Taliesin, this is far from the case. Taliesin enjoys some structure. He loves the same things that Nathanael does; but he also enjoys unit studies and lapbooking. He loves Five in a Row and In the Hands of a Child. He even loves trying out the lesson plans I write for college. This is his choice, not something that I require. Am I, therefore, no longer unschooling because of Taliesin's growing into more structured learning? He has been bugging me all day to finish a mosquito lapbook he's been working on this week. Should I not allow him to do this because it is too "traditional"? Whatever the label or lack thereof, I cannot deny him his own way of learning.

Lastly, something that I have been struggling with is the idea that children should be allowed to develop their own spirituality - free from interference of the parents. I firmly believe that children will grow into their own spirituality. However, this does not mean that I will not teach them Christian beliefs and character education. There are fun ways to incorporate spiritual formation into children's lives. One of Nathanael's favorites is the Resurrection Eggs, often used at Easter time. Taliesin enjoys these as well, but he also loves - again - more traditional methods, including memorizing Scripture. Veggie Tales DVDs and cartoons on the life of Christ are also always hits here. As a Christian, I cannot allow an unschooling label to interfere with my Christian beliefs.

I have been reading a book called Christian Unschooling by Teri J. Brown. I am really enjoying it, because I can see myself in a lot of the stories. I believe in unschooling because I believe God created all of us with our own unique talents and interests (I, all too often, see children who have lost that God-given gift because of forced educational methods). I believe that children can direct their own learning. I also believe that we are to train our children in the ways of the Lord. I also believe that respect is essential - from both the parent and the child. Sometimes this can be taught by modeling alone. Sometimes it cannot.

As you can tell, I have been thinking a lot. I have a lot of mixed emotions. I just wanted to share some of those thoughts. Do I still consider us unschoolers? You can bet I do. I firmly believe in child-directed, natural, organic learning - whichever way a child chooses to learn.

Kandy

Freedom

2010-07-02T16:53:00.001-07:00

This week, we have been discussing freedom a lot. We have discussed the importance of the words of the Declaration of Independence. We have discussed how so many people have been willing to die to ensure that we keep our freedom; and that these people deserve our thanks and respect. We have discussed what it really means when we salute the flag or sing our national anthem.

On Wednesday of this week, we did something unique for our freedom study for the 4th of July. We discussed that one God-given freedom that we all have is the freedom to be different than one another. We completed a fun activity from the In the Hands of a Child project pack "Everyone Has Different Abilities" that presented the idea that all of us do have different talents and interests.

This summer, I have quite a few children in childcare that are from public schools. And, as is natural, sometimes they do not understand the way Taliesin and Nathanael do things. They do not have to learn anything by a certain time. They do not have to memorize sight words or multiplication tables or feel pressured to learn in ways that do not fit their learning styles. And sometimes, despite my best explanations, Taliesin, especially feels different than the others. He does not want to change the way we do things. He has just the amount of structure he wants with using Five in a Row and lapbooks, plus our unschooling learning activities. He does not want to attend a traditional co-op. And he definitely does not want to go to a public school. (He considers them boring from what the other children have told him). But sometimes it is just so obvious that he feels different. When the others begin discussing what they "had" to do at school at one time or another, he has nothing to add to the conversation and usually goes off to play by himself. Not only this, but Taliesin does still have an imagination - something that many of the boys in my childcare that are his age do not use anymore. I, personally, believe that is a direct result of too much testing in schools - forcing children to take on stress and worry that they should not have to. But I could be wrong. But sometimes others do not know how to take the way Taliesin plays imaginatively.

Yesterday evening, something wonderful happened. There is a new city art program in Salina - Arty the art van travels from park to park, place to place, showing children how to do art projects other than drawing or paiting. Well, any readers know, this is right up Taliesin's alley. He loves art, and he loves to use his imagination. So we went to one of the events. Taliesin started a weaving project, and one of the organizers of the event (an art student at a local college) complimented him on his work. I had to brag a little on my little artist. I told her he started drawing when he was two - he drew a picture of a person and put on eyes and a nose and ears. He hasn't stopped since then. She looked at Taliesin and said, "You're a lot like me, then." Taliesin asked her how. She told him she started doing art when she was little, too, just like he had been doing. And now she is studying art in college and working as an artist. Then she started playing and using her imagination. She took pipe cleaners and showed him how to make a mustache. They made mustaches and used different voices for each mustache for quite some time. I have not seen Taliesin so happy in a long time. He literally began skipping around the park shelter. He would make something unique and run over and show it to this lady. She would compliment him, and he would skip around again. Once I even told him to settle down a little; and he informed me, "But mom, I am having fun." No matter how much Kelsey or I would tell him that it's okay to use his imagination or encourage his creativity, even if others do not understand; I think what he really needed was a stranger to tell him, to show him.

Before Taliesin and Nathanael left, the organizer took a picture of them with their artwork. I think she gained a life-long friend, and Taliesin gained his freedom - the freedom of truly being able to be different and knowing that it's okay.

Kandy

Fears

2010-06-27T10:44:00.001-07:00

I am believing more and more that the way we rear our children can cause fears and phobias. I have never liked the term "free range children," because it sounds too cattle-like to me. But I am coming to understand that term more and more.

When I was a child, I was never allowed to do certain things - do things that would cause me to get dirty, go places that could be less safe than others, etc. I was never allowed to go hiking, for instance, for fear of snakes and insects. I was never allowed to go to a lake because the water would be dirty. I was never even allowed play in the dirt. Believe it or not, I never even finger painted until I was in sixth grade. I was always pushed toward academics. Now, don't get me wrong, I have always enjoyed academics; but, to this day, there are some phobias that I have.

A good example happened on Friday evening. Kelsey and I took Taliesin and Nathanael to Salina's new water park. Now, you have to remember, I had not been in water other than the bathtub or sprinkler park since I was eight years old when I took two swimming lessons before I quit for various reasons. I am now thirty-five. Taliesin and Nathanael had a blast; and, I admit, I did, too. It was so nice letting go and just having fun. I think what really made it sink in was when Taliesin went down a small water slide, and I could not bring myself to. I have told myself, when we go back, I am going to go down that slide.

Since we have started unschooling (back when Taliesin was three years old), I have done things that I have never done before - hiking in the hills, finding rocks at the lake, playing at the water park. I think what I see is that I do not want Taliesin and Nathanael to allow fear to hold them back. I see children whose parents are afraid, much like my mom was, to allow their children to be children. I know what that feels like as an adult. I do not want Taliesin and Nathanael to grow up with those fears. I want them to be adults who aren't afraid to swim in the ocean or climb a mountain or fly an airplane or travel around the world (Taliesin's goal).

So does that make me a believer in "free range children"? I still do not like that label. And I still exercise caution with my sons. I'm not going to let them roam around anywhere they want to go alone. I do believe in adult supervision. But I also believe that children should be given the opportunity to try new things, even if that means scrapes, bruises, dirt, and bug bites.

Kandy

Weather

2010-05-22T10:33:00.001-07:00

A couple of days ago when we went to visit my dad, he had the weather channel on his television. (For those that do not know, we do not have cable). This weather channel fascinated Taliesin. He questioned what each color stood for on the weather map and watched the videos of tornadoes that were being shown. When we got home, he recorded everything he had seen on his own weather map. Needless to day, he is very much in a weather-studying mood now. He loves the weather channel's website now. Last night, when we went to visit my dad again, he turned the TV to the weather channel just so he could talk with Taliesin about it. :^)

Kandy

Recently

2010-05-19T13:03:00.000-07:00

Things have been crazy for the past few weeks. Three and a half weeks ago, my dad had a heart, a stroke, and was hospitalized for double pneumonia. He was in the hospital for over a week and has been under the care of full-time nurses since then. He is doing better. The pneumonia is better at least.

On top of that, I just finished up the two college classes I have been working on for this past eight weeks and started my first summer class of the year. I'm glad I picked an easy one - Evangelism 101. After this summer, I only have eight classes left before graduating with my double major. I am excited about that.

I have so many things to share that Taliesin and Nathanael have been working on - insect studies (including finding and providing habitats for live insects to observe them), creation astronomy studies, dance recitals, karate tournaments, project fairs, bubbleology studies, a new volume of Five in a Row, lots of art and science projects, penpals, the list could go on. I really need to get the pictures downloaded and posted.

Lastly, aside from my work with the childcare; I am also back to working on my books. I have just really felt that I need to get these written and published (either traditionally or through self-publishing). They really are a calling for me.

I am going to try to get everything caught up on my blog - again. I hope this time I actually can!

God bless.

Kandy

Spelling

2010-04-17T17:47:00.000-07:00

Taliesin has been so proud of himself lately for his reading. His reading endeavors began with Peter Rabbit. Here lately, he has been reading a lot of Thomas the Tank Engine books and even some readers (all his choice, of course). I always considered him more of a sight word reader. Phonics has never been his thing. That is, until he discovered alphabet cookie cutters and Playdoh.

I bought a big box of cookie cutters to use with Playdoh a few days ago - 110 cookie cutters that includes the alphabet, numbers, shapes, sports themes, flowers, you name it. Taliesin discovered his love of making words with the alphabet Playdoh creations. He is getting to be quite the pro at sounding out words that he has not memorized by sight. Nathanael is even getting in on the action by making his own words. It's amazing what a little Playdoh can do.

Kandy

Planting Snapdragons

2010-04-16T08:32:00.000-07:00

A couple of days ago, our neighbor was riding her bike and we were outside planting our flower garden in our front yard. Taliesin, the night before, had picked some snapdragons to plant; and Nathanael had picked some petunias. We also planted rose bushes, a wild flower mixture, forget-me-nots (another of Taliesin's favorites), zinnias, and morning glories (another of Nathanael's favorites). As our young neighbor rode past our house, she stopped to talk; and she proudly told me, "Kandy, I got an A and a B!" I, of course, told her that I was proud of her. Taliesin, without missing a beat, told her, "I got snapdragons!"

Maybe it sounds crazy, but that made me so proud of him. Those two statements just epitomized the difference between the school mindset and the unschool mindset. What most kids are striving for is a letter grade - that "A." That is what they know. I have school-age children in childcare who, it seems, only talk about what grade level in reading they are at. It has been pounded into their heads since they were old enough to think that what they live for is going to school and getting good grades and staying ahead of the rest of the kids in their grade.

I am almost finished with my education degree. In fact, other than a couple of core classes for my religion degree, some gen. ed. classes, and scholarly writing for teachers and my practicum; I have taken all of the required education classes. And, don't get me wrong, I have enjoyed them all and have learned a lot. I'm glad it was something I pursued. But the more I learn about the education system, the stronger I believe in unschooling. I just cannot wrap my mind around a child's whole educational existence being based upon standardized testing and grade level. When Taliesin does something more academic - like reading to me or making pictures and putting sticker letters at the top to title the picture - I do not place him at grade level. Half of the lapbooks that he does are, according to the front, at fourth or fifth grade level. I don't care! What I care about is he enjoys what he is doing. That is the important thing to me. He plantssnapdragons. What more could I ask for?

Kandy

Pre-Easter Fun

2010-04-03T19:43:00.002-07:00

I love Easter! We have been having so much fun with pre-Easter traditions - Easter egg hunts, coloring Easter eggs, making Easter art. This year, Taliesin and Nathanael have also been working on Resurrection lapbooks. And, of course, tonight they'll be leaving carrots and vegetable juice for Easter bunny. Tomorrow, we have church. And then the fun will continue on Monday evening with a BBQ (Kelsey was unable to get off of work tomorrow; so we had to postpone our BBQ for Monday).

I have to admit these monster Easter eggs turned out very cute! And I cannot believe how many Easter eggs Nathanael gathered at the Easter egg hunt this morning. He was working hard! I think tomorrow after church, we will use the Resurrection eggs (one of Nathanael's favorites) and watch an animated DVD about the crucifixion and resurrection (one of Taliesin's favorites). I am very proud of Taliesin and Nathanael. They enjoy the fun stuff; but they truly understand the spiritual meaning of the holiday as well.

Kandy

Nathanael's Tithe

2010-03-28T12:34:00.000-07:00

Recently, I posted that Taliesin gave his first tithe. Well, Nathanael has also been saving quarters. He keeps them in a small box - a "tooth fairy" box, actually. Today we were getting ready to walk out the door for church. Before we did, he ran into the bedroom and grabbed his box to get some quarters to give as offering. So we counted his quarters and then took 1/10 of his money to give in tithe today. He even went to his children's church class late so he could put his tithe in the offering plate. I am very proud of him. I am just amazed at how he and Taliesin understand the importance of giving to others.

Kandy

Compassion Week in Honor of St. Patrick

2010-03-20T16:45:00.001-07:00

This year, we tied in the story of St. Patrick with our study of Biblical compassion. Taliesin and Nathanael had so much fun studying St. Patrick via books, a video, drama, and lapbooking. On St. Patrick's Day, we made Irish walking sticks, had an Irish lunch, and had our annual St. Patrick's Day parade!

What is compassion? Taliesin's and Nathanael's Biblical Compassion/St. Patrick lapbooks answer that question.

My own, personal leprechaun.

Making Shillelaghs

A St. Patrick's Day parade with friends

Kandy

Challenge vs. Irritation

2010-03-08T07:46:00.001-08:00

As I've written about before, Taliesin and Nathanael are both in dance class. They both love it! I have been having some concerns recently, though. This last week, Taliesin's teacher told the parents of children in the class that the kids need to work on their timing for their recital routines. Fair enough. However, when she added that all of the other classes of this age group have it down and she's a perfectionist; I have to question that. I see no problems with challenging the children (ages five, six, and early seven) to work on their routines and be the best that they can be. I do see a problem with making children this age feel not good enough.

Maybe it has nothing to do with dance, but I have noticed that Taliesin has been becoming extremely frustrated the past few weeks. He does practice his dance a lot, which I'm glad that he enjoys doing that. But he is getting increasingly frustrated with things that he usually enjoys. For instance, today he was making an art project. He became angry and frustrated because he could not get it to look the way he wanted it to. This has never been an issue for Taliesin. He usually works and allows the project to direct itself. I do not want him to become a perfectionist. I want him to enjoy what he does.

So I guess that is the questions for this post are: There is a fine line between challenging our children to be their best and causing irritation at expecting perfection. How do we know when we have crossed that line? What do you think? Am I being too picky? Is it just the unschooler in me that is too relaxed by others' standards?

Kandy

Newest Additions to the Family

2010-03-06T16:41:00.001-08:00

Meet Taliesin's and Nathanael's newest pets: hermit crabs! They are having so much fun learning about how to properly care for them - lots of sand, fresh water, natural salt water, hermit crab food (including fruits and veggies), humidity, sponges, and extra shells. Their pets certainly teach them a lot about creating habitats. These guys (or girls) are now added to their list of pets - dogs, cats, rats, a guinea pig, a tree frog, fish, and sea monkeys.

Kandy

India

2010-02-28T16:06:00.001-08:00

Taliesin and Nathanael finished almost every lapbook I ordered for them a few months ago (save one that will be better to do outside this spring), so I had to order some new ones (per Taliesin's request). Their first project is ancient India. As you can tell, they're having lots of fun being creative with it!

Kandy

Thoughts on the Past Month

2010-02-23T06:00:00.000-08:00

I have a lot of pictures to post here from the past month. Daycare takes so much more time than I had expected. LOL I need to get better at updating my blog.

This past month, we have had Valentine's celebrations, a Mardi Gras parade (and a king cake, too), theatre, lots of lapbooking, and things that I cannot even remember. And while all these things are wonderful, I have to say that last night is probably the experience that makes me proudest.

Taliesin's karate school is taking part in a fundraiser for St. Jude Children's Hospital. Taliesin loves to do fundraising and signed up. We were talking last night about the good things that St. Jude does to help children and their families. We talked about how a lot of times parents do not have the money to pay for the treatments that their children need, and that St. Jude will provide care free of charge. We talked about how that is where the money that he collects will go. Taliesin was listening intently and then asked, "Do you think they need toys? Maybe we could send some toys to St. Jude for the kids who stay there." I have tears in my eyes as I write this. Taliesin has so much caring in his heart that he wanted to do even more than is required of the fundraiser.

Taliesin loves to sew. Last night, we e-mailed St. Jude to ask if Taliesin were to sew some teddy bears, would we be able to send them to be distributed to some of the children in the hospital. We were also thinking maybe we could pick up some extra books here and there and send them with the teddy bears.

While there is a lot to be proud of in our everyday adventures homeschooling/unschooling, perhaps the best moments are when we see that our children really do care about others.

Kandy

Happy Birthday, Nathanael!

2010-01-27T11:43:00.000-08:00

(Sigh). It's been five years since my little Mr. Bubbles was born. Five years! I can't believe it. Where has the time gone? It seems like just a few months ago that I held him for the first time.

My pregnancy with Nathanael was completely different than my pregnancy with Taliesin. First of all, Kelsey and I loved the doctor that I had with Nathanael. He was so laid-back. He did not stress us out thinking something was going to go wrong. He joked a lot. Like when I asked him about a pain that I was having with Nathanael than I never had with Taliesin, he asked me if I had ever seen pictures of old pioneer women. After five or six kids, they're always frowning. He told me that's because each pregnancy gave them new pains.

Nathanael's due date was January 30, 2005. I remember I started having contractions right around midnight on January 27. They kept going all day. I was induced with Taliesin, so I did not know how contractions worked other than what I had read. They kept getting stronger and stronger, but they were not regular. I called the hospital that evening. They told me they might not get any more regular, to come in. I did. Nathanael was born an hour later. The doctor called his weight when he held him - 8 lbs., 15 oz. He was exactly right. And he was 21 inches long. I called him my peach baby because he had the perfect little round face - that looked just like a peach. And he was always hungry. Literally, he would eat every thirty minutes as a baby. LOL I always joke that Taliesin taught me about unschooling. Nathanael taught me about attachment parenting. I always told Nathanael we were like one person - it was Nathanaelmommy/Mommynathanael with no break.

He still has those cute little chubby cheeks that I just love to kiss. And he's still my perfect baby - no matter how many times Kelsey tells me that he's not a baby anymore.

Kandy

Happy Martin Luther King, Jr. Day

2010-01-18T11:06:00.001-08:00

Today, we have been studying Martin Luther King, Jr. We have watched his "I Have a Dream" speech online. We have read about slavery and discrimination in Follow the Drinking Gourd and Dr. Seuss' "The Sneetches." And we have even made "What Do You Dream Possible?" artwork. We are having fun learning about this very important figure in U.S. history.

Kandy

Happy Birthday, Taliesin

2010-01-13T10:59:00.001-08:00

Today, my little sweetheart is seven years old. I cannot believe it! Where has the time gone? Last year, I remember he was sick on his birthday. This year, he is just getting over strep throat. But at least today he can get out a little. Kelsey has taken Taliesin and Nathanael out for a Happy Meal and a new toy. Tonight, Taliesin gets to choose something special to eat and rent a movie he would like to see. Nathanael's birthday is coming up on the 27th, and they have a pizza birthday party on Jan. 23 and an insect birthday party on Jan. 29.

I remember when Taliesin was born seven years ago. Right now, seven years ago, I was in a hospital room being induced. I had preeclampsia. I truly believe a miracle happened during my pregnancy with Taliesin. I was under a lot of stress - a lot. And I developed preeclampsia at 28 weeks. I was in the hospital for a week due to extremely high protein levels and blood pressure, and then the doctor sent me home to be on bedrest with bathroom privileges. (I never considered taking a daily shower a privilege before this, but it did come to mean a lot to me). The doctor told me that he believed the baby would be born early, that he would be born in Wichita, and that he would be put in intensive care. I was given steriods to strengthen his lungs (something that I seriously wonder if could have had an effect on Taliesin to this day with his cold-induced asthma). Each week, I had to return to the hospital for non-stress tests and to be sure my protein level was not too high. The doctor was amazed with each visit. My protein level and blood pressure kept going down. He told me that was not supposed to happen. Preeclampsia does not get better. It stays the same or it gets worse. At 37 weeks gestation, the doctor decided to induce me because the baby could actually be born in Salina and his lungs would be strong enough to function on their own. On the evening of Jan. 13, 2003, Taliesin Cornelius Hastings was born. He weight six pounds, nine ounces and was nineteen inches long. Oh, he was so cute! I am going to have to scan some baby pictures in this week to post on my blog. Everyone commented to me that he was such a beautiful baby. His skin was perfect. His color was good. His head was not misshapen. He was just a beautiful baby. I think he still is. :^) Although he would correct me now and say he is not beautiful and he is not a baby, he is a "gorgeous boy." LOL

So, I just wanted to say "Happy Birthday" to my gorgeous boy, Taliesin.

Kandy

Long Hair

2010-01-12T09:17:00.000-08:00

http://cosmos.bcst.yahoo.com/up/player/popup/?cl=17579731

I guess it's a good thing Nathanael is homeschooled. If he were in certain public schools, he may be forced to sit in a room by himself all day because of his mid back-length mullet. If I were this mom, I would just homeschool this adorable little boy.

Kandy

Kandy

Fraggles and Journey to the Center of the Earth

2010-01-10T09:54:00.000-08:00

Taliesin and Nathanael love the old Fraggle Rock shows. They have the first season on DVD. Taliesin has been sick the past few days, so we have been watching a lot of Fraggle Rock. This has inspired him to do some map and rock lapbooks. Nathanael has decided to lapbook on maps, too. The first episode of Fraggle Rock focuses a lot of exploring with maps - when Uncle Traveling Matt leaves to explore outer space (a.k.a. the human world). Gobo Fraggle explores Fraggle Rock often using maps that Uncle Traveling Matt gave him when he left. And, of course, the Fraggles live in a rock.

Last night, we also watched Journey to the Center of the Earth - the newest one with Brandon Frazier. It was pretty good. And Taliesin and Nathanael loved it, of course. Any movie that has volcanoes, rocks and diamonds, and dinosaurs is going to capture their attention. And the movie's short discussion about igneous, sedimentary, and metamorphic rocks reinforced what we have been studying with the lapbooks.

I love it when Taliesin and Nathanael get started on their own little unit studies - in ways that just flow together like it was planned, but it wasn't. Such is child-directed learning. :^)

Kandy

The Force is Strong with You, Young Padawan

2010-01-08T16:39:00.001-08:00

We finally got batteries in Taliesin's and Nathanael's force trainer that they got for Christmas. Even with a fever, Padawan Taliesin was able to raise the ball up the tube with just the power of his mind. A Jedi soon will he be.

Kandy

Socialization

2010-01-07T04:52:00.001-08:00

I have to admit that I have discovered so much about socialization from having a daycare. As much as I try to encourage kids to be themselves, so many times they just want to be like everyone else. Even Taliesin and Nathanael are not immune. So many times, I catch them picking up on habits that they have never had that they see in other kids. And these are not necessarily bad habits. Just habits that are not their own. Then I see them become frustrated because they are not being themselves. They are trying to be like someone else. What is a homeschooling mom to do?

I guess I will just keep plugging away at encouraging individuality, giving them all the opportunities that I can to use their gifts and talents, and being there for them to encourage them to be themselves when they get tired of trying to be someone else.

All I can honestly ask is why do people worry so much that children will not have access to socialization? It is one thing I could do without!

Kandy

Choices

2010-01-04T07:53:00.000-08:00

I believe that we should allow our children as many choices as possible. Many do not agree. Taliesin and Nathanael have never had a bedtime. They have always chosen what they like to eat. They have always chosen their own clothes. They choose what toys they like to play with. They choose to learn in ways that work for them. But what happens when something that they do not have a choice on happens? Are they prepared? What about those things that parents are not willing or able to compromise on? I discovered the answer this weekend.

I mentioned in my "2010" post that we had rung in the new year with cheese curls, flavored water, and the movie Transformers: Revenge of the Fallen. After a couple of times of watching this movie and paying close attention to what was actually being said and done; I decided that this was not the type of movie that I wanted Taliesin and Nathanael seeing. There are way too many inappropriate scenes, imho. Now, mind you, I can take a lot from a movie. Some do question the movies that we watch together. For instance, over Thanksgiving, we watched G.I. Joe: The Rise of Cobra. There was some bad language and some - okay, quite a bit of - violence in the movie. But those were things that we could talk through as a family. But, for me, Transformers just went way too far. If you have seen the movie, you may know what I mean. What made taking the movie away that much harder is that Taliesin and Nathanael spent their Buyer's Guide money on this movie. What was I to do? I discussed my concerns with Taliesin and Nathanael. I explained that I do not think there is anything wrong with Transformer toys; but there were a lot of things in the movie that I feel are wrong. They asked me what. We discussed some of the scenes. I told them that I did not want to watch the movie anymore. They understood. We decided to put the movie away until they are older. There were no arguments. There were no disagreements. Taliesin and Nathanael understood. I explained to them that we usually give them a lot of choices. They agreed. I told them that this is one thing I cannot offer a choice on. In fact, they understood so well, that Kelsey and I decided that we would pay for the Transformer movie and that they could have their money back to spend on something else.

Perhaps - just perhaps - it is because Taliesin and Nathanael understand the importance of making good choices that they did not object to this rare moment of me taking something away that they valued. Maybe this just goes to show that when we allow our children to make choices - both good and bad choices - that when something comes along that they are not allowed a choice in, they understand that they usually do have that choice. This must be something that we cannot compromise on.

Kandy

2010

2010-01-01T16:56:00.000-08:00

Hope you have a great New Year!

Today as been fun. We started the morning off by ringing in the new year with flavored water and cheese curls while watching Transformers: Revenge of the Fallen. Then we headed off to the movie theater for the new Alvin and the Chipmunks movie. Came home for noisemakers and poppers. A good way to celebrate 2010.

Kandy

New Year's Resolution - Keep Blog Udated!

2009-12-31T06:02:00.001-08:00

And now for some fun Christmas pictures I should have posted a week ago... Ugh...

Taliesin's Peace Card - he made this for his dance teacher the day of his Christmas dance program. (See below).

Dance Program - So Sweet!

Riding the Christmas Train

Tis the Season for Bright and Shiny Things

Santa Came!

Making Magma for Mt. Mustafar - this year Taliesin and Nathanael were all about Star Wars and science for Christmas. This is Mt. Mustafar from Star Wars III. They also received Darth Vader's robotic arm to assemble, some fun robots (including R2D2, of course), a bouncy ball making kit, an a light-producing kit.

Each year, we celebrate the Twelve Days of Christmas. This is a partridge in a pear tree snack (a pear, vanilla yogurt, and granola).

Kandy

Taliesin's Tithe

2009-12-14T20:15:00.001-08:00

Taliesin just made me so proud. As I've blogged about, he is really getting interested in the Hebrew/Jewish holidays. He has celebrated Thanksgiving with a Passover seder. He is now in the process of celebrating Hanukkah. This evening, we looked up a Jewish holiday calendar online. Several of the holidays are about fasting or tithing. On December 27, Taliesin has decided to give up candy and sweets (a big challenge two days after Christmas. He has said he is going to try his best). In February, he is going to buy some canned fruit and give it to our food bank. In May, he is going to be giving a missionary tithe to the church. These holidays inspired Taliesin to bring his box of change he has been saving into the living room tonight. He told me, "I need to give some of my coins in offering." He had a total of $2.80 in mostly pennies. So we counted off 1/10 of his coins and put them in an envelope to give in offering on Sunday. I am just so proud that Taliesin is becoming so spiritual. He really does understand. He has been telling everyone of the importance of giving to those less fortunate this Christmas. He was so excited to make a shoebox this year for Operation Christmas Child. He is just understanding so much this year. I am so thankful!

Kandy

Happy Hanukkah!

2009-12-13T15:38:00.000-08:00

Taliesin is celebrating Hanukkah this year. He has enjoyed lighting candles each night. Such a beautiful time of year!

Kandy

Thanksgiving 2009 pictures

2009-11-30T04:56:00.000-08:00

Thanksgiving this year was a wonderful time for all, but especially for Taliesin. He so much enjoyed conducting a seder. Here you will see the lapbook pictures - some of Taliesin's and some of Nathanael's - and a couple from Taliesin's seder, too.

I love the way Taliesin is so impressed with meaningful things. Of course, he loves to just have fun like everyone else. But he understands deeper meanings. Just try to get through a movie with Taliesin with no questions. It is impossible! He always has a million questions about why this character is acting that way or how did this person really do that. And he really connects with ideas and traditions that hold a deeper meaning - such as with a Passover seder in which each item is symbolic of something else. This year, Taliesin has requested that we study Hannukah. So I am off to do research on this tradition as well. Should be fun!

Kandy

The Past Week or So

2009-11-23T04:37:00.000-08:00

This week will complete our Thanksgiving lapbooking. We are, of course, studying being thankful and counting our blessings this week. As soon as the lapbooks are all finished, I will post some pictures.

Yesterday at church, our pastor did the neatest thing. He tied in Passover and communion with Thanksgiving. Well, Taliesin loved this, of course. You may remember how interested in Passover he is right now. So, of course, we now have to have a mini-Passover celebration for Thanksgiving this year. He is so looking forward to it.

On Saturday, poor Nathanael had to get a staple in the top of his head. He and Taliesin were in the backyard, digging in their favorite pile of dirt. Taliesin had a kid-sized hoe, breaking the dirt. He swung as Nathanael leaned. They collided, and Nathanael has a staple in the head to show for it. We are just so thankful it wasn't worse! He is doing really well with it. He has some pain where the staple and cut are, of course. Tylenol has been helping. Other than that, he's his normal, ornery self.

The Saturday before, I hurt my back. I leaned over to put Princess in the house and - wow - something happened. I'm not sure what. I made the mistake of sitting down. An hour and a half later, I was able to get up and go to the emergency room, where I was diagnosed with sciatica. I'm doing physical therapy, so I hope it helps. :^)

Kelsey and I are beginning the fifth week of new classes. It has been challenging keeping up with everything with injuries thrown into the mix. But it is still very worth it.

That has pretty much been our week - lapbooking and injuries. But we do have a lot to be thankful for this Thanksgiving. We are definitely counting our blessings!

Kandy

What to be Thankful For

2009-11-12T12:10:00.000-08:00

As soon as the lapbooks are all finished, I will post a picture... Since November is the month of Thanksgiving, Taliesin and Nathanael have been working on a fun set of lapbooks from In the Hands of a Child's Daily Devotional unit. Each day, we have been reading about ways, watching DVDs and videos about, and lapbooking about ways that we can be more like Christ. For instance, we lapbooked about the Golden Rule. We've watched Veggie Tale DVDs about forgiving and letting go of anger. We have even read about loving one another as displayed in How the Grinch Stole Christmas. Our units will culminate the week of Thanksgiving with being thankful and counting our blessings. Taliesin and Nathanael are both having a really good time with this. That's one thing I just love about homeschooling/unschooling. We can do our own things in the ways we are interested in doing it.

After this unit, Taliesin and Nathanael are looking forward to our Christmas Cheer unit and then the Twelve Days of Christmas. If anyone has children that enjoy lapbooking and unit studies, I would definitely recommend In the Hands of a Child. Their products, along with Five in a Row, are so excellent!

Kandy

Fall - Part 3

2009-11-04T04:50:00.000-08:00

I'm sorry about the delay in getting these posted. These are some fun pictures from the past week's activities.

Taliesin made this fall picture for his dance teacher.

Nathanael at his dress-up dance class this year. Last year, he would not go. He was scared of the kids in costume. This year, he was happy to dress up as Obi Wan and went right in.

At the Mall. Taliesin was more into this than Nathanael was. But Nathanael enjoyed the candy. LOL

The Fall Festival at a local church. Nathanael loved the slide in the middle picture. He was on it most of the night! In the picture, you see a black streak coming down the slide. That's Taliesin in his Darth Vader costume. The bottom picture is one of the cars in the Trunk or Treat line.

Kandy

Fall - Part 2

2009-10-26T11:13:00.000-07:00

Decorating Pumpkins

Kandy

Fall - Part 1

2009-10-22T04:50:00.001-07:00

Fun at the Pumpkin Patch

Unschooling Interests

2009-10-11T12:52:00.000-07:00

We are having a conversation on the Christ-Centered Unschoolers list about "lessons." You know, the daily plans we homeschoolers often like to have to be sure that our kids are "learning." One thing I've noticed about unschooling parents. They love it when their kids enjoy - um, let's just say - non-traditional things. They understand when kids get into a specific movie or a specific genre of writing or a specific type of music - and they encourage that interest. I blogged a week or so ago about how Taliesin and Nathanael are so much into Star Wars right now. And as much as I - um - do not care particularly for Star Wars, they have learned a lot from those movies. They inspire them to study more about space. They get us into discussions about good and evil. They get us into the whys of individual actions and how our behavior affects others. Why would I ever want to stop that kind of natural, interest-driven learning - even if it is from movies that I could live without watching over and over and over.

Kandy

Superstar!

2009-10-10T13:51:00.000-07:00

Taliesin and Nathanael have been playing with their keyboards today, and I caught this picture of Taliesin singing into the microphone. No autographs, please.

Kandy

Lotsa Lapbooks

2009-10-07T17:22:00.000-07:00

I should not be surprised that Taliesin has taken to lapbooking so much. Just this evening, he has finished up his volcanoes lapbook and started one on the Book of Genesis. We're also keeping prayer journals for devotional lapbooks we'll be starting in the near future. (This week, we're planning to make a "kindness pie." There is a cute paper "kindness pie" activity in the Hands of a Child booklet for a Devotional a Day, and Taliesin and Nathanael got the idea to make an actual pie. So that should be fun). Nathanael has even gotten into lapbooking. He's made two so far - one on dinosaurs and one on volcanoes (two of his favorite subjects). Tomorrow, we're working on pirates again, according to Taliesin. And then he wants to start a map lapbook to go along with his unit study over Mirette on a Highwire, which, of course, takes place in France. So we have our next few days cut out for us. LOL

Kandy

What We've Been Up To

2009-10-06T07:31:00.002-07:00

Last week, we took Taliesin and Nathanael and the daycare kids to a play of Winnie the Pooh at our local community theater.

Of course, we have been doing lots of art

And inventions

And monster trucks!

We are still here, just been busy the past couple of weeks. We have been trying to keep up with ourselves. Taliesin has really gotten into inventions. Above, you will see pictures of some of his hydraulic machines. We've studied so many things from health and nutrition to friendship (see the above Winnie the Pooh play) to pirates. I invested in some fun lapbooking kits from In the Hands of a Child. Taliesin, especially, is loving them! He's been bouncing back and forth between them, his Five in a Row unit studies, Star Wars, art, and inventions here lately. And of course, we have to take our annual trip to see and ride the monster trucks at our local Dodge dealer. This year, Taliesin rode, too. Last year, only Nathanael wanted to. I even rode. It was pretty fun, I have to admit. The Winnie the Pooh play was definitely a highlight. All of the kids loved it, and Taliesin still shows an interest in getting into theater. If you remember from a year or so ago, Taliesin began taking dance lessons with hopes of eventually getting into theater. He's still in dance, and now he's old enough to begin classes and day camps through our community theatre.

So things have definitely been busy here, but I will try to keep up better!

Kandy

Star Wars

2009-09-24T05:43:00.000-07:00

What is it with boys and Star Wars. Every Sunday, Taliesin has to watch one of the movies. He started with one, then on to two, and so on. Kelsey is the Star Wars fan here, but he was missing Star Wars III: Revenge of the Sith. So I found a used copy on Amazon a few days ago and ordered it. It came yesterday. Guess what Taliesin and Nathanael watched last night. And the really scary thing? I have never been a big Star Wars fan, but I am learning the story line and all of the characters. I admit that I found myself intrigued last night as I watched Anakin Skywalker slowly drift over to "the dark side." But, of course, we cannot get through an episode without tons of questions from Taliesin and Nathanael about why things are happening in the movie. So here is a warning, if you want to get through a movie with no talking, do not watch it with Taliesin and Nathanael. LOL

Kandy

Nathanael's Question - God and Tornadoes

2009-09-13T10:22:00.000-07:00

Nathanael loves to study weather. When he paints, he always paints a tornado or a hurricane. He has questions about what tornadoes can "suck up." He is always asking, "Can a tornado suck up a house?" "Can a tornado suck of the sidewalk?" "Can a tornado suck up a tree?" Well, this morning in church before Nathanael went to his new class, he heard the pastor say "God can move mountains." Nathanael looked at me and said, "Mom, can I talk to you? God can move mountains?" I told him that God can do anything He wants to do because He's God. Nathanael's immediate comeback? "Can God move a tornado, too?" Of course, I responded that God can move a tornado because He's God. Nathanael is excited now that God is more powerful than a tornado. :^)

Kandy

Dinosaur Labor Day

2009-09-09T12:34:00.000-07:00

I hope everyone had a good Labor Day holiday. Ours was a lot of fun. I have some great pictures; but, alas, I'm still not able to download them. On Labor Day afternoon, we hiked on Indian Rock - looking for dinosaur fossils. :^) This was kind of a kick off to a new unit study we're doing on dinosaurs. (Taliesin has really been into lapbooking recently. Nathanael is even getting into this dinosaur lapbook series). We did not find any dinosaur fossils, but we did find some pretty leaves and even some kind of crab claws. Taliesin and Nathanael think they're pretty cool! Then after our fossil hike, we came back home and had a BBQ and watched Prince Caspian with my dad, my sister, and her husband. It was a fun day!

Kandy

Standardized Testing? I Think Not...

2009-09-06T15:39:00.000-07:00

It's always interesting when my unschooling worldview collides with the educational world in one of my teaching classes. This is a result from this week of such a collision:

The following paper will evaluate assessment tools available for teachers. These assessment tools will be divided into four different areas (1) interests, (2) ability/ intellectual levels, (3) achievement levels, and (4) personality tests. Each test will undergo thorough examination to understand how it achieves its goals. As a disclaimer: this educator does not necessarily agree with the use of such tests. This educator believes that all children learn differently. Grouping individuals into neat little boxes, even it just be through a personality test, in this educator’s opinion, borders the ideas of astrology (the grouping of different personalities under a star’s sign). This educator believes that each child’s individuality is more complex than a so-called assessment can explain.

Part 1: Interests

The Scholastic Student Interest Inventory found at www.scholastic.com assesses a student’s interests by having the student take a paper-and-pencil test. It consists of fifteen
questions that the student answers – questions such as “What I like most about school is…” and
“I am really good at…” This test is thorough in discovering how students feel about themselves. It is able to be given individually or as a group (this educator would recommend giving it to the group). Depending upon the age of the students, they should finish the inventory within 30 minutes. The results of the test would show teachers what is perhaps the most important thing for a teacher to understand – how students feel about themselves and what they are interested in. Perhaps the most informative answers will be ones to questions regarding students’ favorite books and TV shows or how they would spend $1,000.00. Out of the inventories and tests, this is probably one that this educator would be more likely to use in the classroom. It always helps to know the likes and dislikes of students to know how to cater to their interests. Because this educator believes in child-directed learning, I could always have books and learning materials that my students would have an interest in (based upon this inventory) on hand.

The other inventory that this educator found helpful is the “Things My Child Likes to
Do” inventory found at www.gifted.uconn.edu/sem/pdf/thingsdo.pdf. This is definitely
something that this educator will give to parents of the children in my childcare. This educator
always appreciates knowing how well a child does at imaginative work. Imaginative play and
projects are encouraged at this educator’s childcare. If I would know in advance that a child
needs extra help in this area, I could provide materials that would cause this child to begin
using his/her imagination. This inventory is also helpful in the educator discovering if students
are independent learners. Independent learning is also something that is encouraged in this
educator’s childcare. This educator believes that while children need to develop social skills by
working in a group setting, they also need to know how to work independently in any workplace. “Things My Child Likes to Do” is a paper-and-pencil inventory that is filled out by the parent of a student. This is especially helpful in (1) younger children that are too young to fill out their own inventory and (2) knowing how the child’s home life is. Background is important in understanding how to teach children. The inventory is extensive – 14 questions. A parent
should be able to answer the inventory in approximately 30 minutes to an hour, depending upon how thoroughly the parent answers the questions. It is best that this test be handed out to parents before a child begins the class. The educator is able to score the test, as with the Scholastic inventory.

Part 2: Ability and Intellecutal Levels

The Wechsler Intelligence Scale for Children is, as it states, a test to measure the IQ of
students. According to, http://concordspedpac.org/WISC_IV.html is an individually-given
assessment that measures the verbal, reasoning, compression, speed, and memory abilities of
students. The test is meant for students ages six to sixteen. More information about the
inventory can be found at http://www.iupui.edu/~flip/wechsler.html. This website provide such information as the assessment is required to be administered by a trained examiner (no author, no date given). According to the information in these two websites, the test is very extensive, dividing students into categories based upon their IQ level. The test takes approximately 90 minutes and is administered partially verbally and partially written. Because the test is given by trained examiners, it is not found online and the results are calculated by these examiners. The results of the test show the IQ level of each student. This educator, personally, would probably not use such a test. If this educator were to teach in a school that required such testing, I would probably take the results lightly. This educator does not believe in standardized testing, because students do perform differently in real-life than they do on a test. Testing does not give accurate results of what a child’s intellectual level really is.

The Cognitive Abilities Test from Riverside Publishing (http://www.riverpub.com/products/cogAt/details.html) is a paper-and-pencil, teacher-
administered test that assesses the cognitive abilities (reasoning skills) of students. The
Cognitive Abilities test appears to be less detailed than some other tests such as the Wechsler
Intelligence Scale in that it measures how high or low a student scores based upon grade level.
Also, where the Wechsler Intelligence Scale is administered to individual students, the Cognitive Abilities Test is administered to a group of students. Depending upon the age group of the students, the test takes approximately 30 minutes to one hour to administer. The test is not available online. It must be purchased from Riverside Publishing. The teacher, however, is the one who scores the tests. The results of the test show teachers how to place students, particularly gifted students. Again, this educator would not probably not choose to use this type of standardized test. However, many teachers and school systems do use this type of test to see
how to group students. Students should not be placed in ability groups, but students of all
abilities should be grouped together. This type of test would show teachers how each child
scores in reasoning abilities and how to group students based upon their reasoning.

Part 3: Achievement Levels

Perhaps the most well-known standardized test is the Stanford Achievement Test,
administered to students in kindergarten through high school. The Stanford Achievement Test
(http://pearsonassess.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=SAT10C) measures the academic ability of students. The Stanford Achievement Test is quite extensive, measuring students’ academic ability in reading, lexile measurement, mathematics, language, spelling, listening, science, and social studies. The length of time to administer depends upon the grade level and subject being tested. In many instances, there is no time limit. The Stanford
Achievement Test is available in paper-and-pencil format. It is not available online. This test
does have to purchased from Pearson. It is administered to a grade level. The teacher does
administer and score the test. Resources are available to assist the teacher with scoring. The
results of the test will show if teachers are being effective in their methods of teaching students – if students are comprehending the information being presented to them in the classroom. In all honesty, this educator does not see how this type of test is helpful in designing lessons other than showing the teacher how to teach a test. Children deserve more than to have their academic abilities measured against every other child in the United States.

The Kaufman Test of Education Achievement seems a little fairer than tests such as the
Stanford Achievement Test. According to the website http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAa32215, the Kaufman Test of Education Achievement measures the academic ability of students in preschool through twelfth grade, based upon norms such as gender, geographic location, socioeconomic status, and educational background of the parents. This test is said to be accurate and reliable in educational testing, with very little margin for error. It also covers all areas necessary under the Individuals with Disabilities Act. It is recommended for special education teachers. The test takes approximately 30 to 80 minutes to administer, depending upon the grade level. It appears that this test is available in paper-and-pencil form and computer form. It is group-administered, teacher-administered and scored. Pearson does have a computer program available to help teachers with scoring. The results will tell the academic ability of students and where these students need extra help. The Kaufman Test of Educational Achievement appears to be especially useful for special needs students. It could assist the teacher with knowing where these students need extra help, thus being able to plan lessons that will offer this extra help where needed.

Part 4: Personality Tests

The Myers-Brigg Type Indicator personality test groups students into psychological
types. The test is extensive, providing confidential feedback to the teacher about what type of
personality a student possesses. The time it takes to administer the test – by a trained expert – depends upon how long the students take to answer the questions. It is available in paper-and-pencil format. It is not available online, but may be ordered from MBIT –
http://www.myersbriggs.org/my-mbti-personality-type/take-the-mbti-instrument/. It is
administered individually, and the experts who administer the test also provide the feedback.
The results are to describe to teachers what type of person each student is. Is the student a
dominant person or a more laid-back person? Is the student an introvert or an extrovert? This educator once worked in a businesses that used personality tests regularly to determine how to manage the office. This educator did not agree with personality tests then and still does not. This educator believes that personality tests border on astrological conclusions. When people are grouped into neat little groups – whether they be based upon a personality test or an
astrological sign – idolatry can follow. What is important is that students are recognized for
their God-given individuality and talents.

Conclusion:

The purpose of this paper has been to locate assessment tools available to teachers. It is
this educator’s humble opinion that the tools available are too standardized and do not accurately reflect the individuality of each student. It is this educator’s belief that students would benefit from the lessons presented by teachers if these teachers would rely less on standardized testing and more on good, old-fashioned observation of how each student learns best.

References

The Meyers and Brigs Foundation (no date given). My MBTI Personality Type. Retrieved
September 6, 2009, from http://www.myersbriggs.org/my-mbti-personality-type/.

No Author (no date). The Wechsler Intelligence Scales. Retrieved September 6, 2009, from
http://www.iupui.edu/~flip/wechsler.html.

Orfei, M. (2004). Wechsler Intelligence Scale for Children – 4th Edition. Retrived September 6,
2009, from http://concordspedpac.org/WISC_IV.html.

Pearson (no date). Kaufman Test of Educational Achievement, 2nd Edition. Retrieved September
6, 2009, from http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAa32215.

Pearson for Education (no date). The Stanford Achievement Test. Retrieved September 6, 2009,

from http://pearsonassess.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=SAT10C.

Riverside Publishing. The Cognitive Abilities Test. Retrieved September 6, 2009, from
http://www.riverpub.com/products/cogAt/details.html.

Scholastic (2009). The Scholastic Student Interest Inventory. Retrieved September 6, 2009,
from http://www2.scholastic.com/.

University of Connecticut (no date). Neag Center for Gifted Education and Talent Development.
Retrieved September 6, 2009, from www.gifted.uconn.edu/sem/pdf/thingsdo.pdf.

Kandy

I've Been Featured

2009-09-02T19:00:00.000-07:00

I just received an e-mail about this. Check out this link for some good unschooling blogs! http://www.onlinebestcolleges.com/blog/2009/50-eye-opening-unschooling-blogs/

Kandy

My Latest College Assignment

2009-09-01T19:48:00.001-07:00

For my new class - differentiated instruction, I was to write about how I feel children have changed and what we now know about learning that was not known in previous generations. This is my discussion:

I believe that children have changed because they are no longer expected to adhere to God's Word. The unfortunate fact is that human nature is still human nature - sinful. Children, however, are no longer taught the Golden Rule. They only know how to think of themselves. This does affect a child's learning ability. I have noticed in my childcare that all too many times, children do not think about how their behavior toward others affects the other people. Children that are excluded from "cliques" lose confidence in their own abilities.
I do believe, however, that our understanding about how humans learn has greatly increased not only in the twentieth century, but even prior to that - beginning with Jean Jacques Rousseau. Rousseau, with his emphasis upon the developmental stages of children, led the way in teaching children rather than teaching information. Prior to Rousseau's work, educators believed that children were miniature adults who needed to be exorcised of their playfulness. Later, Piaget, Vygotsky and Dewey paved the way in understanding how children learn. They realized that children will learn best when they are interested in the information being presented. Learning styles are important in education. Unfortunately, however, Christians are all-too-apprehensive to adopt constructivist or progressive ideas, citing these philosophies as atheistic. What Christians all too often fail to realize is that just because these philsophers were non-Christian does not mean their ideas were anti-God. In fact, many of their ideas correspond well with Christ's own teaching methods.
Unfortunately, most Christian schools (and many homeschools) today are traditional in nature - relying on a drill-and-test method. Children are expected to learn from textbooks and worksheets. Teachers rely on rote memorization for students to pass the test. Differentiated classrooms, on the other hand, do not rely strictly on testing. Teachers in differentiated classrooms understand that all children are individuals - created by God with individual interests and talents. These educators rely on these talents and interests to lead students into learning. Learning is more student-centered. Christian teachers who use differentiated approaches also model and expect respect from students. They are willing to answer children's questions and respect children's similarities and differences. This encourages children to also respect the teacher and the other students.
I believe that traditional methods dominate classrooms because, in all honesty, they are easier for the teacher. It is much easier to teach a subject than it is to teach students. It is much easier to rely on good grades to keep students motivated than it is to meet students where they are at and teach in ways that cater to all different learning styles.
God bless.

Kandy

Update

2009-08-20T08:35:00.000-07:00

We have been having lots of fun activities, and I'm trying now to download pictures; but it's not working for some reason. I will be posting pictures, though, as soon as possible. Taliesin and Nathanael are both enjoying their new unit studies and are creating some of their own, too! We've created friction with Mr. Grumpy's Motor Car - using toy cars, playdough, ice, and fish bowl gravel. We have found foods that wild animals eat in conjunction with Peter Rabbit. Just yesterday, we watched two baby ducklings for Make Way for Ducklings. Both Taliesin and Nathanael have been really into making junk robots in conjunction with Wall-E. And, of course, we've been doing lots and lots of art - both with the daycare kids and on our own. Last night, I found some really neat floor workbooks at Wal-Mart. I picked up a kindergarten one and a first grade one. I did not expect that Taliesin and Nathanael would take to them the way they have. Both of them have been doing the activities in both of the workbooks. Guess it shows that unschoolers do not "fall behind" as the critics worry will happen. Oh, and Taliesin has really gotten into treasures - thanks to the National Treasure movies. So am wanting to plan a big treasure hunt for the unschooling group. We have our Not Back to School Day coming up next month. So maybe we can plan a treasure hunt for a fall party.

The daycare is going very well - and most of the reason why I have not posted more often here lately. I am doing both first and second shift. I have eight children enrolled. There have been a few quirks to work out now and then; but the kids love coming here and really enjoy the activities we have. I'm trying to keep the daycare blog updated as much as possible also.

And next week is my big week - new college classes begin! I can't wait. I have been reading ahead. I have always had a big interest in the Books of Daniel and Revelation, so the class covering these two books is right up my alley. And I love what I'm reading in my differentiated instruction texts. So much of what they promote is very unschooly, and I have been incorporating many of the strategies into the daycare. I can't wait to really get started on these assignments!

BTW, I have a few of my summer math class assignments to post, also. So I plan to get those posted here within the next couple days also.

Kandy

To Test or Not to Test

2009-08-10T08:09:00.000-07:00

One issue that has arisen with my latest college class is the debate over testing. I, personally, do not see that testing is effective. In fact, it is counter-productive. With the fear of a test hanging over a child's head, (s)he is going to learn what is required long enough to pass the test. No real knowledge has been attained. No real learning has taken place. To me, observation and documentation is much more effective than testing. When I do learning activities with Taliesin and Nathanael or with the daycare children, we practice together and then I allow them to explore on their own. I make notes about how well they understand the concept. It is just so sad to me that people all too often do not realize that children will learn if they are given the opportunity to learn naturally, at their own pace. What do you think? I would love to hear others' opinions.

Kandy

Everyone Loves a Parade

2009-08-07T14:44:00.001-07:00

Taliesin on his 4-H float in this year's parade! (Taliesin is the 4th from the left).

Five in a Row

2009-08-06T19:44:00.000-07:00

Recently, some of the daycare kids have been talking to Taliesin about school. - You know, things like, "If you went to a regular school, you would..." It's not that they have meant anything bad by it, it's just that school is what they are familiar with. So I asked Taliesin if he preferred to go to a regular school or if he preferred to stay home and do things the way that we always do. He told me he preferred to stay home. (I'm glad. Because I definitely would not ever want to send him to a public school, and we cannot really afford a private school right now. Guess we would have started with the homeschooling co-op and called it good - LOL). So I asked him if he would like to order a more school-like curriculum. He was so excited over that idea. So we ordered a volume of Five in a Row and purchased the books from Amazon. The books have been arriving over the past couple of weeks, and today we got the actual curriculum in the mail. Taliesin was thrilled! He immediately began some of the art lessons, of course. (Will get some pictures of his new artwork). He's been enjoying some of the language arts lessons and is in a hurry to start the unit study over the book Wee Gillis. It's one of his favorites. :^) And, of course, I'm letting him choose how he wants to do the activities, not following the curriculum religiously. Nathanael is even getting in on the action. He wants to do the activities over Make Way for Ducklings, his favorite book in the series. The first thing Taliesin said tonight after working on his new art projects was he wants to show the daycare kids tomorrow. I think it makes him feel good that he can show them the curriculum now. Not that it's that much different from what we've always done; but now it's more official to him, I think. Ah, such is child-directed learning. ;^)

Kandy

Happy Birthday, Kelsey!

2009-08-04T18:13:00.000-07:00

Speaking of bikes, this is Kelsey's new birthday present. But Kelsey can actually ride his from start to stop. LOL. Tomorrow night, when he's actually off from work; I'm taking him out to dinner. :^) Last night, we had a family movie night and went to see G-Force. Oh, and tomorrow he gets to walk with Taliesin in the parade that kicks off the fair. I'll be sure to get some good pictures!

Kandy

Bicycles

2009-08-04T18:09:00.000-07:00

Maybe I need some training wheels, too. :^)

Okay, so I'm determined to lose some weight and to get in better shape. And I'm thinking, "Bicycles! What a fun family activity!" So we invest in bikes for each of us. I forget the fact that I have not been on a bicycle since I was eight years old! I'm now thirty-four. Nevermind the fact that the last bicycle I had was sixteen inches with a banana seat. LOL. So I get this 24", 18 speed mountain bike. Glad I did not try for the 26" bike. I'm 5'2". Having a difficult time getting up on the bike. LOL I'm fine once I get going - until I have to stop. I've never had a bike with the brakes on the handle bars. It's an interesting adventure, and I am sure sore. Call it unschooling myself.

Kandy

Reading Party at the Library

2009-08-02T11:28:00.000-07:00

It's that time of year again - time for the End of Summer Reading Party at the public library. Taliesin and Nathanael reached their reading goals, so they were able to join in on the fun!

Kandy

Taliesin's New Look

2009-07-30T13:45:00.001-07:00

It was getting to be that time - the time when Taliesin's and Nathanael's bangs begin hanging in their eyes. So I mentioned yesterday that I would call up their hair stylist and set an appointment for a trim. Taliesin then replied, "I want my hair cut up to here," as he held his hand up to his ears. So that's what he did. He cut off the locks he has been growing for well over a year now, and this is his new look. It does look pretty cute. And he likes it, so that's all that matter. Nathanael, on the other hand, has opted to keep his long hair. He has, however, developed a fondness for braids - Willie Nelson style.

Kandy

Nathanael and the Cricket

2009-07-21T11:25:00.000-07:00

Yesterday evening, Nathanael found a cricket in the front yard. Nathanael, my little creature lover, decided he would make this cricket into a pet and named "her" Sally Cocoa. He put this cricket in a small container and left it in the car while we took Taliesin and Nathanael to see Ice Age: Dawn of the Dinosaurs (he did want to take it in with him, but I explained that pets are not allowed in the theater). When he came back out, I explained to him that the crickets really need to hop around. Since a storm was heading our way, Nathanael did not want to leave her outside. So he decided to put her in a bowl without a lid, give her a small piece of cake to eat, and if she wanted to hop out during the night she could. Well, this morning when we woke up, the morsel of cake and the cricket were both gone. Nathanael was happy. He gave his cricket her freedom, but sent her away with a fully tummy. I'm sure tonight we'll probably hear a cricket chirping from down inside one of of the vents in the house.

Kandy

One Thing Leads to Another

2009-07-18T07:49:00.000-07:00

Taliesin is in a Transformer stage right now. When he got a new backback, he got a Transformer one. He loves to wear his Transformer shirts. So when he bought a new Transformer toy a few days ago, it was no surprise. I think his new toy looks like a twisted Wall-E. But that could be just me. LOL. Taliesin is also my artist. Yesterday when we were all outside (the daycare kids, Taliesin, Nathanael, and me), Taliesin ran in the house and came out with paper and pens. He sat down on a chair and drew this robot. I love Taliesin's artwork. He is so passionate about it. I do not think it's too bad at all for a six-year old.

Speaking of being passionate about something, Nathanael is still into animals. One of his favorite stories here lately is The Poky Little Puppy. We read it quite often, which has led to his question, "What is a lark?" For those familiar with The Poky Little Puppy, you know that the puppies go to sleep "as happy as a lark." So Nathanael has been enjoying studying larks and looking up pictures of larks online. Ah, one thing definitely leads to another.

Kandy

Math

2009-07-17T07:32:00.000-07:00

I admit that I have never been a math fan - at all. So I opted to take my teaching class focusing on math teaching until summer when I would not have to take another class with it. That's what I'm in the middle of right now. One thing I do like about the class is the professor seems to advocate teaching math in fun ways - ways that will capture the students' attention. It's not all about memorization. This week I'm focusing on measuring and geometry. Should be fun, especially considering that Taliesin and Nathanael are really enjoying drawing with their new protractors.

Kandy

Wings of Freedom Tour

2009-07-12T21:09:00.000-07:00

I am actually blogging about this on both this blog and my daycare blog. Recently, we (Taliesin, Nathanael, Kelsey, some family and friends, the daycare kids, and I) were able tour the inside of a WWII bomber at our local airport in conjunction with the Collings Foundation's Wings of Freedom Tour. The kids had so much fun. This is the best that I could do with pictures, because the airplanes are very, very small inside. We viewed the weapons, the seating, and even crossed this tiny balance beam thing that connects the front of the plane to the back. (Would not want to have attempted that while in the air). But it definitely was a fun activity. The kids really enjoyed it (so did the adults)!

Kandy

Dirty, Expressive Kids

2009-07-07T22:50:00.000-07:00

Some of us on the Christ-Centered Unschoolers discussion board have been having a conversation about expressive kids. You know, how our kids like to express themselves in ways that adults sometimes perceive to be a little out of the ordinary. Sometimes kids (oh, the horror!) even like to look dirty. Well, I decided to take some pictures of Nathanael's creativity over the past couple of days. And, yes, he does go out in public like this. If you think this is bad, you should have seen Taliesin as a two-year old artist! My husband and I got lots of comments when we would take him into a crowded Wal-Mart! It just did no good to clean him up. The only time he stayed that way was when he was asleep.

Kandy

Our 4th

2009-07-05T11:01:00.000-07:00

Kandy

Happy 4th of July!

2009-07-04T13:45:00.000-07:00

We're having a blast today - visiting someone's minature train garden, having breakfast at BK, shopping for a BBQ, lighting smoke bombs, and later it's our annual family 4th of July parade and Skyfire. Can't wait to post the pictures tomorrow!

Kandy

Just Us

2009-07-03T11:22:00.000-07:00

Taliesin and Nathanael, out of the blue, asked to go to the museum a few days ago. So we went, of course. This time, they were fascinated by the Native American items.

Fun at the Park

Taliesin's karate graduation. He is now an orange belt. I'm very proud of his dedication!

Carnival Fun

Today, all of my daycare children are gone for the weekend. It's just us. Taliesin and Nathanael love the daycare. But I think they enjoy some alone time, too. Right now, they're in the kitchen playing with their army men. Just bought a new set for them and the daycare kids. Playing with army men is one of the favorite activities among the boys (and often the girls, too). Just thought I would take my day off and post some pictures from the past week.

Kandy

Crazy Week

2009-06-30T20:24:00.000-07:00

This has been such a crazy week. I'm now up to six children in the childcare. Plus all of Taliesin's and Nathanael's activities. Taliesin had a karate graduation on Saturday. It was a lot of fun for him. He's now an orange belt. We went to a carnival twice this past weekend. Will be posting pictures from all of our recent activities just as soon as I finish a research paper that is due on Friday. I also just began a new college class - one for math teachers. (Math is not my favorite subject!). Just trying to keep up with everything is a challenge! So, again, I'm sorry for the delay on the blog postings. I really am trying. :^)

Kandy

Bible School and educational philosophy

2009-06-20T08:28:00.000-07:00

I have been teaching Bible school this week at church. Actually, I have been the game leader - an enjoyable experience! Taliesin and Nathanael had a blast this week! They made some awesome artwork, sang fun songs, learned meaningful stories, and participated in some exciting games. I really loved the curriculum that they used - the space program through Answers in Genesis. Now I am really looking forward to next year!

I also made some interesting educational observations during VBS this week.

I have honestly noticed that the children that I know for a fact are under a more traditional school system (attend the local private school here) were so much more competitive in the games. For them, it was all about winning. The ones who were not under such a traditional system were much more gentle, willing to help out their fellow team members (and even those on the other team) who were not as athletically-inclined as they are. It was like those who were from the traditional school saw everything in black and white. There was a definite right way and a definite wrong way to play the games - even for those who were physically not able to keep up. If they could not keep up and were upset because they couldn't play, that's too bad. There were absolutes fixed in their minds. Those who were not under this system day in and day out saw that there are gray areas. Yes, it is important to play the games fairly; but there are those who are not as good in games like this as they are. They were willing to bend the rules a little to help out someone else - even someone else on the other team. I, personally, would much rather see children who are willing to help someone else out rather than see them so strict in rules that they cannot see the other feelings of others. This week just proved to me over and over why I favor more progressive, constructivist, pragmatic systems of education.

Kandy

Playdough

2009-06-19T11:36:00.001-07:00

I love Playdough. I never played with Playdough as a kid. Not sure why. Not sure if it was because my mom didn't allow Playdough in the house or if it was because I just didn't care for it. But I love it now. We went to get some new art supplies for Taliesin and Nathanael and for the daycare kids for next week. Even though we got the ingredients for making Playdough, Taliesin wanted to buy some, too. And they've been having fun with it! (Yes, it was their idea to sit in their school desks. They get in that mood sometimes - LOL).

Kandy

Discipline and Child-Directed Learning

2009-06-17T12:24:00.000-07:00

This week's college discussion board was over how our educational philsophy affects our disciplinary procedures. Very interesting.

Discipline is an area of huge concern to teachers and school administrators. Discuss your personal educational philosophy and how it would influence discipline in the school. Choose an educational philosophy different from your own and discuss how that philosophy would approach discipline differently.

I am a huge advocate of child-directed learning. My educational philosphy most certainly does affect discipline - in a positive way! Child-directed learning encourages students to take ownership of and responsibility for their behavior. They not only learn what is and is not appropriate behavior but also why it is or is not appropriate. They learn empathy for others. They learn to treat others as they like to be treated. In my childcare (which is run a lot like a progressive school), we begin our time together by setting rules that we should abide by. The students set the rules, and I also think of a few. We write them down to remember them. I also believe it is so important that children be able to apply what they have learned. In the same respect, it is also important that children be able to know why right is right and wrong is wrong. If my four-year old son hits another child, I have the choice of hitting him back (spanking him), which is really defeating the purpose and teaching him it's really okay to hit others; or I have the choice of asking him how he would like to be hit. I can say I have never had a child say (s)he likes to be hit. I then ask my son, "Why would you want to hit someone else, then? How do you think (s)he felt?" This approach makes the child think about why it is wrong to hurt someone else and results in an apology. Another effective method is having the child that has been hurt explain to the child who caused the hurt how (s)he felt.

If, for some reason, the behavior continues, I give the child a warning that if it does not stop, there will be a consequence for his/her action. We have already discussed why the behavior is inappropriate. If the inappropriate behavior involves another object such as a toy, the toy will be given a "time out." If the child is just displaying aggressive or argumentative behavior, I will bring the child to sit down with me for a few minutes to "cool off." As a last resort, I do use a time out given to the child. It usually does not get to the time-out stage.

I do not feel that a student in a school should be given a "zero" or have recess taken away. These methods simply make children feel as though they are not important. The methods listed above do work even with older children. The Love and Logic books explain in detail how giving children some control at younger ages results in individuals that are ready to be responsible when they have more control as young adults.

Many are critical of child-directed methods. I can only hope that time will prove these methods. I also was skeptical for many, many years of progressive methods. Then I discovered with my own sons how well they work. I also use child-directed, progressive methods of education and discipline with the children in my childcare. These children range in age from two to eight. I believe the reason more educators and parents do not use child-directed methods is they are not a quick fix. A child who is learning from rote memorization is going to show "progress" more quickly than a child who is allowed to learn and explore and discover. I must ask, though, is rote memorization truly progress? The idea that if children progress at their own pace, in their own way, that their learning cannot be measured is prevalent. Nothing could be farther from the truth. Measuring success simply requires more ingenuity on the part of the educator. Instead of simply being able to give a letter grade, measuring one student against another; the educator must truly evaluate the student's progress - and here's the key - based upon that individual. Not everyone learns at the same pace. Using child-directed methods, the students are not in competition against one another. They are allowed to learn in ways that work best for them, at their own pace. They are only in competition with themselves - or in competition with no one, depending upon each student's personality. Learning is a natural process.

The same is true with child-directed, low-control to mid-control methods of disicipline. Every child is different in learning styles and in temperament. This is why teaching empathy is so important. Again, it is not a quick fix. Spanking a child is going to get much quicker results than gentle discipline. But which is the most effective in the long run - a child who is scared to misbehave because of the consequences or a child who does not want to misbehave and hurt another? I believe the latter is the most effective, which is exactly why the greatest commands of all are to love God and love others (Matthew 22:37-39).

Lastly, something that I plan to begin encorporating into my son's homeschooling days and the childcare lessons is the use of critical thinking questions. I recently received a catalog from The Critical Thinking Company and have found some of their methods to be intriguing. One that I definitely want to order and use would be appropropriate for a circle time. The students are given questions such as "What do you think would be the most appropriate response to a neighbor kid who is mean to you?" Would you act the same way, ignore the problem, or treat that neighbor kid in a kind way? What do you think would happen (depends upon the response)? (no author given, 2009, pg. 22). I also believe that incorporating specific Biblical teaching is important with excercises such as this. This type of exercise teaches much more than rote memorization of specific Verses could.

A philosophy that is opposite of mine is traditional, essential/perennial education. Traditional education depends upon rote memorization of facts and dates and upon drilling the students. I was in a traditional setting from second grade (when I began attending a private, Christian school) through my highschool graduation (from homeschoooling). I know first-hand what traditional education is like. And it worked for me. I am a traditional learner. Not all children are. Traditional education appears to the student to be based upon following rules for the sake of making new rules. Little emphasis is placed upon why the rules are important. Rules are made by those in authority with little to no student input. Enforcement of rules is also not child-friendly. I remember several of the students that I went to school with in the Christian school I attended for three years being disciplined by a teacher with a metal yardstick. One was a little girl was was legally deaf and partially blind. Another was a boy who ended up being expelled from the school for beating up a classmate at recess. Another was girl who would have been in special education had she been in the public school system. Instead the teachers at the private school put her in a box made of partitions where she spent the majority of her days.

What is meant by the term "power distance dimension" in Chapter 15 of Foundations of Christian Education (Braley et al.)? Have you seen it demonstrated in a classroom?

The "power distance demension" refers to the acceptance that power is distributed unequally. In small power distance cultures, respect for all is valued. In large power distance cultures, respect is based upon status and age (Braley, Layman, White, 2003, pgs. 260-261). I definitely have seen a large power distance dimension displayed in the classroom (and in the workplace). I believe this is what postmodern educational philosophers refer to as the hidden curriculum. In some classrooms, those students who get good grades, whose parents are friends with school administrators and/or teachers, who are athletes, who have more money, the list could go on - are more respected than those who do not fall into those categories. This is certainly not appropriate. Educators should respect all students equally, as human beings in their classrooms.

References:

Braley, J., Layman, J., and White, R. (2003). Foundations of Christian School Education. Colorado Springs, Colorado: Purposeful Design Publications.

No Author Given (2009). Critical Thinking in Core Subject Areas 2009 Parent Catalog Grades PreK-12+. http://www.criticalthinking.com/success.

Legos, Slugs, and Oatmeal

2009-06-16T09:03:00.000-07:00

What do Legos, slugs, and oatmeal have in common? They are all some of the activities that have bee keeping us busy for the past few weeks. Happy Summer!

Kandy

Guess I'm Not the Only One

2009-06-10T21:51:00.000-07:00

I thought I was the only one who really dislikes hearing "they need more structure." I cringe everytime I hear someone say this. Ironically, this evening I was reading John Holt's Learning All the Time when Nathanael (my four-year old son) came up to me with computer paper and a a ball-point pen. He had been drawing pictures to the music on his McDonald's KidzBop CD. He drew a picture for Taliesin. Then he drew a picture for Mommy. He then decided to draw a picture for Riley and Princess, our dogs. He asked me, "Mommy, how do I write 'Princess'?" I quickly, using all my teaching knowledge, dotted a "P." He traced it. I then dotted an "R." Then an "I." He decided he wanted me to hold his hand and write the rest without dotting. He then asked me "How do I write 'Riley'?" I asked him if he wanted me to dot it. He replied that he wanted to write it. So I told him to start at the top and draw a line going down. He did this. I told him to draw a circle at the top of the line. He did this. ThenI told him to make a tail going down. He did. And he was so proud. We next went to "I." I explained to him step-by-step how to write the letter "I." By this time, he was so excited over writing that he forgot all about writing the name "Riley" and made a "Y" and an "X." Maybe it was Holt's influence, but it dawned on my that when I dotted the letters, it made him feel as though he could not do it. I had to do it for him. But when I allowed him to write, he was so excited to see what he could do! Ironically, after my writing lesson - I say mine, because I learned a lot from Nathanael this evening - I read this in Learning All the Time, "Often when small children become bored and distracted, at home or in nursery school, adults will decide that they 'need more structure.' I tend to be wary of that term, since those who use it generally mean only one thing: some adult standing over the child telling him what to do and making sure he does it... Children need to see things done well. Cooking, and especially baking, where things change their texture and shape (and taste yummy), are skills that children might like to take part in. Typing might be another, and to either or both of these could be added bookmaking and bookbinding. These are crafts that children could take part in from beginning to end. Skilled drawing and painting or woodworking might be others. Adults must use the skills they have where children can see them" (pgs. 130-131). I read a few pages later about a letter that Mr. Holt received from the mom of a six-year old, an eleven-year old, and a thirteen-year old. The mother of these three boys wrote that she had witness real learning occuring with her sons' interest in a puzzle of the world. One son, who was facsinated with WWII, was putting Germany and Japan together. One son added the then communist countries. The youngest son was putting together South America. When the mother saw the learning that was happening naturally, she did what I did when I dotted Nathanael's letters. She began taking advantage of this "teachable moment." Soon all three sons left the puzzle and went on to new projects. Mr. Holt wrote, "This story illustrates a very important point. Thousands of parents teaching their own children have learned from experience, just as this mother did, that interfering very much in the play and learning of children often stops it altogether. Parents learnthis lesson easily. Why is it so hard to learn for people who teach in schools? The answer is simple. The reason that this mother could see right away that her meddling had, for the time being at least, spoiled the map game for everyone was that her children were free to leave the room. Suppose they hadn't been; suppose it had been a regular classroom, and the children had been compelled not only to stay, but to go on doing the assigned work with the map. What would have happened is that they would have begun to do as little as they could get away with. Instead, they might have daydreamed, or bluffed, or played the old classroom game of 'I don't get it,' or bugged the teacher by putting the map together wrongly. But to the teacher all these fake activities would have looked as if the children were still working on the map, and so the vital lesson would have been lost" (page 144). I found this next part very interesting. It just makes so much sense, "With any captive audience, there is a lack of feedback. If you're running a restaurant and put fish on the menu, you learn very quickly whether or not your customers like fish. If you're running an army mess (or school lunch cafeteria) where everyone has to take the fish whether they like it or not, you don't find out - unless like good mess cooks you pay attention to the garbage and happen to notice that there's a lot of fish in there. Observant parents can pay attention both to the left-overs and to second helpings. Even if they make mistakes at first, they have the opportunity to become effective teachers, because they get from their children the kind of feedback that tells them when their teaching is helpful and when it is not" (pge. 144). Tonight I definitely learned that my teaching with Nathanael was not helpful. When I allowed him to take the lead, amazing things happened! Lesson learned.

References:
Holt., J. (1989). Learning All the Time. Cambridge, Massachusetts: Perseus Books.

Kandy

First Official Day of Daycare

2009-06-08T14:43:00.004-07:00

Well, today was my first official day of daycare, and it went very well. Nathanael was a little apprehensive about sharing toys and Mommy at first, but things went very well for the first day. We played musical instruments, made feather/pompom/silk flower art, played outside, read books, colored a crocodile picture, and just had fun. Everyone seemed to enjoy it! I will be posting some pictures of our daycare activities on my newest blog - http://dandelionsandaisieschildcare.blogspot.com.

Kandy

2009-06-08T14:43:00.003-07:00

2009-06-08T14:43:00.001-07:00

Controversial College Assignment

2009-06-07T08:48:00.001-07:00

This is one thing that has been keeping me busy the past week or so. This past week, I was to post a college assignment about kindergarten today versus Frobel's vision of kindergarten; of how the social and economic conditions of the 1800s and 1900s affected education of those eras; and describing if I follow more of a passive learning model (teacher-directed), active or proactive learning model (student-directed), or interactive learning model ( a little both, but with more teacher-direction than student-direction). My post has initiated nineteen responses (both others' opinions and my responses then their responses to my responses, etc.). Thought you might like seeing it.

What features of the kindergarten envisioned by Froebel exist even today and how has it changed?

I have to admit before I begin writing that I have not seen a modern-day public or even private kindergarten. The closest that I have come to seeing an actual kindergarten class was the kindergarten class at the local homeschooling co-op, which was anything but what Froebel envisioned. It followed a very traditional method of teaching that left the children - particularly many of the boys - feeling frustrated to the point of irritation.
So I spoke with a friend of mine today about her daughter's kindergarten class. She told me that the schools here in Salina, Kansas, are not play-based or child-centered whatsoever. And this is also what I have heard from several others (including teachers in the public school system) - that the children are expected to learn information to pass standardized tests. However, my friend did tell me that the small-town school that she sends her daughter to has an excellent kindergarten program. The teacher stresses the child's creativity rather than academics, which is definintely closer to what Froebel envisioned. The sad thing is, according to my friend, the other teachers at this school and even the school librarian criticize this kindergarten teacher because she does not try to force the children to learn what they are not developmentally ready for. I have read several articles recently about homework in kindergarten. I just cannot see Froebel advocating this. Kindergarten is often referred to as "the new first grade." Preschool is "the new kindergarten." It's really a vicious cycle. Based upon most of what I have heard from teachers, from friends with children in the public school system, and from articles that I have read; I would say that what preschool is today is more similar than kindergarten to what Froebel envisioned. I believe the biggest change in kindergartens came with No Child Left Behind and its emphasis on standardized testing. This changed the focus from play, exploration, and creativity to academics and teacher-centered activities.

How did the political, social, and economic conditions of the 1800's and the 1900's influence American education?

I believe the political, social, and economic conditions of the 1800s and 1900s had a huge impact on American education. I believe the primary influence of the 1800s was the Civil War. Many began to see that all of humanity is equal and began to have more compassion for others, including children. The Industrial Revolution of the 1800s also changed how people viewed education. The nation was expanding in more than just size. The middle class appeared on the scene. Child labor laws began. Environmental hazards were a concern. People saw change occuring everyday, and education had to coincide with that change (Dunn, 2005, pg.180).
Therefore, education sought to liberate people from social injustices, from poverty, from war. Educators sought to teach students how to deal with everyday life, real-life problems and issues, and felt that childhood was a time for natural learning. This philosophy continued through the first part of the 20th century (Dunn, 2005, pgs. 180-181).
However, more change occurred later in the 1900s. The 1900s saw the dawn of new technology and the space race. By the 1960's, many educational philosophers were no longer focusing on the good of the children, as they had in the late 1800s and early 1900s. Now what mattered was staying ahead of Russia. Education began to be seen, as in the past, as a way for the teacher to present new knowledge to the students. Science made a promise to change the world, and schools endeavored to create these scientists in school (Dunn, 2005, pgs. 180-181).

Which of the three learning models discussed in Chapter 10 of Foundations of Christian Education (Braley et al.) do you subscribe to and why?

I, personally, adhere to more of an active or proactive learning model. In theory, I believe the interactive model is successful; however I can see from experience and from the reading that the interactive model usually takes the form of being teacher-directed. I do believe that learning is both internal and external. However, I do believe the focus should be on the student, not on what the teacher feels the student should learn by a certain point in time. Even though the interactive model claims to be learner-centered (Braley, et. al, 2003, pg. 171), I have witnessed it being much more teacher-centered than student-centered.
I subscribe more to an active or proactive learning model, first and foremost, because I know it works. I have been criticized often - especially in Christian circles - because of my educational philosophy; but I truly believe student-directed is best for the students. God has given each child a natural curiosity and a talent. It is my firm belief that teacher-directed methods stifle that curiosity and talent by imposing what the teacher feels the child should be doing and learning.
I have to admit that all through my younger years, until the birth of my sons, I was totally opposed to the active model of learning. I had been taught that the adult needs to be "in control," that children need to learn specifics by a certain time, and that the only way for children to learn is through traditional methods. When my first son, Taliesin, was born I began devouring parenting information. As bad as this sounds, thankfully, I looked to secular parenting magazines rather than to so-called Christian or "God's Way" methods. The information that I received combined with common sense resulted in a happy baby and toddler. When Taliesin reached preschool age, we began homeschooling. Instead of following my common sense approach, I went back to the traditional methods I had learned as a teenager and young adult. To say that they did not work is an understatement. They were disasterous. This is when I discovered child-directed methods - all of the methods my early studies had warned me about. I began applying my new discoveries. Much to my surprise, my son was not only much happier but he learned so much more!
When my younger son, Nathanael, was born; he was just the opposite of Taliesin. Nathanael wanted to be held constantly. When my sons were babies, I firmly believed in feeding on demand. Nathanael really tested me on that - nursing every thirty minutes during the day and every two hours at night until around four months of age. He refused to sleep in a bassinet the second day he was home from the hospital. I always joke that Taliesin taught me about unschooling, Nathanael taught me about attachment parenting. As Nathanael grew, it only made sense to me to follow a child-directed method of learning for his homeschooling. Now at four years old, Nathanael is still very much a natural learner. He has to learn from experience. A good example of this happened just a few evenings ago - on Memorial Day. My husband and I took Taliesin and Nathanael on a picnic. We then hiked and played at a park most of the evening. The park that we chose also has a sprinkler park. It was getting cool out as evening approached, but Nathanael asked to play in the sprinkler. No matter how much we tried to explain it was too cool, he would not stop. So I told him it was okay. I told him not to get too wet, but to walk through it one time to see how it felt. He quickly removed his shoes and shirt and walked around the edge of the sprinklers. He ran back to me saying, "Mommy, I'm cold." He put his shirt and shoes back on and did not ask to play in them again the rest of our park visit.
Now, many people do offer the concern that I am simply allowing my sons to rebel. I do not agree. I am simply not expecting them to fit a certain mold that I formed for them. I cannot think of any positive example in the Bible of someone who fit inside the box, so to speak. Each of us are individuals, created by God. I allow my sons that individuality. If I did not allow them that, what kind of mother and teacher would I be?
It is exactly because of these reasons that I do adhere to a more proactive learning model.

References:
Dunn, S. (2005). Philosophical Foundations of Education. Columbus, Ohio: Pearson, Merrill Prentice Hall.
Braley, J., Layman, J., and White, R. (2003). Foundations of Christian School Education. Colorado Springs, Colorado: Purposeful Design Publications.

A Day Out with Thomas

2009-06-07T08:32:00.000-07:00

Donkey-zebra at the Petting Zoo

Cotton Candy and Snowcones

"Boing, Boing, Boing"

Taliesin and Sir Topham Hatt

Who Everyone Came to See (and Ride in)

A Beautiful Ending to a Fun Day

Kandy

My Poor, Neglected Blog

2009-06-04T20:48:00.000-07:00

I need to offer everyone an apology. It has been nearly a week since I posted anything here. I do not know where the time has gone. At the risk of sounding trite, it's just been so - well - busy. Summer seems to be flying by and it's not even here yet. We've been having some fun activities - lots of outside time; playing with indoor sand (oatmeal), building with Legos, and making up picture stories when it's rainy; reading and studying our favorite things; and karate (which Taliesin has another karate graduation coming up this month. Can't wait to blog about it!). I've been loving this college class on educational philsophies. The other students and I have had some very good discussions! And now with the daycare opening up full-swing, it's just been hard to keep up with everything; and, unfortunately, this poor blog has been suffering. I will do my best to keep it up better the rest of the summer!

Kandy

Moon and Sun

2009-05-30T10:53:00.000-07:00

Taliesin and Nathanael both love astronomy. Last night, after gazing at the night sky, Nathanael asked me, "Mom, the moon is nocturnal? He sleeps during the day and is awake at night?" I told him that is a nice way to think about it. He then added, "And the sun is diurnal. He's awake during the day and sleeps at night." I love a child's mind and imagination. Children really have a lot of poetic wisdom if we will just listen to them. No wonder Jesus taught that we have to become as a child if we want to see heaven.

Kandy

Christianity and Public Schools

2009-05-29T07:19:00.000-07:00

This Week's College Discussion Board (they really should not get me started on this subject):

Has Christianity had any enduring impact on public school education in North America? What does this mean in a country as diverse as America?

The unfortunate fact is Christianity is almost a hidden religion in America's public today. Yes, students can still say the flag salute and there are moments of silence and even student-led prayer at events; but how many of these issues have been questioned or even taken court? What the public school system seems to ignore is the fact that education began because people needed to be able to read the Bible. However, today it is as though it is perfectly acceptable for schools to teach evolution, Greek mythology, and secular humanism; but it should never be able to teach creationism (or even intelligent design), the Bible as history (which I have heard debates over), or anything else even remotely Christian. There is no dress code in most schools unless, of course, it means wearing something with a Christian saying. So it is perfectly fine for students to wear little of nothing, just so long as the shirt does not bear a Christian symbol. I live in Kansas, where the battle over what is taught in public school's science curriculum has been hotly debated for several years. Right now, evolution is winning. The standards that deemphasized evolution (simply by including a disclaimer that there are other theories about the origin of the earth) have been removed and evolution is taught as fact again in Kansas public schools. So, as sad as it might be, this educator cannot see evidence that Christianity has had a very enduring impact on public schools. This is certainly a sad state, especially in a country that proclaims diversity. Diversity of what? Culture and beliefs unless that culture and/or belief includes religious values?

Is there any place for the Scholastic method in today's schools? Defend your response.

I do believe scholasticism does have a place in schools today. As pointed out above, several non-Christian ideas and philosophies are allowed in public schools today. This educator believes that it is just important that philosophical and theological concepts be introduced to students that cause them to think for themselves. This does not necessarily mean that schools need to include every academic area that educators during the Middle Ages incorporated. This simply means that students should be given every opportunity to learn critical thinking about all subjects. For instance, if evolution or Darwinian evolution is taught in public schools, allow intelligent design to be taught as well. Allow various creation stories to be taught. This will allow students to think for themselves. Teachers should allow students to have mock debates on important issues such as as the beginnings of the universe. Greek mythology is taught. Allow Biblical theology to be taught. Include both in a philosophy class. Students can decide for themselves which they find more informative. The concept of critical thinking included in scholasticism is just as important in schools today as it was in the education of the Middle Ages. Students need to be able to think for themselves instead of being taught that everything the teacher says is Gospel (Dunn, 2005, pg. 92).
This is more of an aside, but I have been researching Waldorf education this evening. I found some of the websites very interesting and informative. Perhaps what I found most interesting is the fact that the goal of Waldorf education is to teach the whole child - mind, body, and spirit. They use traditions from various major religions to do this (Mays and Nordwall, 2006, para. 17). This educator could not help but think while doing this research that this is exactly how public schools should be today. Should they not, as a system for the very diverse general public, be inclusive rather than secular? Schools often attempt to teach values education when they cannot fully do so without showing respect to the nation's religious heritage.

References:

Dunn, S. (2005). Philosophical Foundations of Education. Columbus, Ohio: Pearson, Merrill Prentice Hall.
Mays, R. and Nordwall, S. (2006). Waldorf Answers on the Philosophy and Practice of Waldorf Education. Retrieved May 28, 2009, from http://www.waldorfanswers.org/index.htm

Natural Beauty

2009-05-27T22:54:00.000-07:00

This Memorial Day evening, we headed up to Indian Rock Park for a picnic and hiking. During the fall, Indian Rock is alive with beautiful colors. But, as much as I love fall, I have to admit Indian Rock in the spring is just as beautiful - as these pictures prove.

Kandy

Critical Thinking...

2009-05-25T08:18:00.000-07:00

This morning, Taliesin and Nathanael woke up in the mood to play with toy cars and their toy car transporters. They each got a car transporter from Easter Bunny a couple of Easters ago. Taliesin's is Superman and Nathanael's is Batman. We've had lots of fun with them over the past couple of years - playing cars, adding cars, subtracting cars. Sometimes these car transporters do get a little bit frustrating. Their hard plastic make-up makes them difficult to maneuver sometimes. But, all in all, Taliesin and Nathanael enjoy playing with them. Today, Nathanael discovered that one of the tires was missing from one of the wheels. After a vain attempt to find the missing tire, he discovered a solution - just remove the rest of the tires from the rest of the wheels. Not bad critical thinking. :^) I love unschooling!

Kandy

Oh, Rats

2009-05-24T22:52:00.000-07:00

This is one of Nathanael's favorite things to do - let the handpets out of their cages to scamper around and play. This is Nathanael's rat, Sally Dorothy. Yes, he's a male rat; but Nathanael likes the names Sally and Dorothy. LOL. Taliesin's rat is Toto. He was a little too active to let down yesterday. He would have slipped under something and been almost impossible to catch.

Kandy

Project Fair

2009-05-24T22:28:00.000-07:00

Last week, Taliesin and Nathanael took part in the annual project fair for the local homeschooling group. This year, Taliesin did a collage of his interests - a project entitled "About Me." It featured things such as his artwork, his karate medals, some homemade fairy bread, a bowl of oobleck, the pet rats, some favorite books, and some of his sketches. Nathanael chose to do his on volcanos (one of his favorite things along with tornados). Taliesin, especially, enjoyed himself. He loved explaining to people what he was displaying.

I, personally, was a little disappointed this year. The kids that took part went to a lot of hard work. And for some strange reason, this year the project fair and a regular business meeting were combined into one event. The kids got restless waiting for their turn, which was sandwiched in between the regular meeting and election of officers. I just wish it would have been a night for only the kids to display all of their hard work.

Kandy

Mortimer Adler and Socratic Dialogue

2009-05-24T21:49:00.000-07:00

What is Socratic dialogue, and how can it effectively be used in an educational environment? Who was Mortimer Adler and what were his views? How does this author feel about Adler’s philosophy and about the use of Socratic dialogue? The following paper will answer these questions.

The quote regarding Socratic dialogue from this assignment reads, “The audience is blind but must never feel that way. The farther we go from the reality we know, the harder it is to create a mental picture. Never tell what should be shown nor try to show what needs to be told. And, last, the words on the page are only the beginning.”

The definition listed above is a good beginning when discussing the application of the Soctratic dialogue method into the classroom. However, this definition does omit one other important concept – the concept that not only must the audience (the students) be blind to the teaching; but they should also be lead into a discussion that will cause them to want to learn more. In other words, the facilitator of the discussion must ask questions that will cause the students to be interested in the topic. The website http://www.garlikov.com/Soc_Meth.html gives an excellent example of a teacher who used Socratic dialogue to teach his third grade class the concept of binary numbers.

The Socratic method can be successful when used in the classroom. Methods that encourage students’ critical thinking and analysis are much more important than directive teaching. Directive teaching reinforces the concept that teachers should be the ones with all the ideas. In this author’s opinion, Socratic dialogue and other methods of incorporating critical thinking is more student- centered in that they allow the students to learn and think on their own.

Because Socratic dialogue is more student-centered, it is ironic that educational philosopher Mortimer Adler encouraged its use in classrooms. Adler was one of the premier advocates of classical education – education based upon what students “need to know,” that stresses academics rather than vocation or interest (Dunn, 2005, pg. 44).

According to Classical Homeschooling’s website, Adler embraced a multi-disciplinary approach to education and encouraged students, through Socratic dialogue, to think for themselves. He insisted that thinking a concept out was of much more use to the learner than memorization (P.S.J.C., 2006, par. 8).

However, Adler also held to the idea that children should have no choices in how or what they learn. He advocated a teacher-centered, structured approach and completely rejected the ideas of progressive education founder John Dewey, who Adler met at Columbia University (P.S.J.C., 2006, par. 4). Adler believed that children should learn using “three modes of learning and three modes of teaching” (Dunn, 2005, pg. 44). Those three modes were: (1) “the acquisition of organized knowledge” (italics mine), (2) “the development of intellectual skills,” and (3) “the enlarged understanding of ideas and values” (Dunn, 2005, pg. 44). Aside from Socratic dialogue, Adler advocated the use of lectures and traditional textbooks. He also believed that students should be disciplined into learning in the way that he felt was appropriate for them to learn (Dunn, 2005, pgs. 44-45).

This author finds Mortimer Adler’s ideas a bit confusing. First, he advocates the use of Socratic dialogue to encourage critical thinking. That is understandable. He also encourages the use of multi-disciplinary studies over memorization, rightfully pointing out that children will remember what they have thought out more than what they have memorized. Then Adler’s thinking tends to shift from child-friendly to dictatorial. Students have no choice in what they learn (except to choose which second language they will study). He advocates the use of traditional means of teaching - lecturing and the usage of textbooks to ensure students are “where they should be” – to quote a popular idea from the back-to-basics education of today. And he even advocates disciplining students into paying attention to what they may not be interested in at all. Perhaps John Dewey had more of an influence in Adler than he cares to admit. Perhaps this is why he does advocate the use of some student-centered techniques, which
clearly would make learning more enjoyable. He, however, still is unable to leave behind many preconceived notions of what students need to learn by certain grade levels.

This being said, this author agrees with Mortimer Adler upon his ideas of the usage of multi-disciplinary classrooms and Socratic dialogue. However, these ideas are the exception. There are several reasons that this author disagrees with Adler. First of all, as a pastor pointed out in church this morning, God has a plan for every man, woman, and child. Not only this, but God gives every man, woman, and child a talent and a desire – a calling. The Bible is very specific about individual talents. Jesus taught in Matthew 25:14-30 that those who do not invest their tlaents in the work and calling of the Lord will lose those God-given talents. Where does this fit in with Adler’s philosophy?

Secondly, Adler’s philosophy that everyone should stand on equal academic
footing actually contradicts the methods that Christ used in His teaching. Jesus met people where they were. He did not value the educated over the uneducated. Actually, Jesus’ methods were quite the opposite. According to Matthew 11:12, God has revealed the wise things (spiritual matters, salvation) to babies. And I Corinthians 3:18 reminds, “Let no person deceive himself. If anyone among you supposes that he is wise in this age, let him become a fool [let him discard his worldly discernment and recognize himself as dull, stupid, and foolish, without true learning and scholarship], that he may become [really] wise” (Amplified Bible). Thus, God has chosen what is foolish in the eyes of the world to bring salvation and has made the wise foolish and the foolish wise. Who is Mortimer Adler (or anyone else, for that matter), to choose what “should be” taught when perhaps God has given the students a different calling? Again, where does the Bible fit in with Adler’s philosophy?

Lastly, and tied in with the first two, how does Adler’s philosophy of not allowing choices coincide with God’s creation of free will? God does not force His will and purpose on anyone. God created every human being with the free will to choose what (s)he will be and do. Is it right, then, for parents and educators to force their own will upon children and not allow them the God-given gift of free will to decide some things on their own? This author has worked with children in various settings. Each child has his/her unique learning style. There are children who love learning in a traditional way. In fact, this is exactly the author’s learning preference. But, then, there are other children who are hands-on learners – those children who cannot sit still at a table or desk to listen to a lecture or read a textbook. Is Adler stating that either of these is wrong? As
mentioned in the first objection to Adler’s philosophy, God created everyone with
distinct interests and talents. Is the child who would prefer to dig up worms and walk in the woods and hike in the mountains less worthy of following his/her God-given interests than the child who prefers to read and study academically? According to Adler and those who follow his methods, this child is. All children should learn in the same way. All children should sit like little soldiers, hanging on every word a teacher says. All children should conduct themselves in a way that shows their gratitude for such an education. This author asks is this truly the way Jesus would have handled education today?

Perhaps the saddest aspect of all is many Christian educators will follow in the footsteps of Mortimer Adler in the name of Christianity. After all, does the Bible not tell us to train and discipline our children? What is perhaps most tragically ironic is that the few Verses in Proverbs that are used by traditional educators, parents, and disciplinarians to advocate the use of strictness with children are so often misinterpreted. For instance, the word “rod” found in many Passages in Proverbs actually refers to a shepherd’s rod – a rod of guidance, not a rod of beating. Apply this interpretation of education. Educators can beat the children using formulas and philosophies that ensure children learn “what
they need to know” or they can guide the children into the discovery of God’s calling upon their lives.

Christians educators often proclaim, along with Mortimer Adler, that more
progressive methods lead to “moral and intellectual chaos” (P.S. J.C., 2006, par. 5). Perhaps, just perhaps, however, Dewey and other pragmatists and humanists show more Christ-like caring for children than their Christian counterparts. This author finds it horrifying that it is all too often non-Christians that display Christ-like tendencies. All too often, Christians are too busy promoting “what needs to be taught” instead of “what should be done when representing the name of Christ.” Perhaps it could be said that humanists often do the right things for all the wrong reasons and Christians do all the wrong things for the right reasons.

In conclusion, Mortimer Adler and his use of Socratic dialogue in the classroom is certainly a topic that requires much thought – one that brings out an educator’s passion for the passing on of knowledge from one generation to the next.

References:

Classical Homeschooling Magazine. (2006). Mortimer J. Adler: Reforming Education.
Retrieved May 20, 2009, from http://www.classicalhomeschooling.com/html/mortimer_j__adler__reforming_e.html.

Dunn, S. (2005). Philosophical Foundations of Education. Columbus, Ohio: Pearson,
Merrill Prentice Hall.

Garlikov, R. (no date given). The Socratic Method: Teaching by Asking Instead of
Telling. Retrieved May 20, 2009, from http://www.garlikov.com/Soc_Meth.html.

Lots to Post About!

2009-05-23T23:46:00.000-07:00

I have a lot of stuff to post about very soon! I know it's been too long since I've posted anything. In that time, I've started my daycare (have the new little ones starting within the next few days), Taliesin and Nathanael have enjoyed lots of outside time in our gorgeous spring weather, they have had a project fair, played with pets, had the baby bunnies leave the yard, I have finished some interesting college assignments, and much more! I will be posting with much more detail within the next few days. Thank you for being patient with me!

God bless.

Kandy

My New College Class

2009-05-16T11:50:00.001-07:00

This summer, I am taking two college classes. They will overlap for a couple of weeks; but, other than that, I will be taking them individually. I am currently taking an educational philosophy class. It is very interesting. I recently posted my first assignment from the class. Today I've been reading about Plato's and Aristotle's view of education and about the essentialist view of education. Needless to say, I totally disagree with the latter. I can glean some truth from Plato and Aristotle, even though I disagree with them on quite a bit. For instance, Aristotle believed that all education should be public, not private. During Aristotle's time, all education was conducted in the home. Each individual family decided what their children should learn and how. Aristotle did not agree with this, but felt that in order for children to be good citizens in a good democracy; they should be educated publically by those qualified to educate. Sounds familiar, doesn't it? Good thing I do not have to respond to this part of Aristotle's philosophy, or my professor would probably think I have lost my mind. :^) Well, back to my assignment on the difference between prominent philosophies of reality.

Kandy

Nature at Its Sweetest

2009-05-15T20:13:00.000-07:00

We have had a nest of five baby bunnies in our backyard for the past few weeks. Today, when we went outside to observe; the baby bunnies were not in the nest.

We found them a few inches away, cuddled in the grass. They are very difficult to see here, since they are still hidning; but you may be able to see their little ears here. They are adorable! Taliesin and Nathanael are really

enjoying watching them!

Kandy

They're Gonna Put Me in the Movies

2009-05-13T22:40:00.000-07:00

Taliesin has really been showing an interest in how movies are made. So this week (0r maybe even longer), we have decided to learn about movie-making. Today, he enjoyed making movie props from Legos (the alien space ship was a lot of fun) and decided to see how he would look as different movie characters. Here are some of his favorites:

Batman, the Dark Knight

The Clone Trooper

A New Breed of Superhero - half Batman, half Superman

A Scary Skelton

A Loving Daddy

Just wait until we get the make-up out tomorrow! Tune in tomorrow for more Adventures in Movie Making.....

Kandy

Personal Respons Paper - Educational Philosophy

2009-05-13T15:18:00.000-07:00

Just finished this college paper as an introductory to my philosophy of education class. I was required to write about what I believe truth is; if I believe we can discover truth; and how I view education, the role of the student, and the role of the teacher. This is what I came up with. (If the spacing on this is wrong, I apologize. Just copied and posted it from my Word document). :^)

Kandy

Personal Response: Educational Philosophy

Kandy Crosby-Hastings

The Bible teaches that there is an absolute right and an absolute wrong – an

absolute truth and an absolute falsity. There is no such thing as a “little white lie.” I

left a “good job” just a couple of years ago because this employer encouraged the telling

of “little white lies” for the good of the company. To me, this was not ethical at all.

Satan is the father of lies. As children of God, we should strive for absolute truth.

I definitely believe we can know the truth. When we search the Scriptures, we

will find the truth. This truth is found in God’s Word alone. The world today, society at

large, tries to tell us truth is relative to each individual circumstance. This relativism,

however, is not found in the Bible, the source of all truth. The only instances that I can

find in the Bible that would hint at a relativistic worldview is (1) David eating the

showbread reserved for priests and (2) Jesus healing on the Sabbath. However, these

instances are directed at legalism, not as a question about absolute truth. These

examples, however, should reveal to us, as Christians, how careful we must be in

examining truth and falsehood. There is a fine line between legalism and truth, between

relativism and falsity.

I believe the best way to present the truth is by example. Many others believe

the best way to present the truth is by teaching and preaching. In actuality, in today’s

society, preaching achieves the opposite effect of the result we desire. When we demand

that others accept what they deem as “our way,” they will simply tune out our message,

regardless of its validity. When I think of presenting truth, I think of Jesus’ example.

Jesus did not stand on the street corner and condemn passersby. He called people to

Himself, reminding the legalistic religious leaders that none of them were sin-free

therefore they should not judge others.

Leading by example is especially important when teaching the truth to children.

All too often, Christian educators take the position that they have to drill truth into young

children in order to drive foolishness away. What educators do not realize is that

sometimes strict methods turn children away from the truth. I remember one of my

friends telling me, when she enrolled her son in a Christian preschool, that she hoped

nothing would happen at the school that would eventually turn him away from Christ.

The bad thing is that with many Christian schools who practice strictness and traditional

education (even to the point of corporal punishment in some schools), this is actually a

valid concern. Is this truly the attitude Christ would have us, as Christian educators, to

maintain? A much more effective method of presentation of the truth is to lead the

children gently into the truth by modelling and being willing to answer even the most

insignificant questions that children may have.

I believe the best educational process, if the reader has not guessed by now,

should focus on how the individual students learn best. Education is not all about what

the teacher feels the student should learn by a certain point in time or “grade level.”

Education is about teaching students to learn by following their own interests and God-

given talents. Each individual student’s learning style should be taken into account. Not

every student learns best in a traditional school setting. Some students learn better in a

less structured, more natural setting. The goal of education should not be to make all

students into traditional learners. The goal of education should be to nurture each

student’s abilities and interests. God created our creativity. Should this creativity be

sacrificed on the altar of man-made conformity? I would dare say it should not. I believe

the educational process in place in most public schools (and most Christian schools),

unfortunately, honors conformity over creativity.

I believe the role of the school needs to change. Due to No Child Left Behind,

schools are serving the role of force-feeders of so-called important knowledge. Schools

force-feed students information in hope that these children will be able to regurgitate

the information well enough to receive above-average scores on standardized tests. The

result of this system is schools full of children who are not only stressed but who

memorize “facts” simply long enough to pass a test. Instead of this testing focus, schools

should be allowed to nurture children’s God-given interests and curiosity in ways that are

most condusive to true learning.

I believe people should learn what they are interested in. As crazy as it sounds,

everything will eventually fall into place. I can say this from experience. When we first

began homeschooling, our now six-year old son, Taliesin, was three years old. I began

teaching him using traditional, teacher-directed methods. These methods only caused

frustration for my son. It was then that I discovered Home Education Magazine and

child-directed learning. Many have questioned my methods. What will children

learn if they only learn what they are interested in? What many do not realize is

children are natural learners if we allow them to be. Allowing children to explore

will naturally lead to one learning opportunity after another. And, yes, children do have a

natural curiosity about spiritual matters as well. Jesus instructed His disciples to stop

forbidding the children and to allow them to come to Him. The children had an inner

desire for spiritual things – a part of being created in the image of God, who is Spirit.

I have found this is true of both of my sons. They both yearn to learn more and more

about God if I give them opportunities to ask questions. A good example is, again,

with Taliesin. A few months ago, he had questions about why people take communion.

We had just studied the story of Jesus’ last supper, crucifixion, and resurrection using

Resurrection Eggs (one of both of my sons’ favorite manipulatives). We discussed why

the importance of communion; and he also wanted to take part. I asked him if he believes

that Jesus died for our sins and rose from the dead. He said he did. I explained to him

that only people who have Jesus come into their hearts are allowed to take communion,

because it reminds us of Jesus’ sacrifice on the cross for us. He understood. Now each

week before church, I ask Taliesin if he wants to take communion with the church or not.

If he answers yes, I always ask him why we take communion; and he answers. Likewise,

my four-year old son, Nathanael, loves reading about the creation story and has many

questions about sin. I always am willing to answer any questions he has, no matter how

many times he has asked them and had them answered before.

My conclusion, therefore, is that students should learn what they are interested in

in ways that are natural for them to learn by. All else will fall into place naturally. To

prove this point, for a college class last year, I was required to write about the curriculum

standards for the state of Kansas. If Taliesin were in the public school system, this year

he would have started kindergarten; therefore I chose to conduct my research over

curriculum standards for kindergarten. I found that with Taliesin, we had already

covered every concept public schools teach in kindergarten except for graphs. Of course,

when I inquired of Taliesin and Nathanael (my younger son) if they wanted to study

graphs, they overwhelmingly decided to. So we made a homemade volcano and a

homemade geyser and graphed with stickers on a large piece of brown paper sack paper

which one shot higher. Plus, we had covered a lot more that public schools,

unfortunately, deem unnecessary – concepts of art and music, which are usually a part of

our daily activities.

I believe the role of a teacher should be that of a facilitator. I believe a teacher

should provide guidance, should answer any questions the students may have, and should

be there to provide ideas and to introduce concepts. A teacher should not try to force or

coerce a student into being something (s)he is not ready for.

The role of the student should be as that of a natural learner. I am a firm

believer that children are born natural learners. They remain natural learners until they

reach kindergarten when teachers teach them that their creativity does not matter,

that the only thing that does matter is what the teacher thinks and teaches. The following

poem epitomizes what I believe about why the traditional role of teacher and student

leads to students who cannot think for themselves:

( found at http://home.bresnan.net/~cabreras/theboy.htm).

I'm a Licensed Childcare Provider!

2009-05-12T11:35:00.000-07:00

Well, today was an exciting day. I not only had my house inspection for the daycare but also recieved my temporary childcare permit in the mail. Now that I've passed the house inspection, my regular license will come at any time! I'm so excited! Now to start advertising. :^)

Kandy

What we've been doing

2009-05-11T11:46:00.000-07:00

Playing dressup

Computer Art

Fairy Muffins

At the Park

Being Beavers, Making Dams

Babies have to Keep Clean

Unschooling

Kandy

Trying to Keep Up

2009-05-06T22:17:00.000-07:00

It's been awhile since I've posted. Just trying to keep up with everything. This is my final week of the two college classes I've been working on - this, of course, means two research papers due by Sunday. Tuesday is my house inspection for the daycare. Just finished with the fire inspection this week and have been conducting my twelve and a half hours of daycare observations I need for my license. In between, we've been having fun just learning from all the new opportunities.

But I will be posting more - eventually.... LOL. Naw, it should not be too long from now that I'll be posting more fun activities and pictures.

Kandy

Education Assignment - Lesson Plans (or lack thereof)

2009-05-02T08:19:00.001-07:00

This week, this unschooler was required to write about why I feel lesson plans are necessary for good classroom management. Ha! Ha! Ha! No, I seriously had to write about this. Yes, I know it goes totally against my educational philosophy. So here's what I wrote. :^)

I have read the textbook and can understand why its authors consider lesson plans an important part of the day. Public schools have to focus so much on testing, it is important that both the teacher and the students stay on task. If the students know what is expected of them through organized lesson plans, they will perform and behave much better. Also, if the teacher appears more organized, the students will follow his/her example and be organized also in their learning. The textbook authors feel that even student-directed activities should be organized through lesson plans. (My question about this is, honestly, how is that truly student-directed if the teacher has the assignments planned out? The activities may be hands-on, yes; but student-directed, no). I can understand that if structured schools of any kind - be it teacher-directed or the authors' definition of student-directed - do not focus on the tasks at hand, they will not pass the standardized tests that will be necessary for the school's success. If the teachers have a specific plan, they will be able to accomplish more in the lessons because there will be fewer distractions from the students.
As the textbook also points out, the way the lesson plan is developed should aid in classroom management. For instance, if a lesson captures the students' attention at the beginning of class, the students will be motivated to learn what the teacher is teaching. The teacher must keep that attention throughout the lesson in order to keep the students motivated. The lesson must be paced correctly so that the students do not become bored with the lessons and act out on that bordom. The teacher should not jump randomly from one idea to the next. Such jumping will break the students' concentration, thus also resulting in poor behavior due to not understanding the lesson. At the end of the lesson, the teacher should point out that the lesson is nearing an end. This, in my opinion, allows the students to relax a little and recap in their own minds the information that was taught. The lesson should end in a way that will allow the students to move smoothly to the next class (and possibly the next teacher, depending on the grade) with little or no interruption. This will result in better behavior during the next presentation, because the teacher is better prepared. (I believe, however, that this turns the lesson into a speech rather than a teaching).
Now that all of this is said, I would like to give my opinion. As I stated in the first paragraph, true student-directed learning is not planned out days in advance. It is directed by the students. The teacher can have a basic idea of what (s)he would like to cover; but it is covered by initiation from the students. People say that this cannot be done. Trust me, it can. I do it everyday. I know of several others (even one that worked in a Christian school setting) that follow this exact lead. And any "lesson" can be modified to teach anything. I can give several good examples that only require thinking one step ahead. Just a few days ago, Taliesin (my six-year old) requested that we play musical instruments (something that is all too often put on the back burner in many schools in favor of language arts and math). So we got out the percussion instruments and began playing. This led us to putting music to stories to add excitement to the stories (Taliesin's idea, but incorporating creativity [music] with language arts [stories]). And the story Taliesin chose was perfect for percussion instruments. We read The Lion King. This type of student-directed learning using music and reading would have gone on and on had a neighbor girl not come over to play. But play is also much more important that schools all too often realize. The day after this, we spent most of the day outside, planting a garden, talking about the seeds we were planting and the insects we were findng underground, playing and running. But my sons were learning - without a lesson plan. They were learning by following their own creativity and imagination.
Now most of the comments that I receive when I write something like this is this type of un-structure may work for a homeschool environment, but not for a classroom environment. Nothing could be farther from the truth. If a teacher comes to the classroom willing to allow the students to learn rather than intent upon teaching them; amazing things will happen. First of all, students will enjoy learning. They will not need motivation to keep them interested during something they really do not want to learn. This will result in better classroom management. For instance, say the curriculum requires that students learn how to multiply fractions. The teacher could use a suggestion in the textbook and have various stations set up. There could be a visual learning station with traditional workbooks. There could be a hands-on learning station with manipulatives (beans work especially well with fractions). There could be computers with learning games with headsets for auditory learners. There could even be an art station in which the students could draw or paint using measurements that are determined through multiplying fractions (using geometric concepts). The teacher allows the students to go to whichever station they wish to go to. The teacher acts as the facilitator rather than as a lecturer. If the students have any questions, they can ask the teacher (or a peer). Each student is learning in the way that is best for him/her. After the students have tired of whatever tool they have chosen to learn through (this will vary with each students), they can choose some other type of learning activity - be it sustained silent reading, a play-based activity (which, again, I do believe is important for all ages), or some other activity that will engage the interest of the students. If the students are required to do a language arts assignment, art and music can be incorporated very easily - making the assignment much more enjoyable for the students. Again, for those students who are traditional learners (like I, personally, am); traditional methods should be made available. Lessons can be taken outside. There is just something about being in the sunshine that nurtures learning. Going outside should be impromptu. Are the students especially restless on a nice spring or fall day? Take it outside. This requires no lesson plan. Lesson plans can stifle the creativity of the students. Who would not misbehave if what is being taught is boring? I honestly feel that the less the teacher relies on a specific lesson plan and the more (s)he relies on the interests of the students; the better off the teacher and class will be. Children are natural learners. They are just taught all throughout their lives that they have to be taught what the teacher thinks is important. In my opinion, a lack of lesson plans and more reliability on the students themselves will result in much better classroom management (not to mention more learning).

God bless.

Kandy

My Little Dance Star

2009-05-01T21:05:00.000-07:00

Tonight was Taliesin's big night! He danced his little heart out at his first dance recital. It was awesome. One thing I love about Taliesin's and Nathanael's dance studio is when they do a recital, they make it an event, a performance spectacular! And tonight's event was sold out. There were nearly 250 people there this evening watching. Taliesin is so proud of himself - but I am even more proud of him! He remembered his steps and smiled while he did it. He's all ready for next year's recital. He is actually requesting to take both dance classes and a dance camp this summer. And he's wanting to start jazz. This year, he took ballet and tap, which he will continue with as well. The theater does not allow pictures to be taken of the performances, but I do have some fun videos from the dress rehearsal. I will see if I can figure out how to get those posted. :^)

Kandy

Happy May Day!

2009-05-01T09:30:00.001-07:00

The Preparation

The Product

The Delivery

Kandy

Latest of Nathanael's Nuggets of Wisdom

2009-04-28T18:34:00.000-07:00

Last night, we went grocery shopping. Well, I usually do not get them because they are expensive and not the most nutritious things in the world; but last night I allowed Taliesin and Nathanael to both get a nacho Lunchable. They were sitting in the car eating on the way home and I said something that prompted Kelsey to say Taliesin and Nathanael are spoiled. I asked them, "Are you spoiled?" Taliesin quickly told me no! Nathanael thought for moment and then replied, "I'm spoiled because that's how God made me." Well, I guess that settles it then.

Kandy

Earth Day and Beyond - in Pictures

2009-04-27T10:41:00.001-07:00

First let me apologize that every picture here seems to be a different size. Not sure why that is. LOL.

Earth Day 2009: Earth Day activities for this year included making masks from recycled cereal boxes, making paper machee Earths, reading "The Lorax," decorating Earth cupcakes and a Wall-E cake, and planting seeds in cups for the kids to take home and plant in their own gardens.

Nathanael's dance recital. He had lots of fun! He's all ready for summer classes.

Some fun at-home activities. Today, Taliesin and Nathanael have been in the mood to read and build. We've been studying from A Child's First Library of Learning: Science Starter. We've talked about everything fom the atmoshphere to how water has currents and, as pictured here below, how light separates into colors (Also had to build a rainbow out of Legos, of course). The top picture is of Nathanael playing in beans. LOL. He wanted to see what would happen if he peeled them. We had just talked about why golf balls will soar farther than a smooth ball (has to do with the dimples), so, of course, when he saw the little indent inside of the bean, he was pretty excited. :^) The middle picture of the blue and red blocks represents cold air and hot air to show how a tornado forms, of course.

Kandy

Speaking of Diversity (see Women of Passions): This Week's Education Assignment on Diversity

2009-04-25T17:03:00.000-07:00

I am thankful that teachers discuss diversity in classrooms. I believe it has always been present, but diversity was not thought of as diversity just a few decades ago. Diversity takes many forms. We always think of ethnic diversity, which is certainly important when planning our classrooms. However, diversity also takes the forms of cognitive development, gender differences, differences in socioeconomic status for students in a classroom, and even creative differences. Likewise, students in any given classroom will exhibit a wide range of abilities.

I believe three of the most important keys for any teacher dealing with a diverse classroom is, first of all, to celebrate diversity. When we celebrate diversity, we will be able to encourage and respond to all students. This celebration leads to the second key - showing the students that we do care about them and their success. Lastly, I love the suggestion in the text of not only using a curriculum that can relate to all students but also not being afraid to deviate from the textbooks. I think this is so important when dealing with a wide range of diverstiy and abilities in the classroom.

I believe the first key - celebrating diversity - is one that is often ignored. When teachers have students that are "different," whether in terms of abilities or in terms of interests, all too often they label those students "difficult." None of us are the same. God created us each as individuals. And that individuality needs to be celebrated not frowned upon. Just this weekend, I was blessed to be a part of a conference for a book I recently wrote for. One of the group leaders travelled with her fourteen-year old daughter. The daughter has the sweetest disposition, an awesome testimony, and a beautiful singing voice; but she is one that many would look at as "different" because of the way she dresses and because of her creativity. She wore a black shirt that laced up the front, a ruffled black skirt, and black and red striped stockings with black sneakers. As is probably obvious, she is also very creative artistically. But how many people would view her as being "strange" because of how she dresses or how she views things creatively. I have noticed the same issues arise with my six-year old son, Taliesin. Taliesin is truly my artistic thinker. He views things differently. And when he's excited, he loves to talk about what he is excited about - be it an insect he sees, a movie he has watched, a book he has read, or an experience he has had. So many times, I see people pass off what he says with no response. Diversity is something that is definitely not celebrated in the world, even though we like to think that it is. As a society, in general, I believe we need to become more understanding that we are all created to be individuals. We are not all alike. I probably could not count the times that I have been looked at as a little strange because my sons are in dance class. They both love to dance. Taliesin loves dancing because he views it as an art. Nathanael loves music, so dancing naturally flows from music. But even today, people look at dancing as something girls do, not boys. Celebrating diversity is perhaps most important in the classroom, where children are being taught how to function in society. Perhaps with diversity celebrated in the classrooms, there will be hope for tomorrow's society.

I believe celebrating diversity leads to respect for the students. This leads to encouraging students and responding to them. As I said, Taliesin loves to talk about things that he is interested in. I all too often see adults who become frustrated with this and just do not respond to him. When they will not, I will respond to keep him interested in what he cares about. I become so frustrated that, as the book points out, parents and teachers often encourage conformity rather than creativity. Students need to hear responses from parents and teachers that reinforce that we care about them as individuals. This also goes for students of various abilities. No matter the ability of each individual student, teachers need to provide reinforcement and encouragement. I remember when we were attending our local homeschooling co-op a couple of years ago. I was helping in Taliesin's class, and the students were to write their names on a lined chalkboard. Taliesin wrote his "T," but he wrote it perpendicular to the lines rather than on the lines. When he showed it to one of the teachers, she errased it for him to re-write it properly - without a comment. Now, she did not mean anything by this; but that dicouraged Taliesin. He did not want to go back after that. And I did not force him to. I think often teachers mean well, when in fact they are discouraging students and causing them turn away from learning.

On a more academic level, I believe it is very important for teachers to choose curriculum that encourages diversity and to stray from that curriculum when necessary. I totally agree with the textbook when it says curriculum should project various cultural and ethnic groups in a positive, accurate light. I believe the curriculum should also apply to diverse learning styles and interests. All too often, school curriculums are geared toward visual/auditory learning. Those students who are more hands-on learners lose out and are often considered problem students or even ADHD because they cannot follow what the teacher is trying to teach. Understanding the abilities and learning styles of each individual student is so important in a diverse classroom. I also agree with how the textbook promotes individualized study. I can say from experience that individualized study encourages independent learning and can be tailored to meet the needs of most any student. When the student feels that (s)he is learning in a way that (s)he can understand, the results will be so much better than expecting him/her to learn like all of the other students do.

Kandy