Unschooling Without Books, Tests, or Classes
Posted by Diane in Various Essays for Homeschool Parents on May 17th, 2010
Alas! I just watched an ABC News segment presented on Good Morning America about unschooling as a homeschooling philosophy without books, tests, or classes. Needless to say, it caused me to cringe. Although the reporter, Mrs. Chang, does not appear militantly opposed to homeschooling in general, she does selectively emphasize the lack of discipline in two unschooling families which she then uses to logically seque to the questions on everyone’s minds begging to be asked: Is unschooling a good idea? Is unschooling as a homeschooling option legal? Mrs. Chang then displays a map of the United States coded by degrees of state regulation and leaves the audience wondering if it isn’t in the best interests of the child and the nation to standardize homeschooling regulations in general.
Unfortunately, the two teens that she interviewed projected an awkward and insecure demeanor which naturally made you wonder how they could possibly set their own course for enlightened self-education. I know some Christian unschooling families who would have presented a much better picture of unschooling. Sigh! I just wish ABC News would interview some of the Christian homeschooling teens in my Indy REJO!CE speech and debate club. The American public would see a completely different side of homeschooling which would knock their socks off and give them hope about what we are doing in the Christian homeschooling movement!
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Have you seen the ABC News video yet? If not, you can watch it now. What is your reaction? I didn’t see any indication that the two families were Christian, so if you are pursuing a Christian unschooling philosophy, please give us your perspective. Leave a comment below so that we can process this report on unschooling without books, tests, or classes.
If You Want to Be Great, Serve the Least
Posted by Diane in Various Essays for Homeschool Parents on May 11th, 2010
On March 12, 2010, my wonderful husband and Indy REJO!CE debate coach, David Lockman, delivered the following devotion to 230 Christian homeschooling speech and debate competitors and their parents at the NCFCA (National Christian Forensics and Communication Association) Region 6 – Indianapolis Qualifying Tournament. The message is based on Mark 9:33-37 where Jesus confronts the disciples about an ongoing debate that they were having. I hope you enjoy!
A despondent guy stood on a bridge about to jump. Someone saw him and yelled, “Don’t do it!”
He said, “Nobody loves me.”
The person said, “God loves you. Do you believe in God?”
He said, “Yes.”
“Are you a Christian or a Jew?”
He said, “A Christian.”
“Me, too! Protestant or Catholic?”
He said, “Protestant.”
“Me, too! What denomination?”
He said, “Baptist.”
“Me, too! Northern Baptist or Southern Baptist?”
He said, “Northern Baptist.”
“Me, too! Northern Conservative Baptist or Northern Liberal Baptist?”
He said, “Northern Conservative Baptist.”
“Me, too! Northern Conservative Baptist Great Lakes Region, or Northern Conservative Baptist Eastern Region?”
He said, “Northern Conservative Baptist Great Lakes Region.”
“Me, too!” Northern Conservative Baptist Great Lakes Region Council of 1879, or Northern Conservative Baptist Great Lakes Region Council of 1912?”
He said, “Northern Conservative Baptist Great Lakes Region Council of 1912.”
“Aw jump, you heretic!”
Is this the type of debate that the disciples were having on the road? Trying to distill the characteristics of the greatest that would eventually eliminate them until only one was left standing? The form of the resolution was simple,
“Resolved: that I, [state your name], am the greatest.”
How does one judge such a debate? What are the criteria for establishing a winner? Notice the ambiguity of the resolution. Greatest what? At least a noun would help construct a context, but it is obviously missing.
Of course, the disciples are not so different than us, are they? Isn’t an overarching theme of any debate and speech tournament the discovery of the greatest through competition? What’s our currency for establishing the greatest? Is it speaker points? Ranking in the tournament? Making the out rounds? Best overall? Highest number of picket fences? We adults have our own currency for deciding this personally important issue as well. Annual compensation, position in a company or firm, size of house, or quality of our rides, are all criteria submitted for our place in the pecking order. Even the lowly Christian homeschooling mom puffs out her chest and cackles like hen that has just laid an egg to present her children as evidence of her place in this debate. The looks, the grace, the achievements, and the irrefutable potential of her children are all stellar exhibits of greatness.
Ludicrous, that such a debate could even take place in the presence of Jesus. Yet, wasn’t Jesus partially responsible for this debacle? He did not emphasize that the Son of Man was king of all nations. Instead, he taught “that the Son of Man would be delivered into the hands of men and they will kill him, and when he is killed, after three days, he will rise.” Such teaching was beyond their comprehension and even though the source of clarity was less than a spoken word away, they clung to their lack of understanding and feared approaching Jesus on the topic. Why? Was Jesus imposing? Was He an overbearing intellectual task master who ridiculed those without ears to hear and those without eyes to see?
Of course, not. Look at his response to the farce of a debate that had derailed the disciples from focusing on the lesson Jesus was teaching them regarding the Son of Man. A direct question, “What were you debating on the road?” Well, what were we debating on the road this morning? Does Jesus need to ask? Not really, but he wants us to acknowledge our debate. Can we speak it here in the presence of the assembled Christian homeschooling community? Or would we rather join the disciples in their sheepish silence?
Despite the awkward silence, Jesus did not think these disciples were incapable of learning, though what encouraged him to think so optimistically of the group is not immediately apparent from the text. How do we know he thought them worthy of his teaching? He sat down. With that action, he assumed the posture of a teacher with his students. Rabbis sat amongst their disciples to teach. He also revealed a form of exclusion had already occurred in the community of his disciples because he called the twelve. The twelve were a group that had been set apart not for anything they had done, but because he had called them. A special place had been given to them because Jesus had shared with them his authority to cast out demons and heal illnesses and had sent them on a mission to exercise this authority. They returned from that mission with news of all they had done and taught. They had been separated from the larger group of disciples, but the burning question of the day appears to have been,
“Which one was the greatest?”
Distinctions are present in our community here today as well. Into outrounds, some have been relegated to audience-only roles. In a few minutes when the “breaks” are announced, some more of us will join their ranks. Others will anxiously rejoin the fray to present their evidence that “I [state your name] am the greatest.” In the heat of this debate, Jesus interjects some winning advice,
“If anyone desires to be first,
he will be last of all and servant of all.”
How broad is this reach of all? Jesus demonstrates its reach: he receives a child, puts him or her in their midst and takes the child in his arms. The act looks relatively harmless, but in first century Palestine making oneself a servant of a child was absurd. Yet Jesus underlines the point, “Whoever receives one such child in my name, receives me, and whoever receives me, receives not me, but the one who sent me.” The implication is clear. God’s authority demands that the least be included in the community and that they be served. Want to be the greatest in the community? Consider yourself to be the last in community. Exclude none from the circle that can ask you for service. Do you want to debate who is the greatest? It’s OK. Jesus doesn’t cut off the debate. He simply establishes the criteria for the debate and any evidence not meeting these criteria is irrelevant.
How significant is this winning advice? It is game changing. Those who arrived today thinking there was nothing for them to do, but move chairs, help clean up, and listen politely to those anxiously awaiting the next posting, can now understand that the real debate is not over. They are not excluded because the debate is not about U.S. federal government environmental policy. It is not about the most articulate person or team. It is not about who is the most persuasive, the most erudite apologetic, or the wittiest improvisational speaker. But it is about competition and cooperation. Who will cooperate with Jesus to allow him to give us a clean heart, wide arms, and a courageous view of community? Will we swallow our pride and serve all? The awards ceremony tonight establishes nothing of lasting value. The biggest winners of today may receive no medal, certificate, or applause. No, the one who desires to be first, will be last today and servant of all.
The rescuer on the bridge had a narrow view about the community that God loved and failed to serve when, by his standards, he was able to exclude the despondent man from his community. Jesus, on the other hand, challenges Christian homeschooling students and parents to open our arms to receive and to serve the least in our community. Who is ready for that competition?
Elementary Reading Strategies vs. Whole Books?
Posted by Diane in How to Teach Homeschool Skill 1: READING on April 12th, 2010
If you are familiar with the main tenets of a classical Christian education, you know that you should read whole books aloud daily to your kids. In fact, books are essential to the effective application of teaching the three skills of the classical trivium.
Well, what you do in your Christian home school is not necessarily what teachers in public schools are doing! My friend recently shared an interesting homeschooling article called “Let Them Read Whole Books” by Joy Hakim, author of the elementary series “A History of US,” which argues that public school teachers spend so much time teaching strategies for reading and analyzing paragraphs that there is no longer enough classroom time for reading whole books! Hakim clearly prefers the reading strategies adopted by homeschoolers:
Today, it is only homeschoolers, and children at a few elite or unusual schools who even read as much as one whole book. Teachers are much too busy teaching reading to actually let their students read a nonfiction book.
I’m sure that you would agree, but don’t let up! Keep reading. No matter how busy you are with daily household chores or teaching the math and science curriculum, make a daily commitment to read aloud to your home school kids. If you need a little bit of encouragement, click on the image above and watch my presentation to the Indiana Association of Home Educators on the real benefits of reading aloud.
Seek and Discover Top Homeschool Curriculum
Posted by Diane in Personalized Homeschool Curriculum on April 8th, 2010
In my book on authentic classical education, Trivium Mastery: The Intersection of Three Roads, I advocate spending some quiet time reflecting upon your child’s unique gifts, interests, and abilities so that you can intentionally tailor the complete homeschool curriculum and strategic semester plan to capitalize on his or her strengths. Although my friend Shelly was not actively looking for a learning opportunity that focused on her son’s strengths, the Lord unexpectedly dropped a special experience in her younger son’s lap! Here is her story:
Nick enjoys acting and he loves history, so it was pretty cool for him to do something that included both interests—the film was set in 1941. In the film, Nick is the second child of a family of 4 children with 2 older boys and 2 younger girls—just like our family! We didn’t know this until we arrived for the shoot, and they didn’t know anything about our family either. We thought that was pretty amazing. Here’s how this unique learning opportunity came about.
About a year and a half ago, someone sent me an e-mail to send to my homeschooling co-op friends asking if they’d like to be extras in a scene for a short film called “Tarnished “which was being filmed at a local Christian school. Nick and Luke decided to do it. They basically just walked out of school with the main character. It was submitted to Heartland and Sundance Film festivals, but neither chose it.
About a year later, I received a call from a woman who said that she’d met my boys at the filming of “Tarnished” and wondered if they were still “clean cut.” I told her that they were, and she said that there was another film that the same directors were making, and they needed a 12 year old boy. Then she said that she remembered Luke having a “classic look” and wondered if he’d be interested. I thanked her for her comments, but also told her that he is now very tall and doesn’t look like he’s 12 years old anymore. So she asked me to send pictures of both boys, along with height and weight. They chose my younger son, Nick, for the part, and we were told to show up in Cincinnati for filming on a certain day. We were amazed! Many times people spend time and money trying to get a part like this, but it came to us instead.
When we arrived at the farm where his part was filmed, a woman came up to the car, took one look at Nick and said, “You must be Nick. You are perfect for this part! You look like you just stepped out of the 1940’s!” He just beamed, and I thanked God for the stranger’s comments because they were very genuine and clearly touched him. He walked a little taller that day and had more confidence than he would have otherwise. It was so sweet. (That was my favorite part of the whole experience.)
The P-51 Mustang flew low over our heads about 20 or 30 times that day, but it never lost it’s wow factor! It was amazing! In fact, the director told the kids that they “wouldn’t have to act” during that part when the plane flew overhead—they should just do what came naturally. They were right. It was exciting every time.
One funny thing was that Nick had to walk through the corn field holding his airplane up high about 80 times—no joke. He’d walk and they’d say, “Again!” About the 50th time walking through the corn, John said, “Cut! Nick, you’re holding the plane backward! You’ve got the tail of the plane in the front.” Nick looked at him and said, “I know. I thought you needed some bloopers!” He had done it on purpose, and the directors just laughed and laughed. It provided a great moment of levity after working very hard for several hours. It all took a lot of concentration—more than I would have realized. For example, when the kids line up in the field and the older brother hands the binoculars to Nick, they filmed that probably 50 times. Sometimes it was from the front, sometimes from the back or down low or from up high. So, the kids had to do everything the same way every time to make sure it appeared seamless. It was really interesting.
Isn’t that a great story? As Shelly noted, Nick enjoys acting and loves history. I’m sure that he learned more about the realities of acting and the history of World War II during this filming experience than he knew before he started. These two aspects of his personality were planted there when the Lord created him. Each of your children also have unique passions, interests, and abilities that serve a greater purpose than just completing an academic year. In applying an authentic classical home education, seek to discover those specific areas of interest and ability that help define your child. Nurture these strengths by selecting learning opportunities that reinforce and improve these innate talents. You can incorporate these opportunities into your planned top homeschooling curriculum or utilize them as extracurricular activities. Your child will be much happier, and learning will not seem like drudgery…rather lifetime learning will a joy!
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You can watch Nick in action in this 16 minute film created by photographer, John Fleck, for the Tri-state Warbird Musuem in Batavia, Ohio. Look for the cute little guy with the 1941 Life magazine and toy airplane in the first few minutes of the film. You’ll agree with the producer who thought he looked like he just stepped out of the 1940s!
Classic Storybook Appeals to Mom and Child
Posted by Diane in Recommended Homeschool Books on April 6th, 2010
Rare children’s books like those wonderful elementary “primers” your grandmother used to read to you when you were a little girl are often difficult to find; however, homeschool mom, Barbara Frank, has recently published a beautiful new vintage book of short stories for reading aloud to young children called Kindergarten Stories and Morning Talks. Isn’t that cover illustration scrumptious?
With over 125 vintage illustrations to supplement this 1894 text and an emphasis on virtues such as truth and gratitude, Kindergarten Stories and Morning Talks is sure to please your young homeschooler as you snuggle and read about animals, nature, fairy tales, fables, and even how old-timey household objects were made and chores were performed like how to churn butter. Here’s an excerpt from the “Milk, Butter, and Cheese” chapter:
Alice was greatly interested, when after this the milk to grow thick and form curds. She watched Aunt Lizzie chop the curds and press them till all the thin liquid whey was squeezed out of them, and they were salted and pressed in a round, solid form like those in the dairy, each cheese being put into a large hoop of wood, until it became of the right shape.
“See! this is a cheese, Alice”; and then kind Aunt Lizzie let Alice press and salt a tiny cheese with her own hands. How pleased and proud was the little girl when it was placed on the supper table, and mamma, papa, and even Aunt Lizzie each ate a small piece of Alice’s own cheese.
Especially interesting to me are all the references to what we now call “homesteading” and the lost art of homemaking from scratch with whatever resources you have on hand at the time. My mother-in-law would love this classic storybook, and I’m sure that she would stop every now and then and tell stories from her own childhood. In fact, this would be a great gift to purchase for read aloud time at granny’s house.
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Are you looking for classic storybooks for your young homeschool children? Check out my favorite selections in Best Homeschool Books for Preschoolers. There you’ll find my picks for predictable plot lines that are sure to please both parent and child during read aloud time. And if you know of a rare, vintage children’s book to share with us, tell me about it in the comments section below.
