Wonderfully Made: The Young Home Schooler’s Mind
March 8, 2010 by Guest
There is a beautiful design to the minds of our children. Every square inch of them has been intricately woven by the hands of God. Just like Psalm 127 says,
“For You formed my inward parts; You wove me in my mother’s womb. I will give thanks to You, for I am fearfully and wonderfully made… my frame was not hidden from You, when I was made in secret, and skillfully wrought in the depths of the earth” (NASB).
Does that amaze you? Down to the very depths of their being, our children bear the fingerprints of God in a unique way. There are no cookie-cutter children, just as there are no cookie-cutter adults. While there are general ages and ranges in which children reach developmental milestones, no child is exactly like another. As home-schoolers, we cannot afford to miss this.
Children are “designed” to reach certain developmental milestones at different ages. For example, every parent would tell you that trying to potty-train a nine month would be a lost cause. They do not have the physical or developmental ability to do so. However, wait two or three years and you’re much more likely to succeed. Why? The child has developed the cognitive and physical abilities to succeed at potty-training.
The same applies to a child’s ability to grasp educational concepts. In our country, many would say that children should begin reading by the age of five. Often if it takes a child longer to begin reading then questions about learning problems arise. However, if you looked inside the brain of a child, specifically boys, you would find that they may not be developmentally ready to read until the age of eight or nine.
No matter how much we try to teach, encourage, plead or demand that our child learn a certain concept, if he or she is not developmentally ready then we are fighting a losing battle. We will only end up frustrating our child and seriously damaging their confidence, ultimately hindering later attempts to teach the same concept. If we wait until our child is ready to learn, even putting a concept off for several weeks, then we may be much more likely to help our child succeed. As home schooling parents, we need to be sensitive to this truth which, at times, can take a great deal of patience, I know! Trust me, though, the benefits will be well worth the wait.
The developing brain of a young child is astonishing. So much is accomplished and solidified in their minds during those early years. A hallmark in the cognitive development of a young child is the absence of abstract thinking. This means that while young children can understand the alphabet, numbers in sequence or musical notes, they often have great difficulty understanding ideas such as love, justice or honor. Perhaps, you’re now asking “So, what does this have to do with me, a home schooling parent?”
Well, actually a lot! You see, as home-schoolers we have the blessed opportunity to teach and train our children with their specific learning styles and developmental abilities in mind. For the young child this means presenting concepts in a concrete manner. Eventually your child will be able to think and reason abstractly, but early on they need concrete teaching that gradually moves to the abstract.
For example, in teaching addition begin by using every day tasks such as cleaning up toys, going to the grocery store or sorting laundry. Your conversation could go something like this: “Daniel, I have two white shirts in this basket and I need those other two over there. If you put them in this basket, how many shirts would we have?” Your child then uses his body to respond which gives him a great “hands-on” experience. He is also seeing that math is used in the real world everyday. It gives him a purpose for learning. Continue using math in everyday activities until he seems more confident. Then you can begin a more formal lesson while still using manipulatives such as blocks or counters. As he masters the ability to show you what two plus two or four plus one looks like with blocks, write the mathematical statements out each time he answers correctly. Eventually he will no longer need the manipulatives and he will understand what each part of the mathematical statement represents because of all the concrete learning that preceded it.
As a home schooling mom of four I have seen this work over and over. I even use concrete learning activities with my eleven year old when she seems to be struggling with a particular concept. Using concrete activities in teaching applies to all subjects. This is the beauty in home schooling…we can teach writing by making grocery lists or writing letters, we can teach history by creating native American drums or teach science in the creek that runs through our back yard!
Each of our children are developing uniquely, reaching their developmental milestones at different times. It is the beauty of how God created them. If we can embrace this and teach in a way where they have a purpose for learning we will surely bless and enrich their lives.
JJ lives in Nashville, TN. with her husband, Dan, and their four children. They have been homeschooling for two years and have a passion for encouraging other families.
Help for Struggling, Reluctant Readers
February 28, 2010 by Guest
As a child, I never liked to read. When I mention this to someone today, I can anticipate the reaction. Their mouth drops open in disbelief, followed by a gasp. “You’re kidding!” often follows. That’s probably because I’m also the author of a number of action-adventures and mysteries especially written for other boys who may be facing similar difficulties.
Photo Credit: Marsha, Other Such Happenings
Even as an adult, reading for enjoyment continues to be a problem for me. I find it ironic because my father has published over 70 books. Several of these were children’s books, and I never read any of them. I grew up in a family of seven children. We had avid readers, nominal readers, and me. Still, I managed to finish high school and graduated from College with a degree in psychology. But I have always been more interested in, or stimulated by, things visual. I do read in order to gather information, but not for pleasure.
I used to think that a reluctant reader was simply someone who hadn’t found the right book yet. But the causes may go deeper than that. The word reluctant is defined as opposed in mind, unwilling, disinclined, struggling, or resisting.
At the outset, it’s important to understand our terms. Parents must be certain that, if facing a struggling, reluctant reader, there aren’t any problems with vision, neurological issues, or other medical conditions that might hamper reading. These should be diagnosed by professionals, but here are some things to look for.
Difficulty with vision is a big one. The transposing of letters or numbers may indicate a vision problem. You might notice that your child sees 14 when the actual number on the page is 41. The same can happen with small words. Does the child use a finger to keep his place on the page? I always did this as a child. Does he have a short attention span, or hold the book too close to his eyes?
Does he have good posture while reading, or does he move his head from side to side during reading, rather than moving his eyes? This may indicate binocular trouble because both eyes aren’t working together. Again, I suffer from this. One of my eyes sees distant objects better, while the other sees closer items with more clarity. A child with this problem may slouch in the chair, or turn his head to one side in order to favor the eye that can see the book best.
In addition to vision, a child may suffer from ADD (attention deficit disorder), ADHD (attention deficit hyperactivity disorder), dyslexia, or other learning disabilities. It’s only my opinion, but I think many of the hyperactivity problems, found more often in boys today, could be greatly mitigated by allowing them to run off much of that energy for an hour outside, or in some other physical activity.
Photo Credit: Marsha, Other Such Happenings
Based on my own background, I expected that reading difficulties came from what I had experienced. Readers would struggle because they were intimidated by large blocks of words on a page. Or they were likely to be more visual than linear, as I am. My research took me through nearly two hundred children’s books. I found that some were just silly. Others seemed too unrealistic, while quite a few were simply slow and boring. I wanted exciting, realistic, and very visual things to be happening.
Recently a study was released which noted that nearly 80 percent of children 6 and under, read or are read to in an average day. But it went on to say that children spend an average of 49 minutes with books in that same average day, compared with 2 hours and 22 minutes sitting in front of a television or computer screen.
My research into reading difficulties began about eight years ago. I truly wanted to understand why it was that I grew up as a reluctant reader. I found some interesting patterns in several of the books I selected for research. In many cases they defied a person like me to get into them. The style was boring, the dialog was sometimes sparse, or when it was used, seemed too adult. As I looked around for books written especially for boys 8 – 13, I found The Hardy Boys, and a few others.
An attractive book to a reluctant reader is one that is larger in size than most. The type in these books is also larger, with lots of white space, on high quality, bright, white paper, inviting even the most reluctant reader to come in, kick his shoes off, and stay for awhile.
My work with reluctant readers often allows me to speak in schools. One of the first questions I like to ask is, “Is there anyone here who doesn’t like to read?” A few hands go up, and then others follow. There may be two or three girls who raise their hands, but predominately it’s the boys who respond.
Next I ask, “Why?”
“Books are boring,” one will say. Another suggests, “They’re too slow and nothing happens,” or, “I’d rather do other things.”
“Like what?” I’ll ask.
The answers always include watching television, playing video games, and spending time on the computer. This is interesting since research by others arrives at the same conclusions.
For the purposes of exploring reluctant or struggling readers, let’s say that you’ve had your child tested, and we can rule out vision or medical problems. What is your next step toward getting him interested in reading?
This suggestion may seem odd at first, but parents, teachers, and librarians are reporting that they’ve found success by starting with audio books. In some cases, this is used while also holding a copy of the same book. A child is able to both see and hear the words at the same time, and practice following along.
Don’t be afraid to select a book that is below grade level. You may also want to experiment with comic books, or graphic novels. The most important objective is to find something he’s interested in and wants to read about. This could include the sports page in your local newspaper, or magazines like Sports Illustrated for Kids, Ranger Rick, Highlights, and others.
Some have found success by using electronic readers like Kindle. Your child is already comfortable with a computer, or video games. The e-reader allows him to change the font, make it larger, change colors, and even look up words in some cases.
It’s easy for parents to forget the power they have over their children’s behavior. If your child avoids reading in every way possible – choosing video games, or the computer over reading, you might set those activities aside as rewards. You can say, “After you’ve read for thirty minutes, or an hour,” for example, “then you may spend time doing those other things.”
- Read aloud with your child, and make sure he sees you model that reading is important in your life. This has added influence if the dad is involved.
- Get rid of distractions. Again, in my case, I find it difficult to concentrate if there are other noises around. This is compounded if there are lyrics in a song on the radio, or stereo, voices coming from the TV, or from nearby conversations. Set up a quiet, comfortable reading place. Above all, make reading fun.
- Have your child try reading to a dog, a cat, a doll, or some other stuffed animal. In this way, children aren’t intimidated or judged by an adult. At the same time, you can monitor their progress. Also look for high interest, low vocabulary books called Hi-Lo.
Not only is it important for books to be constructed in order to be more user friendly for struggling readers, there should be lots of humor, dialog, and heart-pounding action and adventure, plus chapters ending with a cliffhanger.
Anytime I’m asked if reading is really all that important, I give several reasons why it is, and add that readers are the leaders others follow.
Copyright October 2009 Knowonder Magazine. Republished with permission. Visit Max Anderson’s Books for Boys blog and his website for books to jumpstart your child’s imagination.
Max Elliot Anderson grew up as a struggling, reluctant reader. Using his extensive experience in the production of motion pictures, videos, and television commercials, he brings the same visual excitement and heart-pounding action to his adventure and mystery stories, written especially for tween boys. Both boys and girls have reported that reading one of his books is like being in an exciting movie.
How To Live as a Completely Socialized Homeschooler
January 13, 2010 by Guest
Welcome to “How To Live as a Completely Socialized Homeschooler”!
This is a guide for all those seventh and eighth graders out there who are educated at home, but still want to be part of the rest of the world. I know from experience that if you lock yourself away inside your house, you are going to feel very awkward when your parents make you go to some social event. Therefore, I am creating this guide to help reduce that feeling of discomfort than many homeschoolers might feel. So let’s begin.
To start out, do not jump into the world of the public school, even part time, thinking that you are ten times smarter than the rest of the kids your age. I am not saying that every homeschooler will do this, but I know I did. It may be that you are smarter than the whole class, but if you go in with that attitude, you aren’t going to make friends very fast. On the same note, don’t go in thinking that you are going to be in the bottom of the class. I highly doubt that is true, but if you act like it is, than other people will assume it’s true.
In my public school career, I have gotten many questions about where I go to school, why I’m homeschooled and if I like it. My answers are I’m homeschooled because I can’t learn well in a public school environment and yes I like it, otherwise I would be in school with you because my parents are just that awesome.
Now that we have the psychological part out of the way, let’s think about how to start to integrate you into the school system. I can’t help if you want to enroll in the school full time, but I can give you some pointers on how to do it part time.
One of the best ways to start is to get involved in a sport. If you’re a boy, this probably won’t be too hard for you, but for all the non-athletic girls I know, this could be a problem. Now I’m not talking about your home school group’s sports group that you might already be in. I’m talking about the school track, cross country, or basketball team. This can get you into the school system without involving your education. If you aren’t really a sports person, another good option is the music or drama department. The band and choral programs are great ways for you to become part of a group, seeing as you have to sing/play with other people as part of the program. The same thing goes for the drama program.
You can also take some sort of class at your local public school. At our school, homeschooled middle school students are allowed to take one curricular class and one co- curricular class. This means that you could take, say, an English class and a sport of some kind. I took an art class in sixth grade and the first half of seventh grade and enjoyed it very much.
Next thing on the list is figuring out how to get you into the school system.
First, talk to your parents and ask them what they think. They almost certainly have more information on the subject than you have. One good idea is to just to visit the administrator of you school. They will listen to your parents and probably give you some information and rules to look at. The reaction we got when we went to the principal of our school was “I don’t know but I’ll look at the rules and see what we can do”.
One thing to watch out for is that, if you choose to take a sport, there might be rules on whether you can compete or not. The state of Wisconsin does not allow homeschooled high school students to compete in any official sports, but other states might have other rules. In Wisconsin middle schools, it is up to the school to decide if homeschoolers can compete or not.
Another thing you can do to integrate yourself into the world of the public school without having to deal with state laws is to join groups at your local library or take a dance class outside of the school system. I take a dance class, am part of a group at my local library and I also am part of my church’s youth group. If you attend a church that has a youth group, I highly recommend you try and go sometime. It is a good way to connect with people your age and, if your parents don’t want you to go to the public school, to find people to hang out with.
Once you are involved in a group, you need to be social in some way. I would not recommend raising your hand for every question you know, especially in middle school. Some kids take that the wrong way. If your teacher/instructor/leader tells you to split into groups, do not just sit around waiting for someone to ask you to join their group. Eight times out of ten, this method works, but the other two times, the teacher/instructor /leader will have to find you a group. This can be embarrassing, so ask someone who you sit next to if you can join their group.
Another thing to do is to respond to people. I have found it gives a much better impression then staying quiet. So if someone asks you something, answer them as best you can and don’t just shrug. If you just ignore them, they have a tendency to think that A: you don’t like them, B: you don’t care or, C: you are just a weird person. This doesn’t help either. What I’m trying to say is “Be you”. What you show on the outside is what people will assume is on the inside.
I have compiled this guide out of my own experience of trying to be homeschooled and still be part of my local community. I am in my freshman year of high school and am still trying to assimilate myself into the school environment, and I wish I had done more when I was in middle school.
I strongly encourage becoming part of a group of people your own age who you feel comfortable with and not to hide away in your room and become the stereotypical homeschooler. Many people see us as kids who are fluent in three languages, play two instruments and wear jean jumpers day in day out. I’m trying to prove to my town that that’s not true. I can’t even master Spanish, I play the piano and that’s it. You would not see me in a jean jumper, ever. I hope you have found this helpful.
written by Miss Martin, age 14, daughter of Patrick Martin
www.getmathtools.com
Homeschooling by Faith
December 14, 2009 by Guest
As a Christian woman today I want to serve God with my whole heart. Service to God is my goal, and homeschooling is one of the ways I can accomplish that service.
Homeschooling for me is a calling, an outworking of a vision that God put in my heart ten years ago. I now have four children homeschooling ages 5-11 and am starting to understand the underlying issues that have caused me to struggle and stress over the years. I wanted to share these struggles to encourage you that we all have times when we have to wrestle with our homeschooling. I also wanted to encourage you to overcome these obstacles, grow stronger in your faith and strengthen you on your homeschooling journey. At the end of each section I have asked some questions that you might like to ask yourself.
Vision and Faith
God placed the vision to homeschool in my heart, but finding how to apply the vision in my life has been a difficult journey. I haven’t been able to just pick up a book or curriculum and follow a plan. When the pressure seems overwhelming, I have questioned God and asked him to remove this vision from my heart, but it would not go. On two separate occasions I did my best to ignore that vision and sent some of my kids to school for a term. The whole time I had them there I could feel God drawing me back to homeschooling.
The reason I have kept coming back to homeschooling is because I am confident that I am following God’s way for my life. In my anxious moments when I draw near to God, I always get the peace of God to continue.
Although God is calling me to homeschool now, I don’t necessarily feel that it will always be that way. For I know that God has a habit of changing our plans. My focus is on listening to God and not making LAWS for myself like ‘Though Shalt Always Homeschool’. I find this attitude sets a big burden on me. I much prefer listening to God’s direction for me along the way. I plan to homeschool and if God is going to change my direction then he will start speaking to me when the time is right.
1. Why are you homeschooling?
2. What is your goal in homeschooling?
3. Do you feel God has confirmed that this is His will for your life?
Sin,Temptation and Forgiveness
I am not a perfect homeschool mother and I know you are not either– neither is Sally Clarkson, Karen Andreola or even Mary Collis. I have areas of weakness just like you. How do I know? Because the Bible tells me so! It says ‘For all have sinned and fallen short of the of glory of God.’ Romans 3:23.
Now to the general observer my sins don’t seem that big. I don’t sit around on the sofa drinking a flagon of port watching soap operas while my illiterate kids run wild around the neighbourhood. But I do sin! When I have a bad day homeschooling because I lost my temper with a child or pursued my own interests instead of homeschooling, I feel condemned. I tell myself that I am such a bad mother and maybe my kids would be better off in school after all.
But what is God’s response to my sin?
Well God knows I am a sinner and that what I need to do is go to him for forgiveness. It is not homeschooling that is making me a sinner, it is my sinful nature. Keep a short account of your sins and repent and ask God to forgive you.
I have a friend who found that once she started reading a book she couldn’t stop. The whole house collapsed for the day but the book got read. Knowing this temptation was too great for her she started giving the book she was reading to her husband to take to work. Sounds extreme but it worked. Flee that temptation that keeps letting you down. Just remember that temptation is a normal part of the human experience. We are all tempted to sin, but that is not sin. Don’t feel guilty about the temptations, just deal with them.
1. What sins should you confess?
2. What tempts you?
3. How are you going to deal with that temptation?
Academics and the Ultimate Goal
Finding the Charlotte Mason method was a direction that God led me towards; and what of a huge relief when I found it. It suited my personality and style. It is the method that I have found works best with what I am trying to do with my family. In my enthusiasm for new ideas, I can lose sight of the original God inspired vision to homeschool and focus on all the ‘ways of homeschooling’. The homeschooling books I read become a ‘rod for my back’, and not the helpful resource that they were meant to be. The expectations these curriculums place on me can make me feel anxious and guilty because I know that I can’t find the time to do all that they require. I then get sucked into the academic struggle when I see what my kids could achieve: if I spent more time focusing on academics; if I bought a particular curriculum; if I made them work harder. I wonder, should I do Latin? What about Greek?
Is it that curriculum is sinful? No, of course not. I have learned many things from using some of the great resources available to homeschoolers. But I don’t let myself get legalistic about following someone else’s plan. I use it as a guide or suggestion for how I might approach a particular subject. I am not worried about the Charlotte Mason police anymore. Mary Collis makes this statement that I wholeheartedly agree with, ‘ Our education should be an infrastructure to support what God has us here for– to lift up his name in this day and age, and to make disciples of all nations. Education without this purpose is nothing but idolatry’ (Thoughts on Classics, ALE issue 16).
So how then should we deal with this struggle? Well, I believe wisdom is the key. Pray and ask God for wisdom as you choose a course of study for the child you are catering too. Pray for understanding and then seek out the answers knowing that God is guiding. Realize that there is no PERFECT homeschool method. All have pro’s and con’s. Be realistic about the workload. Use the wise words of experienced homeschoolers. As I have continued on this journey I have found that the emphasis is not on the academics but rather on the end result, and for me that is– children who love God and are equipped to follow the calling that God is leading them into.
1. How do you feel about the homeschool method you have chosen?
2. What is God telling you about your curriculum?
3. How am I equipping my children for their future calling?
Struggle with the Expectations of Others
In my early days as a homeschool mum I tried to be all things to all people. I would attend most things I was invited to. I would help out when asked at church. My friends and family would always ring in the morning and I found it hard not to talk. Then people would drop in and not go home and expect my full attention. I could see other people’s needs but I was neglecting the children. What was I to do? I thought that I could not possibly meet everyone’s needs and homeschool. If I asked for advice from extended family or friends they would all recommend that I should put the kids in school. Then I was back on the emotional rollercoaster– homeschool v’s school?
From a practical point of view I think the biggest help for me was when I read in Catherine Levinson’s comment that I should expect to stay home and school. This may sound obvious to you but for me it was very helpful. I had permission to stay home and teach. I then started to tell my friends that I had set school hours and that as a general rule couldn’t break them. I also pulled the phone out of the hook and learned to say no.
I also found that I needed support from other homeschooling Christian mothers. These women understood the struggles that I was going through and could offer helpful tips to deal with some issues I was facing. For me finding friends was easy, as I am a natural socialite who lives in the city but for you it may be harder. My advice is pray for the right friends. God knows your needs and he can work something out. I have also received encouragement from the online homeschooling communities.
Two sites I recommend are CM and Friends http://groups.yahoo.com/group/cmfriends-anz/join and Aussie homeschoolers. http://homeschoolads.proboards51.com/index.cgi.
1. What expectations have others of me that I cannot fulfill?
2. How is God asking me to deal with those expectations?
3. How can I get the support that I need?
Endurance with God’s Strength
During preparation of this article I have drawn much wisdom from the book of Romans in the Bible and I encourage you to read it also in light of the struggles you are facing. Paul exhorts us to not become entangled with the Law but to be led by the Spirit, to endure in our sufferings, to walk in the forgiveness and the righteousness of Christ and not condemnation. Recalibrate your thinking to God’s direction, inspired by the Holy Spirit, in accordance with His word. Let that be the pinnacle of your homeschooling experience , not guilt, a philosophy, a secular bench march , or the expectations of others.
“Of making many books there is no end, and much study wearies the body. Now all has been heard; here is the conclusion of the matter: Fear God and keep his commandments, for this is the whole duty of man.” Ecclesiastes 12:12-13.
By Michelle Morrow of Down Under Literature. You can visit her blog at: http://www.enduringprize.com.
Tourette Syndrome: Homeschooling With Tics
November 30, 2009 by Guest
We had already begun our homeschooling journey when our younger daughter was diagnosed with Tourette Syndrome. Since she was only four years old at the time, I wasn’t all that concerned. She was still in the land of preschool, where other children are blissfully unaware of differences, and where she resided pretty close to me at all times. We were, however, very thankful that we were homeschooling as we approached the time she would begin school.
May I just tell you that homeschooling has not helped our daughter’s disability?
But first, a few details: Tourette Syndrome (TS) means that our daughter has tics. A motor tic can be something as simple as eye blinking, to more complex motions such as needing to touch all four corners of every rectangle seen (which is the tic we are dealing with now). There are also vocal tics ranging from a simple grunting noise to repeating words or phrases. There is no way to tell you how many different tics there are. TS is nothing if not full of imagination.
Homeschooling is not helping her disability…
Having taught in public schools for a decade plus, I am very familiar with the process that we might be going through this year if we were not homeschooling. There would be meetings with teachers before school started to “warn” them of our daughter’s diagnosis. We would need to become friends with the school counselor. There would be 504 accommodations to consider. Perhaps an IEP (Individualized Educational Plan) and ARD meetings would be needed. There would probably be a need to educate students and staff about TS. Oh yes, and this would need to all be done again next year. And the next. (Oh dear, what about subs?)
Add to that the fact that her tics change all the time. They will be different this week than last week. They will be different on Wednesday than they were on Tuesday. They might even be different at 10:00 than they were at 9:00. It makes my head spin to think of all the accommodations that would need to be thought up for all these tics.
- The student will need extra time to complete reading assignments so that she can touch all four corners of every page in the book while reading.
- The student will need to be allowed out of her seat to jump at random times.
- The student will need to have a place in the classroom where she can go to make noises and not disturb others.
It makes me tired to think of all the work that would go into making sure our daughter received an education while constantly dealing with these tics.
Homeschooling is not helping her disability… to be the center of attention.
In fact, I would dare say that her TS is getting downright ignored at our house. It simply is not a big deal if she jumps down the hall. Noises? No problem, if you can even hear them over her sister, the TV, the dishwasher, and the phone ringing. Touching the book while the teacher is reading? Her sister and I just wait to turn the page until she is finished.
Homeschooling has taken away a lot of attention from the TS. There is no need to educate those around her—we already know. Accommodations are made on an as needed basis—without any paperwork or meetings. There is more focus on her education than on her disability. Instead of being “the little girl with TS in Miss So-and-So’s class”, she is, quite simply, our daughter. And we teach her and love her here at home. The Tourette’s will just have to take a back seat to that.
Now please don’t misunderstand me. Homeschooling does not make her disability go away. She does still have to deal with her tics on a daily basis, as we are not home all the time. We deal with it everywhere we go whether it’s explaining to the photographer at the portrait studio why she can’t “hold still”, or going to play group, Bible class, or just out to eat. The TS is always along for the ride.
Educating our daughter at home does mean that a great deal of her time is spent in a relaxed environment. For people with TS, that means fewer tics. The more stressful the environment, the more tics they deal with. Or, the more stress they undergo trying to suppress the tics until they get home, at which time they explode in rapid-fire succession from having built up all day. Can you see why homeschool is allowing us to focus on her education instead of her disability?
Sorry, Tourette Syndrome. In a traditional classroom setting, you would be getting far more attention. Around here, we have more important things to think about.
Brenda Ellis has been married for 16 years to her high school sweetheart and they have been blessed with two precious daughters. She used to work full-time, but a few years ago found herself able to become a homemaker. She’s still trying to figure that job out, while learning how to homeschool at the same time. She blogs about it all at The Family Revised.
History of a Visual Processing Disorder
November 30, 2009 by Guest
Abbie was born the fourth of our five children, at home, surrounded by those who loved her. There were no interventions in her birth, and from start to finish it only lasted six hours. She was a plump, rosy-faced, dark-curly-haired baby. She cried with gusto right away. And didn’t stop for months.
Other than when she was eating or sleeping, she cried literally all the time. I remember one occasion having some people over to watch football and, as I walked around with Abbie in one arm trying to get food put out, she continued her incessant crying. I finally walked over to the couch and dropped her into the arms of a single guy friend of ours and walked out of the house. I wonder if that’s why he didn’t get married for a long time.
There was nothing physically wrong with her that we could figure out, and we chalked it up to colic, whatever that is.
She finally did outgrow the crying and became a happy little girl. She had a vivid imagination and loved to be read to. She would sit for hours and let someone, anyone, read stories to her.
Eventually the time came to begin teaching her some phonics. I used the same books and methods I had used with the other three children, and she seemed to pick it up just fine. I could point to any letter and she could say the sound of it. She had some trouble with the difference between long and short vowels, but that’s not unusual and didn’t really concern me. I figured she would eventually “get” it. She learned to put two sounds together, to recognize digraphs, and in time caught on to the differences in vowel sounds.
By the time she was six, she had a good foundation in phonics and should have been reading primer-level books. She couldn’t. Reading a story was the most painful thing for her—an episode of laboring over the sounding-out process. We figured she just wasn’t “ready.” We continued reading to her and didn’t worry about it.
Then she broke her right arm. Mangled it, really. Skipping across the yard one day, she tripped over a tree root and fell. She splintered one bone and broke the other just below the growth plate at the elbow. Her orthopedic surgeon said that in his 40+ years of practice he had never seen a break like it. She was put back together with a pin from the elbow to the wrist and stayed in a cast for eight weeks. It was months before she regained normal use of that arm and hand, so in the meantime, we made her do things with her left—eat, brush her teeth, get dressed. We wanted her to be independent and learn to care for herself even if it was difficult. We didn’t want her to be helpless.
That would turn out to be a bad idea.
In the meantime, writing activities were put on hold because she is right-handed, and we continued to teach math concepts and phonics skills. We tried different approaches, different curricula, anything to help her get past her sticking point and be able to read. She had no problem with the math concepts, but struggled with the bookwork.
During this time we noticed that she was very artistic. She and her sister Leah would collaborate in story-writing. Leah would write the story and Abbie would draw the illustrations. We put them in a few drawing classes to encourage her obvious gift.
By the time she was eight or nine, we were getting concerned about her lack of ability to read and were searching for answers. The Internet was available at that time, and I spent hours reading, searching, asking other parents for ideas. When Abbie was nine, she asked if she could take piano lessons, and we agreed. She seemed to do well for a few months, but finally one day her teacher took me aside and said, “I don’t think Abbie is reading the notes. I think she is playing by ear.” I thought about it for a while and realized that after every lesson, Abbie would call me over to the piano and say, “Mama, I can’t figure this one out. Will you play it for me so I know how it goes?” And I did. And she learned to play every song by ear.
At this point I was dumbfounded. She couldn’t read words. She couldn’t read music. We had had her eyes checked and were told she had 20/20 vision.
Finally, some kind person on a homeschool website’s discussion board said it sounded like she had a tracking problem. I had never heard of that and went searching. I found Children’s Vision Information Network, which began the uncovering of the depth of Abbie’s difficulties.
We found a developmental optometrist who diagnosed four different areas in which Abbie’s eyes were deficient: tracking, eye teaming/convergence, visual discrimination, and visual memory. We would find out much later that there was more to it than this, but at least we had a starting place.
Abbie went through vision therapy for 18 weeks with Dr. Joel Zaba in Virginia Beach, Virginia. She took a few months off, and then we went back for another six weeks of therapy and some training for me. We worked with her at home for a few more months and by that time, Abbie was reading. She wasn’t reading at grade level, but she could get through a book and was feeling better about herself. Dr. Zaba suggested we let it rest for a while and just let her read as she was willing, so we did. She began to read for pleasure and we thought we were in the clear.
Fast forward eight years. Abbie is now eighteen years old. She has been homeschooled all her life. She remembers very little of what she reads, but remembers most of what she hears. I spend lots of time reading to her in my effort to make sure she actually learns something.
I’ve been doing lots of research myself over the years. Based on her hypersensitivity to sensory input (sounds, lights, tastes, the feel of her clothing) I label her a right-brained child. I decide she is a visual-spatial learner. She is a terrible speller. She learns best by doing and hearing. I try to tailor her education to take advantage of her strengths, but always that lack of comprehension is nagging me in the back of my mind.
We go for testing again with a new developmental optometrist when she turns 18 and is in her senior year of high school. Abbie wants to go to college, but we are not sure if she will be able to handle the reading load, given her slow reading speed and trouble with comprehension and memory. The results show that she is again having trouble with tracking, convergence, visual discrimination, and visual memory. Sometimes this happens, we are told. Some kids need refresher therapy to keep their skills current. She goes through vision therapy again, this time using a computer-based program we can do at home. She graduates from high school and registers for her first semester at the community college.
She excels in her drawing class and makes it through developmental math with a little effort. But she dreads psychology, which requires the reading of a 500-page, very technical, very dry textbook. Abbie is in tears after the first week. She assures us she is going to fail this class, can’t remember anything she has read, can’t even read more than 15 minutes without feeling exhausted.
I begin to read the book to her, discussing each section as we go through it, and it helps. But I know I can’t do this forever. At some point she will go away to college, and I won’t be there to pick up the slack.
We make another appointment with the vision therapist for a third round of testing. The testing is different this time—more in-depth. They make some fascinating discoveries.
Her eyes are still not doing the things they are supposed to do, but more than that, she is not processing the information that’s coming in through her eyes. It’s not just an eye problem, but a neural, or brain, problem. Connections have not been made that are supposed to be there. Remember the broken arm? Remember us making her use her left hand to do things she would normally do with her right? In doing so, there is a chance we contributed to her brain’s inability to form pathways between the two hemispheres, resulting in the two halves’ inability to “speak” to each other. While some of her difficulties are no doubt genetic, we may have made the problem worse in our effort to help her be independent. The official name is Visual Processing Disorder, one of the many sensory integration dysfunctions. The neural pathways that are supposed to exist between the two halves of the brain are disrupted; therefore the two halves of the brain perceive different things. And that’s what this is all about—the perception of what she reads. Try to imagine taking in some information, and one side of the brain perceives one thing while the other side perceives something different and the two sides are trying to justify them into one concept. Imagine how frustrating that would be! The doctor asked me at one point if Abbie was athletic. I laughed and said no. She has always joked about being uncoordinated. Turns out there’s a good explanation for that.
Abbie can pick up a ball and throw it easily. But if you throw a ball to her, the two sides of her brain perceive different images of the ball, they can’t justify where it is, and she misses it. When Abbie heard this, she was excited and said, “That means it’s not my fault!”
They want her to do “in-office” therapy again. The doctor has said this proposed therapy is much more intensive than anything Abbie has had before and that’s why it will work better. I thanked her and left.
Ben and I are willing to spend any amount of money to get Abbie the help she needs, but there’s been this little bit of hesitation. I just felt like we only had one person’s—one specialist’s—opinion, and what if that one person were wrong? But I didn’t know where else to turn.
I had made a visit to her psychology professor to explain the difficulties Abbie was having and to find out what else we could do to help her. After hearing her story, he asked if we had ever had psycho-educational testing done. I scoffed, thinking, “She’s not crazy; she just has poor comprehension.”
Then I had a conversation with the vision therapist, whom I really like, and asked her, if this were her daughter, would she take her for more testing, just to be very sure of what the problem was before she started dumping thousands of dollars into therapy, and she said, “Absolutely.” I was so glad to hear that. So I spoke to my sister-in-law, a Montessori teacher with her master’s degree in special education, and she recommended a group of educational psychologists she has worked with in Northern Virginia where we could have Abbie tested, and where they offer many types of therapies if it turns out the vision therapy is not what she really needs.
Abbie had her psycho-educational testing in late December and early January, and we were finally able to meet with the psychologist to get the results.
What an eye-opener.
Some things were no surprise, like the fact that she has plenty of intelligence. No lack in that area. But for her to hear it from a professional did Abbie a world of good. In most tasks, she scored from average to sky-high above average, especially when it involved pictures. In one test, the doctor showed her a complicated, geometrical drawing involving all sorts of random shapes, lines, crisscrosses, squiggles, and dots and had her draw it. Ok, fine. Then 30 minutes later she said, “Remember that picture you drew a while ago? Draw it again. From memory.” And Abbie was able to almost perfectly (and to scale) reproduce it. Amazing. Show her a picture of a bunch of things and she can remember all of them, where they were in the picture, what expressions people had on their faces, and can tell you what’s missing from a replication of the picture.
Tasks that used her auditory system were a breeze for her. She remembers everything she hears, even long-term. We used to help her memorize Bible verses for AWANA by singing them to familiar tunes.
But anything that involves the reading of small symbols, letters, or numbers is a huge struggle for her. Her processing speed in that area drops to the fourth percentile, and was even below the first percentile on one test. It blew my mind. It’s not an inability to see—she sees fine. It’s not an inability to read—she reads fine. She does math fine. It’s the processing of the information that slows her down. Her brain’s perception of those small symbols somehow doesn’t work right. She can do anything anyone else can do; it just takes her much, much longer. This is not something that can be “fixed.” We may be able to improve her processing speed slightly with various therapies, but basically it’s just part of who she is.
So where do we go from here?
We look at compensatory strategies—what we can do to help her in her weak areas and take advantage of her strengths. We can get her textbooks on CD so she can listen to them. Many colleges have text readers in their computer labs. She can record lectures and listen to them again at home. She can use note cards that have very short “blips” of information on them, rather than long, detailed paragraphs. I can study aloud with her. She qualifies for longer test times and can take tests in the learning center. She can have someone read tests to her and can take some tests orally. She can use spell-check and qualifies for help writing papers.
On the bright side, she has plenty of strengths. She is a wonderful musician and a gifted artist. Her people skills are outstanding—everyone loves her. Her character will take her a long way.
There is no doubt in my mind that Abbie can succeed at whatever she wants to do. And now that she knows she is just as smart as the next person, she has great hope.
So do we.
Karen has been happily married to Ben for 25 years, is Mom to five children ages 16 to 24, and is Grammy to Jonathan David. She has homeschooled all five children from birth. One is married, two have graduated from college, and the last child is in eleventh grade. Abbie is currently a freshman at Liberty University, where she is studying studio art. Karen enjoys reading and is a self-professed grammar freak. She works as an editor for The Old Schoolhouse® Magazine. Visit her blog at Bensrib.blogspot.com.
Self-Doubt – Get out!
November 25, 2009 by Guest
“Junior is taking violin, Latin, and computer science this year,” your neighbor brags, “his teachers are marvelous. He couldn’t be happier.” You smile politely and walk away, but then it happens – self-doubt returns.
Self-doubt is a dangerous thing. It undermines our good intentions and sabotages our efforts. Doubt prevents us from seeing solutions. It prevents us from moving forward. And sadly, self-doubt prevents us from fully enjoying our homeschooling experience.
Every homeschooler suffers from periods of doubt. We worry that our children are not learning enough. We worry about sports, friendships, and handwriting. I was a master at this. Wanting the best for my children, I spent hours selecting a curriculum; only to fret that something better exists. I set up a schedule and changed it the next day. I wrote lesson plans I didn’t follow. I set goals I didn’t meet. In short, I wasted countless hours and let self-doubt drain my energy. Over and over again I questioned if my children be better off in school.
After homeschooling for nearly eight years, we moved from the city of Pittsburgh to a farm in Ohio, leaving behind our beloved support group, museums, and bookstores. We bought four horses, a puppy, and a handful of cats. I was thrilled; the picture perfect homeschooling environment. We had 40 acres, two ponds, and a menagerie of animals. What more could you ask for?
Yet, before long my excitement dwindled. Life on a farm is hard. Animals get sick: they needed care. Grass grows fast and puppies pee on the floor. Restoring a 150-year-old house also required more time and energy than I ever expected. In addition, I had three children to homeschool; three different grades, three different sets of needs. I was completely overwhelmed and quickly lost confidence.
I punished myself for not doing more, for not covering every subject, every day. Jon’s handwriting isn’t perfect. Kathryn’s spelling needs help, and Garrett is falling behind. Worse, I felt like I wasn’t working – at least not in the traditional sense. My job didn’t bring in a paycheck. I didn’t have a boss and didn’t need a wardrobe. I felt guilty. I am home all day, I reasoned. Why is dinner late again? Why can’t I get more done?
Frustrated and defeated, I enrolled my children in a small Christian school not far from our home. School started. The children were fine. But I was a miserable. What happened? Why had I failed? We moved to the farm intending to homeschool through high school, yet I had not lasted a year. For months I punished myself. It was my fault, my weakness, and my failure. I had let my children down.
As the year went on, I spent hours looking around our “empty” house. We had everything a school could want: books, microscopes, telescopes, and computers. We had educational posters, projects, and maps cluttering our walls. Sadly, the only thing missing was me.
In a typical public school there are separate teachers assigned to each grade, often to each subject. The cafeteria boasts a variety of staff. There are cooks, cleaning personal, and supervisors. The principle handles discipline; the bus drivers and janitors keep the system running smoothly. Homeschools, however, tend to operate with only one employee – a mom. And in our house, mom was exhausted.
Fortunately, as the months passed, I began to look less at myself and more at my children. Jon and Kathryn were placed in the highest reading groups. Both were in advanced math. Both had friends. Both received A’s on every report card. Jon had even been given a lead role in the Christmas play. And much to my surprise, he pulled off a solo in front of 300 people. Garrett, however, was not so fortunate. Kindergarten, for him, was disastrous. He struggled in reading, developed obnoxious behavior, and caught every virus that went through the school.
Sadly, it took placing my children in school for me to realize my mistake. Once enrolled, each child was immediately placed in a different grade, a separate classroom. There it took three teachers, each working full-time, to provide their education. Only then did it occur to me, that I too had been a working mom. In fact, I had been doing the job of three full-time professionals.
In retrospect that year was invaluable to me. It allowed me to see the results of my homeschooling effort. In subjects where I felt my expertise was lacking, I discovered that the schools are often no better prepared. I learned that I was being too hard on myself. I learned that some schools aren’t as great as they sound, to spite what my neighbor may think. Garrett’s experience taught me that homeschooling does matter.
As a result, I can honestly say that my worries about socialization, grade placement, and curriculum have vanished. Today I am much more relaxed. I am more confident, and so are my children. I will always be a homeschooler at heart, yet all three of my children have spent a year in school.
Foolishly many of us believe that homeschooling is about our children. We worry about selecting the proper curriculum. We struggle to provide our kids with social opportunities, friendships, and community service. We debate our decisions, question our progress, and critique our teaching skills. But homeschooling is also about you.
As homeschooling moms, we are clearly working moms. Yet, often our jobs are taken for granted; our needs are over looked. Learn to insist on help, occasional vacations, and frequent days off. Take care of yourself. Conquer your doubt. And most importantly, give yourself permission to be human, permission not to be perfect. No one woman can do it all and no good teacher’s union would let her try.
Ann Lloyd is the author of four books including: Tips and Tricks for Homeschooling Survival and Just ‘Til I Finish This Chapter…,. Tips, Quotes and Practical Advice for Nurturing Young Readers. She is a 10-year homeschooling veteran and the mother of three. Her work has been featured in Home Education, Practical Homeschooling, and Life Learning Magazines. For more information visit her website at: www.mereink.com.
Homeschooling with Co-Ops
One of the greatest misconceptions that people have when they hear the term “homeschooling” is that children who are homeschooled do not have the same opportunities for social interaction as children who attend school. In reality, homeschooled children have many resources and opportunities to lead a social life, including church, sports, hobbies, and educational co-ops. Recently, I asked homeschooling moms that are members of our two Yahoo groups to share some of their co-op experiences with me and I received a great response from many of them!
- Kids enjoy the variety of resources and materials provided
- Parents do not have to do as much research and footwork on their own; they are able to share with other co-op parents
- Co-ops gives homeschooling families the opportunity to bond with other families in their city or state
- Co-ops keep homeschooling families on schedule
- Co-ops keep homeschooling families accountable for their studies
- The extracurricular activities are fun for both the parents and kids, including football games, craft parties, theme parties, field trips, etc.
- People who belong to co-ops sponsored by their church appreciate the opportunity to share their faith and bond with other parish families and the pastors, who sometimes participate also
- Co-ops that offer classes or unit studies give students the opportunity to learn a broader range of topics and/or to learn a subject their own parents may not be comfortable teaching, for example higher level mathematics, music, or foreign languages
- Students are exposed to different types of teachers
- Students are held accountable by someone other than their parents
- Parents provide each other with support and encouragement
- Students have the opportunity to interact with kids of all ages, not just their grade or age level
- People who belong to co-ops have a wide selection of experiences. Some belong to large co-ops that include over 200 families. Larger co-ops are able to teach many classes (one offers 80 different classes from preschool through high school with subjects ranging from science, math, history, art, music, foreign languages, drama, and public speaking) and sponsor many field trips and other activities. Some larger co-ops even offer courses that students earn college credits for.
Smaller co-ops may not have as large of a selection of resources, but the benefits are the same. Even a co-op with just a few families can benefit from the interaction with each other as well as gaining exposure to the different teaching and learning styles of its members.
Some co-ops meet once a week for a few hours and some meet a couple times a week for an entire school day. Many homeschoolers belong to Art, Music, or Physical Education co-ops. These organizations are a great resource to help parents include “extras” in their children’s education that they might not be offering at home. While music lessons, dance classes, soccer, gymnastics and other sports are great ways to add to a student’s regular curriculum, they can be quite costly. Co-ops that are organized strictly for phys ed give students the opportunity to learn a sport, play with other kids, be competitive, and to get their exercise.
Another great thing that many co-ops sponsor is Educational Fairs. These events are great opportunities for students to show off their work, whether it is art projects, science projects, or lapbooks! One Art co-op sponsors an art show for its students. They invite family and friends, serve desserts or appetizers, and allow kids to showcase their artwork!
In addition, some homeschoolers belong to online co-ops. Online co-ops may not offer the same social interaction or benefits to the students, but they are a great resource for parents. In addition, online co-ops are a perfect way to hold families accountable for their studies and to keep them on schedule. An online co-op is a great way for a parent living in a rural area to have the opportunity to interact with other homeschooling parents. Online co-ops are also a great idea for a first-time homeschooler who needs some guidance and support from others who are more experienced.
The biggest benefit that many homeschool moms liked about co-ops is the fact that their children (and themselves) are able to form real bonds with other children who homeschool. Whether the members of a co-op meet once a week for a couple of hours or meet several times a week for an entire day, the benefits are the same. Co-ops provide both parents and students a place to work together, support each other, and learn together!
©2007 Katie Kubesh
Katie Kubesh is co-owner and writer/researcher for In the Hands of a Child. Recognizing that hands-on projects are essential to the learning experience, In the Hands of a Child has created Project Packs that go beyond the hands-on aspect. They have taken the preparation time out of the parent/teacher job description with complete ready-to-assemble lapbook units that are available in eBook, printed book, and CD formats. Please visit their website at www.handsofachild.com.
Eight Frugal Family Gifts
November 6, 2009 by Guest
One of my favorite gift-giving strategies is to focus on family gifts rather than individual gifts. This approach is an effective means of saving both time and money, two very important resources, especially this time of year! Deciding on one large present is much quicker than choosing several individual gifts. In fact, I can often find an appropriate family gift to fit several families on my gift list. One large gift is often less expensive and of better quality than several smaller, individual gifts. The fact that a family-oriented gift encourages families to take time to have some fun together and enjoy one another is a wonderful added bonus!
A little creativity in presentation can make all the difference between an average gift and one that feels special, so make the effort to be creative. For example, rather than just hand my college-student nephew a fast food gift card for his birthday, I asked for an empty fry container from the restaurant when I bought the card. Then I made sugar cookies, cut them to look like french fries, and put them in the fry box along with the gift card. A little extra effort gave a rather plain gift some pizzazz! Since my family ate (and enjoyed) most of the batch of cookies, the cost of the few “fries” in the gift presentation was very minimal.
Over the years, I’ve built up a repertoire of gifts that families love to receive. Take a look at some of the following ideas and see if one isn’t just what you’re looking for. Present it with some creative packaging and I’ll almost guarantee you some happy gift recipients!
Super Sundaes
Who doesn’t love ice cream—especially when you get to make it just the way you like it? This gift looks extra special when presented in a big basket (from the thrift or dollar store, of course). Include a bunch of bananas, various toppings, sauces, nuts, and a $10 grocery store certificate for the purchase of ice cream and whipped topping. Search your dollar or thrift store for inexpensive sundae glasses or banana split dishes to give the gift some extra punch. You could also include long dessert spoons and/or napkins. Don’t forget a jar of Maraschino cherries! Create a gift card that looks like a banana or tub of ice cream.
Fun and Games
A family game night package is sure to be enjoyed. Depending on your budget, you can include inexpensive card games or a more expensive board game. Visit a game store and you’ll find a surprisingly large selection of both types. Snacks could range from popcorn and candy to cheese, sausage, and crackers, to a batch of your favorite brownies or cookies.
Movie Night
One of my favorite, not to mention easiest and least expensive family gifts is the Family Movie Night package. I take a white cardboard paint tub from the hardware store and fill it with a 2-liter pop, several bags of microwave popcorn, some large boxes of candy from the dollar store and a movie rental coupon. I create a gift card to look like a filmstrip or ticket stub. A tub like this can be made for well under $10 and is easy to mass produce if you have several families you’d like to remember. You can also bump it up a notch by using a large glass, plastic, or metal bowl and including DVD(s) rather than a rental certificate.
Get Corny
I don’t know anyone that doesn’t love popcorn. Fortunately, it’s not too difficult to put together a gourmet popcorn gift basket. Make up some caramel corn or popcorn balls, but don’t stop there. Search the Internet for “flavored popcorn recipes” and find everything from Jello® flavored, to pizza, to ranch, to cinnamon popcorn. I even found a recipe for cranberry popcorn balls! Package each flavor in its own tin, box or basket and label appropriately. You can even go the extra mile and include recipes so the family can recreate their favorites.
Winter Warm-Up
Buy a great puzzle that the family can work together, include a cute or comfy pair of socks for everyone and some fancy hot chocolate, and you’ve got the makings for a cozy winter evening. Include a wonderful apple pie or vanilla scented candle to help set the mood. You could even bake them a real apple pie, for that matter!
Sports Fan Fun
Sports fans will appreciate a gift based around their favorite team or sport. Set the tone with a homemade Sports Fan Hand and, just for fun, include a mini football, basketball, or homemade pom poms. Depending on the sport being highlighted, you might include seat cushions, hand warmers, sun visors or knit caps, all in appropriate colors, of course. Be sure to include water bottles, trail mix, and peanuts.
Christmas Morning
We had a friend who gave us the same gift every year and I always looked forward to it with eager anticipation. On Christmas Eve day, she would deliver her homemade version of Cinnabons® along with a Mason jar of homemade hot chocolate mix. These yummy treats were intended for us to enjoy on Christmas morning. This gift was inexpensive and simple, but was always a favorite to receive.
Book Lover Basket
Are you giving to homeschoolers or a family of book lovers? What about putting together a package with personalized bookmarks and book plates? These elastic bookmarks are unique and easy to make. An Internet search for “printable book plates” will provide you with lots of options. You could even make your own from scrapbooking papers or buy some at your local bookstore. Include a great family read-aloud or even a favorite book on CD.
So, can you save time and money this year by gifting families instead of individuals? I hope these few suggestions have given you some inspiration. Bless a family with a gift they can enjoy together, and boost your budget at the same time!
Molly Green is passionate about cheerful, creative homemaking on a down-to-earth budget. Visit her online home, www.Econobusters.com for tips on frugal and tasty cooking, fresh decorating ideas, affordable family fun, simple but effective organizing, and much more! Sign up for her free weekly E-Newsletter, and get a bonus menu-planning E-Book too!
Molly’s favorite project is her monthly Money-Saving Digest. In each issue she features columns on decorating, hospitality, parenting, and more, as well as one featured topic, like working from home, education, frugal vacations, family organization, or gardening.
Molly is learning that frugality means freedom, not drudgery, and it can be fun, too!
How I Teach a Foreign Language
October 21, 2009 by Guest
It is more and more accepted that foreign language learning must start as early as possible.
Imagine a toddler who is learning to speak. He has to figure out the meaning of each word, he has to learn it, and then he has to utter it properly. This is also the case with foreign language learning. A child can learn many languages at a very young age with the same method. Scientists figured out that everybody can utter all the sounds on Earth until the age of one or two. If somebody is exposed to many languages (sounds) at this young age, he will be able to utter sounds that do not belong to his mother tongue, and is impossible to be sounded by others among his people. This means that a person, who studies a foreign language at an early age, will speak that language fluently without any accent.
A child’s brain is like a sponge, it absorbs all the information around them. Unfortunately they forget very quickly, though. This means that they can learn almost everything, but they forget it quickly unless it is repeated and revised. So repetition is very important. But the knowledge is not lost. In the case of foreign language learning, the basics are laid, so even though the child does not use the target language for many years, he will be able to re-study it later, and it will help him in learning other foreign languages, too.
Children like to play, that is why it is easier to teach them a foreign language. Children’s rhymes and songs can help a lot. They need to be exposed to the target language at a very young age because later (at the age of 3 or 4) they may reject it. Once they got used to it, it is not a problem for them to listen to it or communicate on that language.
I live in Europe with my husband and two children (Johanna 6 years old, Samuel 2 years old). I come from Romania, my mother’s family lives in Slovakia and my husband is a Ukrainian citizen and we all are Hungarians. I study Ukrainian and Slovakian and I teach my children, too. I teach them English, too because I speak it, and this is the easiest way to teach them a language. So they are exposed to four languages. Their mother tongue is Hungarian, and they are pretty good at English. They know words and some sentences in Ukrainian and Slovakian, too.
How do I do it? I am very blessed that I have encountered a website (and then many more) that had articles on teaching children foreign languages. My daughter was four and a half, my son was five months old, when I realized that I had to start teaching them at that moment. This website is Hungarian (www.okosbaba.hu) and it is a method very similar to the Doman method. Foreign language teaching is only a small part of this method, but I have realized that I cannot teach everything to my children at once (to read at the age of two, data about many things around us), so I am happy that I can use this method combined with many others to teach my children foreign languages.
According to this method I show picture cards to my children while saying the word. This can be done with slideshows on computer, too. So I present the new vocabulary with pictures (I also use the written word) on computer (using a voice reader or a native speaker’s voice). Then I build sentences and I present them on computer. I like to make slideshows on our favorite books, thus they can already understand the story when I read to them.
There is another famous and effective method, that of Helen Doron’s (www.helendoron.com). Many teachers teach English as a second language across the world with her method. This method is based on native speaking environment (the teacher and children use only English during the classes. They use flashcards, games to present the new words, no translation), that is brought to the children’s home through CDs, that they listen to twice a day. I use this method frequently when my children play and the foreign language CD is on. They listen to songs and tales. They don’t realize that they are absorbing the words and sentences while playing. Other times I present the new words heard on CD with their toys or by doing actions. The best songs are those which have a very easy lyric. Sometimes I ask native speakers of Ukrainian or Slovakian (or voice readers in English) to record some easy sentences that are present in some of our board books. My children don’t have to memorize words because they acknowledge the new words during play time.
My children may watch only foreign language DVDs. Hungarian DVDs are for holiday or reward. We use DVDs that have an easy language, and they can learn very much by just watching and listening.
I teach English to young children. In a group of 5-7 children it is easy to have conversations and play games in the target language. With these children I also use sign language. It is more effective to present the new vocabulary accompanied with a sign for each word. Instead of inventing signs, I use the American Sign Language. I also use puppets who are talking to each other during the class. Thus the children are motivated to respond to these puppets who can talk only English.
It is wise to help our children separate the languages. We can use flags (American flag when we talk in English), rugs (we had a colored rug with an English and with a Ukrainian side), puppets who can only speak the target language.
It is easy to teach a language that I speak. I only have to talk to my children on that language and to use some extra tools mentioned above.
But what can I do if I don’t speak the language I want to teach them?
The solution is, that I have to study that language, too. I don’t have to be an expert in it, but I have to prepare a little ahead. I do this with Ukrainian and Slovakian. My children are not so good at these two languages because I cannot just talk to them during the day, but they know more than their peers.
I have great results with my children that makes me more motivated. I know that even if they will not have to use these languages, it would be much easier for them to learn another foreign language, and their knowledge would be broader and their brain would be trained (even for studying other subjects).
For more ideas and some videos you can visit my blogs:
www.caterpillarschool.blogspot.com
www.gesztus.blogspot.com
http://umova.multiply.com/video
Spanish slideshows and resources:
http://theclassicalmommy.com/spanish.html
http://www.childandme.com/teaching-spanish-resources/
My name is Eszter Gergely. I come from Romania, I live in Ukraine but I am Hungarian. I am a homeschool mother of two children, Johanna (6) and Samuel (2). I am a believer and I am very thankful to God for my family and for the opportunity that I can homeschool in Europe, where homeschooling is weird and not legalized at many places. I like to prepare and make lapbooks and other resources for homeschooling. I hope that soon there will be Hungarian Christian homeschooling resources, too.
