registering thru school
Barbara Chase
I have a question that I'd like to pose to this list. My dd just turned 5,
and we are considering registering her thru our local school as a
homeschooler. I have no interest in "schooling" her, we are unschooling.
So, you might say "why"? The homeschool coordinator did ;-)
Well, I explained to her this: she was the person who first introduced me
to John Holt and the idea of unschooling (she loaned me quite a collection
of his newsletters when my dd was still under a year), over the years I
have learned that she is very much the sort of person who figures out how
to "work the system" rather than to follow it. These two things make me
feel pretty comfortable that she will allow us to unschool and then figure
out a way to make it fit within the system. I am also interested in
supporting our school. This may sound ridiculous, but we live in a very
rural area and although my one daughter's income to the school is small, it
will help. I am also interested in helping because we know everyone, and
this would help them. Finally, by being registered through the school we
will have access to resources and $250 per semester. Now many of the
resources may be "schooly", and I'm not interested in these unless my dd
wants to do it (like the art and music.) By being a registered student she
can participate, and we can use their library, borrow their audio books,
etc...
The only thing we "have to" do is meet with the coordinator once a month
(she is willing to have this be in person, by phone, or even email) and
provide some copies of things that my dd has produced (they need to prove
that she is a real live person - I guess some schools made up homeschoolers
for the extra money.) She suggested about 4-6 things per month. So far I
have the feeling that these "have to" will be incredibly negotiable so that
we will really have a choice about what we are doing - even if it means we
don't want to do it anymore.
Still, I am hesitant - because it's not really an unschooling thing to do.
I sort of wonder what I haven't thought of... you know? With the recent
threads about language, one thing that comes to mind is to stay away from
the "schooly" language when we are working with this person. If we do meet
with her in person, I sort of think of it as a visit with a friend (which
is what it has been all of these years.)
I would very much like this list's keen critical examination about this idea.
Thanks
--bc--
ps. BTW, we are in CA so I can easily just do an R4 when she is older.
We don't have to go thru the school.
[Non-text portions of this message have been removed]
and we are considering registering her thru our local school as a
homeschooler. I have no interest in "schooling" her, we are unschooling.
So, you might say "why"? The homeschool coordinator did ;-)
Well, I explained to her this: she was the person who first introduced me
to John Holt and the idea of unschooling (she loaned me quite a collection
of his newsletters when my dd was still under a year), over the years I
have learned that she is very much the sort of person who figures out how
to "work the system" rather than to follow it. These two things make me
feel pretty comfortable that she will allow us to unschool and then figure
out a way to make it fit within the system. I am also interested in
supporting our school. This may sound ridiculous, but we live in a very
rural area and although my one daughter's income to the school is small, it
will help. I am also interested in helping because we know everyone, and
this would help them. Finally, by being registered through the school we
will have access to resources and $250 per semester. Now many of the
resources may be "schooly", and I'm not interested in these unless my dd
wants to do it (like the art and music.) By being a registered student she
can participate, and we can use their library, borrow their audio books,
etc...
The only thing we "have to" do is meet with the coordinator once a month
(she is willing to have this be in person, by phone, or even email) and
provide some copies of things that my dd has produced (they need to prove
that she is a real live person - I guess some schools made up homeschoolers
for the extra money.) She suggested about 4-6 things per month. So far I
have the feeling that these "have to" will be incredibly negotiable so that
we will really have a choice about what we are doing - even if it means we
don't want to do it anymore.
Still, I am hesitant - because it's not really an unschooling thing to do.
I sort of wonder what I haven't thought of... you know? With the recent
threads about language, one thing that comes to mind is to stay away from
the "schooly" language when we are working with this person. If we do meet
with her in person, I sort of think of it as a visit with a friend (which
is what it has been all of these years.)
I would very much like this list's keen critical examination about this idea.
Thanks
--bc--
ps. BTW, we are in CA so I can easily just do an R4 when she is older.
We don't have to go thru the school.
[Non-text portions of this message have been removed]
[email protected]
In a message dated 2/8/04 8:33:50 PM, barb@... writes:
<< With the recent
threads about language, one thing that comes to mind is to stay away from
the "schooly" language when we are working with this person. >>
I think when dealing with that person it might be a good time to trot the
schooly language out, but maybe not in front of your daughter, if that's
feasible. Maybe you could ask the supervising whatever she is to only use everyday
language and to avoid subject area language, even, when talking to or in front
of your daughter. That might be particularly interesting for the teacher,
especially if she's into alternatives.
If she can't handle that, that would be information for you both.
If someone's learning about the Civil War, for instance, that's what they're
learning. No sense uttering the words "American history" or "19th century"
unnecessarily.
That's my prejudice anyway.
Sandra
<< With the recent
threads about language, one thing that comes to mind is to stay away from
the "schooly" language when we are working with this person. >>
I think when dealing with that person it might be a good time to trot the
schooly language out, but maybe not in front of your daughter, if that's
feasible. Maybe you could ask the supervising whatever she is to only use everyday
language and to avoid subject area language, even, when talking to or in front
of your daughter. That might be particularly interesting for the teacher,
especially if she's into alternatives.
If she can't handle that, that would be information for you both.
If someone's learning about the Civil War, for instance, that's what they're
learning. No sense uttering the words "American history" or "19th century"
unnecessarily.
That's my prejudice anyway.
Sandra
Ducky Buns Etc
I've been lurking trying to soak up as much as possible about
unlearning. My children are 3 and 1 1/2, I've always planned to
homeschool them but now plan to unschool them.
Anyway, I'm curious why avoid phrases like American History, 19th
Century, etc? What harm could that possibly do? I imagine with a child
who's never been to school, hearing someone say "aw, that's in this
American History class" or whatever, would spur questions that would
simply lead to more learning. Obviously, I'm a newby and am looking at
this rather simplistically. Am I missing something?
Thanks so much for all the information you provide! :-D
Eva Sachs
Cloth Diaperin', Co-Sleepin', Tandem Nursin', Attached WAHMama to
Gretchen (3yrs)
Koen (18mos)
<http://www.duckybunsetc.com/> Www.DuckyBunsEtc.com~ Cloth Diapers and
so much more!
-----Original Message-----
From: SandraDodd@... [mailto:SandraDodd@...]
Sent: Sunday, February 08, 2004 11:41 PM
To: [email protected]
Subject: Re: [AlwaysLearning] registering thru school
In a message dated 2/8/04 8:33:50 PM, barb@... writes:
<< With the recent
threads about language, one thing that comes to mind is to stay away
from
the "schooly" language when we are working with this person. >>
I think when dealing with that person it might be a good time to trot
the
schooly language out, but maybe not in front of your daughter, if that's
feasible. Maybe you could ask the supervising whatever she is to only
use everyday
language and to avoid subject area language, even, when talking to or in
front
of your daughter. That might be particularly interesting for the
teacher,
especially if she's into alternatives.
If she can't handle that, that would be information for you both.
If someone's learning about the Civil War, for instance, that's what
they're
learning. No sense uttering the words "American history" or "19th
century"
unnecessarily.
That's my prejudice anyway.
Sandra
_____
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[Non-text portions of this message have been removed]
unlearning. My children are 3 and 1 1/2, I've always planned to
homeschool them but now plan to unschool them.
Anyway, I'm curious why avoid phrases like American History, 19th
Century, etc? What harm could that possibly do? I imagine with a child
who's never been to school, hearing someone say "aw, that's in this
American History class" or whatever, would spur questions that would
simply lead to more learning. Obviously, I'm a newby and am looking at
this rather simplistically. Am I missing something?
Thanks so much for all the information you provide! :-D
Eva Sachs
Cloth Diaperin', Co-Sleepin', Tandem Nursin', Attached WAHMama to
Gretchen (3yrs)
Koen (18mos)
<http://www.duckybunsetc.com/> Www.DuckyBunsEtc.com~ Cloth Diapers and
so much more!
-----Original Message-----
From: SandraDodd@... [mailto:SandraDodd@...]
Sent: Sunday, February 08, 2004 11:41 PM
To: [email protected]
Subject: Re: [AlwaysLearning] registering thru school
In a message dated 2/8/04 8:33:50 PM, barb@... writes:
<< With the recent
threads about language, one thing that comes to mind is to stay away
from
the "schooly" language when we are working with this person. >>
I think when dealing with that person it might be a good time to trot
the
schooly language out, but maybe not in front of your daughter, if that's
feasible. Maybe you could ask the supervising whatever she is to only
use everyday
language and to avoid subject area language, even, when talking to or in
front
of your daughter. That might be particularly interesting for the
teacher,
especially if she's into alternatives.
If she can't handle that, that would be information for you both.
If someone's learning about the Civil War, for instance, that's what
they're
learning. No sense uttering the words "American history" or "19th
century"
unnecessarily.
That's my prejudice anyway.
Sandra
_____
Yahoo! Groups Links
* To visit your group on the web, go to:
http://groups.yahoo.com/group/AlwaysLearning/
* To unsubscribe from this group, send an email to:
[email protected]
<mailto:[email protected]?subject=Unsubscribe>
* Your use of Yahoo! Groups is subject to the Yahoo! Terms of
Service <http://docs.yahoo.com/info/terms/> .
[Non-text portions of this message have been removed]
Nancy Wooton
on 2/8/04 8:54 PM, Ducky Buns Etc at eva@... wrote:
those are all names of classes I took in high school. The topics are also
real things that occur in life; we live American history every day, for
instance. Where exactly does American History end and Social Studies begin?
Is British Literature (BritLit) separated from other literature on my shelf
at home? Do I read "Winnie the Pooh" only during British Literature and
"Little House" only during American Lit., or perhaps during American
History? "Little House" covers a lot of subjects.
School's divisions of life into 50 minute compartments is in our heads, not
in our children's heads. It's parents who most need to "deschool."
Learning happens all the time, and yes, one idea leads to another question
leads to a new answer. Some ideas may even have been presented in your
American History class, but that idea, that knowledge, exists outside it as
well. Helping your child grasp the progression of history through the
centuries is not in opposition to unschooling; it's part of life. I've
never avoided using terms like "19th century" if the conversation called for
it, but I've never drilled my kids on 19th century events.
The greatest danger, I think, of using a term like "American History" is
that, having passed the final, a student thinks she's learned all there is
to know, or that she never need to worry about that subject again. The
class is over, she passed, she must know all there is to know, right? She's
been educated. The school mentality kills curiosity, and *that* is in
opposition to unschooling.
Nancy
--
In times of change, learners inherit the Earth, while the learned find
themselves beautifully equipped to deal with a world that no longer exists.
- Eric Hoffer
> Anyway, I'm curious why avoid phrases like American History, 19thAmerican History, Social Studies, Social Psychology, British Literature...
> Century, etc? What harm could that possibly do? I imagine with a child
> who's never been to school, hearing someone say "aw, that's in this
> American History class" or whatever, would spur questions that would
> simply lead to more learning. Obviously, I'm a newby and am looking at
> this rather simplistically. Am I missing something?
those are all names of classes I took in high school. The topics are also
real things that occur in life; we live American history every day, for
instance. Where exactly does American History end and Social Studies begin?
Is British Literature (BritLit) separated from other literature on my shelf
at home? Do I read "Winnie the Pooh" only during British Literature and
"Little House" only during American Lit., or perhaps during American
History? "Little House" covers a lot of subjects.
School's divisions of life into 50 minute compartments is in our heads, not
in our children's heads. It's parents who most need to "deschool."
Learning happens all the time, and yes, one idea leads to another question
leads to a new answer. Some ideas may even have been presented in your
American History class, but that idea, that knowledge, exists outside it as
well. Helping your child grasp the progression of history through the
centuries is not in opposition to unschooling; it's part of life. I've
never avoided using terms like "19th century" if the conversation called for
it, but I've never drilled my kids on 19th century events.
The greatest danger, I think, of using a term like "American History" is
that, having passed the final, a student thinks she's learned all there is
to know, or that she never need to worry about that subject again. The
class is over, she passed, she must know all there is to know, right? She's
been educated. The school mentality kills curiosity, and *that* is in
opposition to unschooling.
Nancy
--
In times of change, learners inherit the Earth, while the learned find
themselves beautifully equipped to deal with a world that no longer exists.
- Eric Hoffer
Fetteroll
on 2/9/04 2:49 AM, Nancy Wooton at ikonstitcher@... wrote:
the whole subject.
Kids in school will say they hate science. But they're broadbrushing a
hatred of so many things that are very different from each other: biology,
astronomy, physics, chemistry, etc. And even those sciences have parts that
are very different from each other. Electricity and mechanics and
thermodynamics and nuclear physics are all under physics but are very
different from each other. Even those subjects have parts that are very
different from each other: some people will be fascinated by how power is
generated and transmitted and be bored silly with how to broadcast radio
signals. It's easy to enjoy one part of a subject and dislike another part
that gets labeled the same thing. The labels may make things orderly, but
they can be an orderly way for dislike of one thing to taint another thing
that doesn't have a lot to do with another thing other than sharing the same
umbrella.
I think Sandra's the only one who ever brings up the idea of not dividing
the world into subjects. In fact Sandra's the only one who brings up a lot
of ideas unique to unschooling! But her ideas are always worth going
"Hmmmm," about :-) If you don't get it, that's okay. But if you do get it,
you'll probably be seeing the world in a way you never would have before.
Joyce
> The greatest danger, I think, of using a term like "American History" isAnd one part of a subject that someone isn't interested in can then taint
> that, having passed the final, a student thinks she's learned all there is
> to know, or that she never need to worry about that subject again.
the whole subject.
Kids in school will say they hate science. But they're broadbrushing a
hatred of so many things that are very different from each other: biology,
astronomy, physics, chemistry, etc. And even those sciences have parts that
are very different from each other. Electricity and mechanics and
thermodynamics and nuclear physics are all under physics but are very
different from each other. Even those subjects have parts that are very
different from each other: some people will be fascinated by how power is
generated and transmitted and be bored silly with how to broadcast radio
signals. It's easy to enjoy one part of a subject and dislike another part
that gets labeled the same thing. The labels may make things orderly, but
they can be an orderly way for dislike of one thing to taint another thing
that doesn't have a lot to do with another thing other than sharing the same
umbrella.
I think Sandra's the only one who ever brings up the idea of not dividing
the world into subjects. In fact Sandra's the only one who brings up a lot
of ideas unique to unschooling! But her ideas are always worth going
"Hmmmm," about :-) If you don't get it, that's okay. But if you do get it,
you'll probably be seeing the world in a way you never would have before.
Joyce
[email protected]
In a message dated 2/9/2004 3:33:43 AM Eastern Standard Time,
ikonstitcher@... writes:
The greatest danger, I think, of using a term like "American History" is
that, having passed the final, a student thinks she's learned all there is
to know, or that she never need to worry about that subject again. The
class is over, she passed, she must know all there is to know, right? She's
been educated. The school mentality kills curiosity, and *that* is in
opposition to unschooling.<<<<<<<<<
That's a biggie, but also there is the possibility that a child may dislike
only a *part* of American History and therefore dislike "American History"
I used to say that I hated history. I think a lot of that stemmed from hating
a particular history *teacher* I had (another damaging part of
school----hating a subject because of one person!). But I still have certain periods I LOVE.
Egyptians, Greeks, Romans, Mayans, Chinese----all early civilizations----the
Middle Ages, Tzarist Russia, the Huns, the Celts, the Renaissance,
Colonial/Revolutionary US, US Civil War, The Depression, WWII, '60's & 70's.
A friend of mine is away this weekend learning how to make aboriginal
tools---how green could I be?<g>
But bore me to tears with Elizabethan England & WWI----the two periods of
time my history and English teachers were obsessed with! You'd think I'd love
history----seems I like more than I dislike, right? <g> But I used to say that I
hated history in school---and for years afterwards. I didn't hate history,
just a few time periods that I was pressured to learn.
Hating American Literature because you hate Hemingway. Hating Math because
you hate fractions. Hating Science because you hate rocks. How about just
avoiding Hemingway (my pleasure! <g>), avoiding fractions (can you DO that???) and
avoiding geological rock hunts. The world is bigger than subjects---and can be
much smaller.
~Kelly
[Non-text portions of this message have been removed]
ikonstitcher@... writes:
The greatest danger, I think, of using a term like "American History" is
that, having passed the final, a student thinks she's learned all there is
to know, or that she never need to worry about that subject again. The
class is over, she passed, she must know all there is to know, right? She's
been educated. The school mentality kills curiosity, and *that* is in
opposition to unschooling.<<<<<<<<<
That's a biggie, but also there is the possibility that a child may dislike
only a *part* of American History and therefore dislike "American History"
I used to say that I hated history. I think a lot of that stemmed from hating
a particular history *teacher* I had (another damaging part of
school----hating a subject because of one person!). But I still have certain periods I LOVE.
Egyptians, Greeks, Romans, Mayans, Chinese----all early civilizations----the
Middle Ages, Tzarist Russia, the Huns, the Celts, the Renaissance,
Colonial/Revolutionary US, US Civil War, The Depression, WWII, '60's & 70's.
A friend of mine is away this weekend learning how to make aboriginal
tools---how green could I be?<g>
But bore me to tears with Elizabethan England & WWI----the two periods of
time my history and English teachers were obsessed with! You'd think I'd love
history----seems I like more than I dislike, right? <g> But I used to say that I
hated history in school---and for years afterwards. I didn't hate history,
just a few time periods that I was pressured to learn.
Hating American Literature because you hate Hemingway. Hating Math because
you hate fractions. Hating Science because you hate rocks. How about just
avoiding Hemingway (my pleasure! <g>), avoiding fractions (can you DO that???) and
avoiding geological rock hunts. The world is bigger than subjects---and can be
much smaller.
~Kelly
[Non-text portions of this message have been removed]
Paula Sjogerman
on 2/9/04 4:39 AM, Fetteroll at fetteroll@... wrote:
history. This from the girl who is reading every library book about the
kings and queens of England! She meant - she hates thinking about war.
She also loves biology, but I'm pretty sure she will not like physics (she's
really into studying things in a way that will look good on a college
transcript).
Paula
> And one part of a subject that someone isn't interested in can then taintOh, yeah! When someone was talking about WWII recently, Zoe said she hated
> the whole subject.
>
> Kids in school will say they hate science. But they're broadbrushing a
> hatred of so many things that are very different from each other: biology,
> astronomy, physics, chemistry, etc.
history. This from the girl who is reading every library book about the
kings and queens of England! She meant - she hates thinking about war.
She also loves biology, but I'm pretty sure she will not like physics (she's
really into studying things in a way that will look good on a college
transcript).
Paula
Ducky Buns Etc
Oh sure, I understand what you guys are saying about the danger of the
clumped subjects while going to school. For me, it was math. I have a
hard time with numbers and it was forced down my throat and I always
felt really stupid because of it. Never mind I could play the flute like
a college music major when I was only 13... But Algebra was really
traumatic for me. It's a big part of why we've decided to unschool. What
I'm referring to though is the poster's (sorry, I'm horrible with names)
meetings with the homeschool coordinator that works with the school.
What is the harm in that person bringing up such subjects in monthly
meetings. Of course if that person starts drilling the child on any
given subject that's inappropriate but if it's just a conversation about
what's being learned... From the stand point of a child who's never been
force fed a subject wouldn't it just be another thing to think about
rather then the sour memories many of use carry about such subjects?
Maybe now I'm making it more complicated! LOL ;-)
Thanks so much for everyone's thoughts on this! :-D
Eva Sachs
Cloth Diaperin', Co-Sleepin', Tandem Nursin', Attached WAHMama to
Gretchen (3yrs)
Koen (18mos)
<http://www.duckybunsetc.com/> Www.DuckyBunsEtc.com~ Cloth Diapers and
so much more!
-----Original Message-----
From: kbcdlovejo@... [mailto:kbcdlovejo@...]
Sent: Monday, February 09, 2004 8:23 AM
To: [email protected]
Subject: Re: [AlwaysLearning] registering thru school
In a message dated 2/9/2004 3:33:43 AM Eastern Standard Time,
ikonstitcher@... writes:
The greatest danger, I think, of using a term like "American History" is
that, having passed the final, a student thinks she's learned all there
is
to know, or that she never need to worry about that subject again. The
class is over, she passed, she must know all there is to know, right?
She's
been educated. The school mentality kills curiosity, and *that* is in
opposition to unschooling.<<<<<<<<<
That's a biggie, but also there is the possibility that a child may
dislike
only a *part* of American History and therefore dislike "American
History"
I used to say that I hated history. I think a lot of that stemmed from
hating
a particular history *teacher* I had (another damaging part of
school----hating a subject because of one person!). But I still have
certain periods I LOVE.
Egyptians, Greeks, Romans, Mayans, Chinese----all early
civilizations----the
Middle Ages, Tzarist Russia, the Huns, the Celts, the Renaissance,
Colonial/Revolutionary US, US Civil War, The Depression, WWII, '60's &
70's.
A friend of mine is away this weekend learning how to make aboriginal
tools---how green could I be?<g>
But bore me to tears with Elizabethan England & WWI----the two periods
of
time my history and English teachers were obsessed with! You'd think I'd
love
history----seems I like more than I dislike, right? <g> But I used to
say that I
hated history in school---and for years afterwards. I didn't hate
history,
just a few time periods that I was pressured to learn.
Hating American Literature because you hate Hemingway. Hating Math
because
you hate fractions. Hating Science because you hate rocks. How about
just
avoiding Hemingway (my pleasure! <g>), avoiding fractions (can you DO
that???) and
avoiding geological rock hunts. The world is bigger than subjects---and
can be
much smaller.
~Kelly
[Non-text portions of this message have been removed]
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[Non-text portions of this message have been removed]
clumped subjects while going to school. For me, it was math. I have a
hard time with numbers and it was forced down my throat and I always
felt really stupid because of it. Never mind I could play the flute like
a college music major when I was only 13... But Algebra was really
traumatic for me. It's a big part of why we've decided to unschool. What
I'm referring to though is the poster's (sorry, I'm horrible with names)
meetings with the homeschool coordinator that works with the school.
What is the harm in that person bringing up such subjects in monthly
meetings. Of course if that person starts drilling the child on any
given subject that's inappropriate but if it's just a conversation about
what's being learned... From the stand point of a child who's never been
force fed a subject wouldn't it just be another thing to think about
rather then the sour memories many of use carry about such subjects?
Maybe now I'm making it more complicated! LOL ;-)
Thanks so much for everyone's thoughts on this! :-D
Eva Sachs
Cloth Diaperin', Co-Sleepin', Tandem Nursin', Attached WAHMama to
Gretchen (3yrs)
Koen (18mos)
<http://www.duckybunsetc.com/> Www.DuckyBunsEtc.com~ Cloth Diapers and
so much more!
-----Original Message-----
From: kbcdlovejo@... [mailto:kbcdlovejo@...]
Sent: Monday, February 09, 2004 8:23 AM
To: [email protected]
Subject: Re: [AlwaysLearning] registering thru school
In a message dated 2/9/2004 3:33:43 AM Eastern Standard Time,
ikonstitcher@... writes:
The greatest danger, I think, of using a term like "American History" is
that, having passed the final, a student thinks she's learned all there
is
to know, or that she never need to worry about that subject again. The
class is over, she passed, she must know all there is to know, right?
She's
been educated. The school mentality kills curiosity, and *that* is in
opposition to unschooling.<<<<<<<<<
That's a biggie, but also there is the possibility that a child may
dislike
only a *part* of American History and therefore dislike "American
History"
I used to say that I hated history. I think a lot of that stemmed from
hating
a particular history *teacher* I had (another damaging part of
school----hating a subject because of one person!). But I still have
certain periods I LOVE.
Egyptians, Greeks, Romans, Mayans, Chinese----all early
civilizations----the
Middle Ages, Tzarist Russia, the Huns, the Celts, the Renaissance,
Colonial/Revolutionary US, US Civil War, The Depression, WWII, '60's &
70's.
A friend of mine is away this weekend learning how to make aboriginal
tools---how green could I be?<g>
But bore me to tears with Elizabethan England & WWI----the two periods
of
time my history and English teachers were obsessed with! You'd think I'd
love
history----seems I like more than I dislike, right? <g> But I used to
say that I
hated history in school---and for years afterwards. I didn't hate
history,
just a few time periods that I was pressured to learn.
Hating American Literature because you hate Hemingway. Hating Math
because
you hate fractions. Hating Science because you hate rocks. How about
just
avoiding Hemingway (my pleasure! <g>), avoiding fractions (can you DO
that???) and
avoiding geological rock hunts. The world is bigger than subjects---and
can be
much smaller.
~Kelly
[Non-text portions of this message have been removed]
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Nancy Wooton
on 2/9/04 7:12 AM, Ducky Buns Etc at eva@... wrote:
With the recent
threads about language, one thing that comes to mind is to stay away from
the "schooly" language when we are working with this person.
What you, Eva, wrote:
Anyway, I'm curious why avoid phrases like American History, 19th
Century, etc? What harm could that possibly do? I imagine with a child
who's never been to school, hearing someone say "aw, that's in this
American History class" or whatever, would spur questions that would
simply lead to more learning. Obviously, I'm a newby and am looking at
this rather simplistically. Am I missing something?
Barbara didn't specify avoiding class subject names or anything like that.
You did, and it was your post to which I and others have responded; that's
how threads develop sometimes.
Barbara only said "schooly language," which could mean many things besides
subject categories, such as: grades, grade levels, learning disabilities,
tardiness, or other administrative b.s. It could mean using "eduspeak," the
jargon of teachers; see
http://www.ascd.org/educationnews/lexicon/lexiconoflearning.html
since I was addressing your post and not Barbara's, that it is *parents* who
need to "deschool," more than kids. Your fear of math will effect your
kids, unless you become conscious of that and consciously deal with it:
homeschooling can actually help us get over those school wounds, because we
can bring our adult brains and our inward desire to learn as we address old
"subjects." I brought a basic arithmetic workbook home from the library a
few years ago, and without asking my kids to join in, sat and worked through
it. I discovered why I never "got" long division, which is what killed
math, and most of school, for me. Approaching it as an adult, being patient
with myself, having my own motivation to learn, not needing to answer aloud
in class or pass a test, I was able to learn. Readiness, motivation, an
absence of fear, and a patient and gentle teacher (the book <g>) all added
up.
(FYI, what I was doing wrong in long division all those years, and NO
teacher ever caught: I was trying to divide the ones into the ones, the
tens into the tens, the hundreds into the hundreds, etc., rather than the
whole thing into the other whole thing -- I can't remember the words! I was
so well-drilled in keeping my place values together, I never got that you
weren't supposed to do that with division.)
Nancy
--
Compassion, in which all ethics must take root, can only attain its full
breadth and depth if it embraces all living creatures and does not limit
itself to mankind.
-Albert Schweitzer (1875-1965)
> Oh sure, I understand what you guys are saying about the danger of theOK. What the original poster, Barbara, wrote:
> clumped subjects while going to school. For me, it was math. I have a
> hard time with numbers and it was forced down my throat and I always
> felt really stupid because of it. Never mind I could play the flute like
> a college music major when I was only 13... But Algebra was really
> traumatic for me. It's a big part of why we've decided to unschool. What
> I'm referring to though is the poster's (sorry, I'm horrible with names)
> meetings with the homeschool coordinator that works with the school.
> What is the harm in that person bringing up such subjects in monthly
> meetings.
With the recent
threads about language, one thing that comes to mind is to stay away from
the "schooly" language when we are working with this person.
What you, Eva, wrote:
Anyway, I'm curious why avoid phrases like American History, 19th
Century, etc? What harm could that possibly do? I imagine with a child
who's never been to school, hearing someone say "aw, that's in this
American History class" or whatever, would spur questions that would
simply lead to more learning. Obviously, I'm a newby and am looking at
this rather simplistically. Am I missing something?
Barbara didn't specify avoiding class subject names or anything like that.
You did, and it was your post to which I and others have responded; that's
how threads develop sometimes.
Barbara only said "schooly language," which could mean many things besides
subject categories, such as: grades, grade levels, learning disabilities,
tardiness, or other administrative b.s. It could mean using "eduspeak," the
jargon of teachers; see
http://www.ascd.org/educationnews/lexicon/lexiconoflearning.html
>Of course if that person starts drilling the child on anyNow, to your own situation, I'd say, you need to heal. I mentioned before,
> given subject that's inappropriate but if it's just a conversation about
> what's being learned... From the stand point of a child who's never been
> force fed a subject wouldn't it just be another thing to think about
> rather then the sour memories many of use carry about such subjects?
since I was addressing your post and not Barbara's, that it is *parents* who
need to "deschool," more than kids. Your fear of math will effect your
kids, unless you become conscious of that and consciously deal with it:
homeschooling can actually help us get over those school wounds, because we
can bring our adult brains and our inward desire to learn as we address old
"subjects." I brought a basic arithmetic workbook home from the library a
few years ago, and without asking my kids to join in, sat and worked through
it. I discovered why I never "got" long division, which is what killed
math, and most of school, for me. Approaching it as an adult, being patient
with myself, having my own motivation to learn, not needing to answer aloud
in class or pass a test, I was able to learn. Readiness, motivation, an
absence of fear, and a patient and gentle teacher (the book <g>) all added
up.
(FYI, what I was doing wrong in long division all those years, and NO
teacher ever caught: I was trying to divide the ones into the ones, the
tens into the tens, the hundreds into the hundreds, etc., rather than the
whole thing into the other whole thing -- I can't remember the words! I was
so well-drilled in keeping my place values together, I never got that you
weren't supposed to do that with division.)
>That's easy to do <ggg>
> Maybe now I'm making it more complicated! LOL ;-)
>
> Thanks so much for everyone's thoughts on this! :-DYou're welcome,
Nancy
--
Compassion, in which all ethics must take root, can only attain its full
breadth and depth if it embraces all living creatures and does not limit
itself to mankind.
-Albert Schweitzer (1875-1965)
Barbara Chase
Sandra wrote:
school (like your example of American History.) Please expand, if I'm
missing it..
I recently met with the coordinator to talk about what the "real"
requirements were, and I noticed that she handled all of the subject stuff
without even bringing it up. She simply asked about my dd's interests, had
a wonderful conversation with my dd, and then she made it all fit into the
proper schooly subject stuff. At one point as she was filling in her own
paperwork she asked if we cook together (this hadn't come up)... this was
put down for math.
friend rather than a student. As I said, I've visited with her a few times
over the years, and she never questions my dd trying to figure out what she
knows. She genuinely takes an interest in whatever my dd is interested in.
And, she doesn't seem keen on putting whatever my dd talks about into a
box, which I like.
Nancy wrote:
'schooly', but that is what I got from Sandra's post. To me, schooly means
something you don't have any choice over or a situation which might lessen
your own ability. But then I've been thinking recently about how the words
we use really do set the tone. For example, to say my dd is a 'student'
implies that someone else will be 'teaching' her. This is schooly.
So far no one here seems to think my idea is a bad one. Anymore feedback?
Thanks
--bc--
[Non-text portions of this message have been removed]
>I think when dealing with that person it might be a good time to trot theIn what way? Or perhaps you are referring to the subject requirements of
>schooly language out
school (like your example of American History.) Please expand, if I'm
missing it..
I recently met with the coordinator to talk about what the "real"
requirements were, and I noticed that she handled all of the subject stuff
without even bringing it up. She simply asked about my dd's interests, had
a wonderful conversation with my dd, and then she made it all fit into the
proper schooly subject stuff. At one point as she was filling in her own
paperwork she asked if we cook together (this hadn't come up)... this was
put down for math.
>language and to avoid subject area language, even, when talking to or in frontI don't think the coordinator would have a problem treating my dd as a
>of your daughter. That might be particularly interesting for the teacher,
>especially if she's into alternatives.
>
>If she can't handle that, that would be information for you both.
friend rather than a student. As I said, I've visited with her a few times
over the years, and she never questions my dd trying to figure out what she
knows. She genuinely takes an interest in whatever my dd is interested in.
And, she doesn't seem keen on putting whatever my dd talks about into a
box, which I like.
Nancy wrote:
>Barbara didn't specify avoiding class subject names or anything like that.I hadn't thought about the subject classification when I mentioned
>You did, and it was your post to which I and others have responded; that's
>how threads develop sometimes.
>
>Barbara only said "schooly language," which could mean many things besides
>subject categories, such as: grades, grade levels, learning disabilities,
>tardiness, or other administrative b.s. It could mean using "eduspeak," the
>jargon of teachers; see
'schooly', but that is what I got from Sandra's post. To me, schooly means
something you don't have any choice over or a situation which might lessen
your own ability. But then I've been thinking recently about how the words
we use really do set the tone. For example, to say my dd is a 'student'
implies that someone else will be 'teaching' her. This is schooly.
So far no one here seems to think my idea is a bad one. Anymore feedback?
Thanks
--bc--
[Non-text portions of this message have been removed]
Jon and Rue Kream
>>So far no one here seems to think my idea is a bad one. Anymorefeedback?
**I wouldn't do it, personally. My kids would find it an invasion of
their privacy. I'd also worry about it affecting their feelings about
learning (Who are they learning for - themselves or the person they have
to report to? Is learning measurable? Should they be learning a certain
amount each month?).
What does your daughter think about the idea? ~Rue
[Non-text portions of this message have been removed]
[email protected]
In a message dated 2/9/04 1:33:54 AM, ikonstitcher@... writes:
<< Do I read "Winnie the Pooh" only during British Literature and
"Little House" only during American Lit., or perhaps during American
History? "Little House" covers a lot of subjects.
19th century, or the geography of the Midwest begin?
<<The greatest danger, I think, of using a term like "American History" is
that, having passed the final, a student thinks she's learned all there is
to know, or that she never need to worry about that subject again. >>
That's a danger.
For me the "greatest" danger is that a child will come to categorize things
school-style, and could decide that she "hates history." Or that one thing
*is* "history" (as opposed to science or religion or geography or politics or art
or music or biography or background for science fiction or whatever all
things one incident or story can be tied in to).
Children who go to school are asked "what is your favorite subject?" Many
have already decided. In the absence of ever having been exposed to 90% of what
will in the future of their school careers come up, an eight year old will
say "I like science but I hate English" and will mean it, and will attach
himself to those prejudices, possibly for life.
Poetry and writing and reading and song lyrics and the history of words are
not the same things.
Egyptology and the VietNam War have VERY little in common, but in school they
are "the same thing": history. They're not politics or geography or
archeology or sociology or art or massive drug addiction problems. They're "just"
history. It's very, very bad in all ways.
Parents who reject considering these things will not become facile
unschoolers. They might become mechanical unschoolers for a while, but they won't last
and flourish.
Sandra
<< Do I read "Winnie the Pooh" only during British Literature and
"Little House" only during American Lit., or perhaps during American
History? "Little House" covers a lot of subjects.
>>Where does "Little House" as American Lit end, and the social history of the
19th century, or the geography of the Midwest begin?
<<The greatest danger, I think, of using a term like "American History" is
that, having passed the final, a student thinks she's learned all there is
to know, or that she never need to worry about that subject again. >>
That's a danger.
For me the "greatest" danger is that a child will come to categorize things
school-style, and could decide that she "hates history." Or that one thing
*is* "history" (as opposed to science or religion or geography or politics or art
or music or biography or background for science fiction or whatever all
things one incident or story can be tied in to).
Children who go to school are asked "what is your favorite subject?" Many
have already decided. In the absence of ever having been exposed to 90% of what
will in the future of their school careers come up, an eight year old will
say "I like science but I hate English" and will mean it, and will attach
himself to those prejudices, possibly for life.
Poetry and writing and reading and song lyrics and the history of words are
not the same things.
Egyptology and the VietNam War have VERY little in common, but in school they
are "the same thing": history. They're not politics or geography or
archeology or sociology or art or massive drug addiction problems. They're "just"
history. It's very, very bad in all ways.
Parents who reject considering these things will not become facile
unschoolers. They might become mechanical unschoolers for a while, but they won't last
and flourish.
Sandra
AM Brown
>The coordinator you have sounds amazing! almost too hard to believe:) I
> So far no one here seems to think my idea is a bad one. Anymore feedback?
>
guess my concern would be if she were to leave and you got someone who
didn't get it, then you would be in the system and they would have a say
over what you are doing. I guess you would just have to weigh the benefits
with the risks.
My dd had a brain injury after birth and was put into all kinds of
'helpful' state programs. I had to move twice (two different states) to
get away from some really pushy 'help' that wanted her in all kinds of
special programs. That was before she was 2. She is 6 now and unschooled
and growing, learning and enjoying everyday. I get freaked out just
thinking about being back in the 'system'. I'm telling you this so you
will understand my bias. It might work out great but find out how you get
out and if that would be a problem because thinking this coordinator would
be there for the next 12 years is probably not realistic and thinking
everyone out there is like her is not realistic either. Also, I think
people are more inclined to help put things in a schoolly box when they
are younger. Will she still consider cooking and gardening (or whatever)
math when she is in middle school?
Just some thoughts, good luck!
Anna
[email protected]
In a message dated 2/9/04 9:27:27 AM, ikonstitcher@... writes:
<< Barbara didn't specify avoiding class subject names or anything like that.
You did, and it was your post to which I and others have responded; that's
how threads develop sometimes.
Sandra
<< Barbara didn't specify avoiding class subject names or anything like that.
You did, and it was your post to which I and others have responded; that's
how threads develop sometimes.
>>I did. I did!
Sandra
[email protected]
In a message dated 2/9/04 2:37:32 PM, barb@... writes:
<< Sandra wrote:
school (like your example of American History.) Please expand, if I'm
missing it.. >>
That's what I meant.
Don't use it with your child, but if yo'ure worried about the
supervisor/whatever she's called, make sure SHE knows you understand, but that you're just
not wanting your child to get into that schoolish habit.
<<She simply asked about my dd's interests, had
a wonderful conversation with my dd, and then she made it all fit into the
proper schooly subject stuff. At one point as she was filling in her own
paperwork she asked if we cook together (this hadn't come up)... this was
put down for math.>>
Good for everybody!
(She might want to call it science next time to be fair. <g>) It's lots more
than math. It can be art, easily. And "health sciences" / biology /
cultural studies of many sorts... History, geography (depends what you're cooking
and why).
Last night I was reading Baby Island to Holly and one of the girls made a bag
pudding. That's a big deal. We discussed it a bit. In the absence of
huge fireplaces and cauldrons, bag puddings are not "natural," so any making of
one is a historical exercise. <g> But they're still traditional in some places
and families, because it's a once-a-year thing.
If the coordinator doesn't need it, then nobody involved needs it ! GOOD!
Sandra
<< Sandra wrote:
>I think when dealing with that person it might be a good time to trot theIn what way? Or perhaps you are referring to the subject requirements of
>schooly language out
school (like your example of American History.) Please expand, if I'm
missing it.. >>
That's what I meant.
Don't use it with your child, but if yo'ure worried about the
supervisor/whatever she's called, make sure SHE knows you understand, but that you're just
not wanting your child to get into that schoolish habit.
<<She simply asked about my dd's interests, had
a wonderful conversation with my dd, and then she made it all fit into the
proper schooly subject stuff. At one point as she was filling in her own
paperwork she asked if we cook together (this hadn't come up)... this was
put down for math.>>
Good for everybody!
(She might want to call it science next time to be fair. <g>) It's lots more
than math. It can be art, easily. And "health sciences" / biology /
cultural studies of many sorts... History, geography (depends what you're cooking
and why).
Last night I was reading Baby Island to Holly and one of the girls made a bag
pudding. That's a big deal. We discussed it a bit. In the absence of
huge fireplaces and cauldrons, bag puddings are not "natural," so any making of
one is a historical exercise. <g> But they're still traditional in some places
and families, because it's a once-a-year thing.
If the coordinator doesn't need it, then nobody involved needs it ! GOOD!
Sandra
Barbara Chase
Anna wrote:
why I am trying to get a feel for this idea here on this list.
to do it. CA is pretty flexible, at least so far. And, this particular
school district is very supportive of homeschoolers. They've been
supportive for years (David Colfax's kids were homeschoolers here more than
20 years ago.)
with my dd in order to classify her, so I don't think we'll be forced to do
something for her own good according to someone elses criteria.
expectation of the future that I can't predict. I do want to try it as
long as my dd is interested, and as long as it's worth the time. She wants
to be in their music class right now (and we have to register to be able to
do it.) She may decide to do flute or piano lessons instead, and then
we'll move on. (More driving for me, but that's the downside to living so
rurally!)
Anyway, as to this particular person... I have no doubt that she supports
kid's own interests and will figure out how to make the paperwork fit. She
shared a story with me about some of her other kids who are in middle
school. She's been slowly trying to encourage a child-led process with
this family. They are currently building some sort of Celtic structure,
and this one project covers all of the subjects for the rest of the school
year as far as she is concerned.
Rue wrote:
there be "reported" or "measured", but I hadn't thought of this particular
point. From what I have figured out from my friend, we can pretty much do
anything we want to whenever we want to, and she will just make it fit the
paperwork after the fact. We just need to have physical proof that there
is a child who is doing "work", and whatever it happens to be is fine - the
paperwork will just sit in her filing cabinet for 3 years and then be
thrown out. But if the school were audited, she'd be in a heap of trouble
if it weren't there.
friend who is in school and has learned that teachers tell students what to
do, and she is completely against this. She knows my friend because I
have visited with her from time to time. The fact that my friend is at a
school doesn't seem to bother my dd. In fact, she loves to visit; for her
it is fun, and we always come home with something fun to play with for
awhile. This may or may not last, but when it's not fun anymore then we
won't do it anymore.
Thanks for letting me explore this and for bringing up some important
points. For now, I think we'll try it -- since I know we can leave anytime.
ciao
--bc--
[Non-text portions of this message have been removed]
>The coordinator you have sounds amazing! almost too hard to believe:)She is pretty amazing, and at times I doubt it myself... that's probably
why I am trying to get a feel for this idea here on this list.
>I guess my concern would be if she were to leave and you got someone whoWe don't have to stay "in the system", not even for a week if we don't want
>didn't get it, then you would be in the system and they would have a say
>over what you are doing.
to do it. CA is pretty flexible, at least so far. And, this particular
school district is very supportive of homeschoolers. They've been
supportive for years (David Colfax's kids were homeschoolers here more than
20 years ago.)
>I'm telling you this so you will understand my bias.Oh yes, I can see your POV. Mind you, no one will be doing any testing
with my dd in order to classify her, so I don't think we'll be forced to do
something for her own good according to someone elses criteria.
>Will she still consider cooking and gardening (or whatever)I don't really intend to stick with this for 12 years... that's an
>math when she is in middle school?
expectation of the future that I can't predict. I do want to try it as
long as my dd is interested, and as long as it's worth the time. She wants
to be in their music class right now (and we have to register to be able to
do it.) She may decide to do flute or piano lessons instead, and then
we'll move on. (More driving for me, but that's the downside to living so
rurally!)
Anyway, as to this particular person... I have no doubt that she supports
kid's own interests and will figure out how to make the paperwork fit. She
shared a story with me about some of her other kids who are in middle
school. She's been slowly trying to encourage a child-led process with
this family. They are currently building some sort of Celtic structure,
and this one project covers all of the subjects for the rest of the school
year as far as she is concerned.
Rue wrote:
>I'd also worry about it affecting their feelings aboutThanks for this insight. I have no intention of having any of our time
>learning (Who are they learning for - themselves or the person they have
>to report to? Is learning measurable? Should they be learning a certain
>amount each month?).
there be "reported" or "measured", but I hadn't thought of this particular
point. From what I have figured out from my friend, we can pretty much do
anything we want to whenever we want to, and she will just make it fit the
paperwork after the fact. We just need to have physical proof that there
is a child who is doing "work", and whatever it happens to be is fine - the
paperwork will just sit in her filing cabinet for 3 years and then be
thrown out. But if the school were audited, she'd be in a heap of trouble
if it weren't there.
>What does your daughter think about the idea?First, my dd is adamant that she doesn't want to go to school. She has a
friend who is in school and has learned that teachers tell students what to
do, and she is completely against this. She knows my friend because I
have visited with her from time to time. The fact that my friend is at a
school doesn't seem to bother my dd. In fact, she loves to visit; for her
it is fun, and we always come home with something fun to play with for
awhile. This may or may not last, but when it's not fun anymore then we
won't do it anymore.
Thanks for letting me explore this and for bringing up some important
points. For now, I think we'll try it -- since I know we can leave anytime.
ciao
--bc--
[Non-text portions of this message have been removed]
[email protected]
In a message dated 2/9/04 5:24:18 PM, barb@... writes:
<< I have no intention of having any of our time
there be "reported" or "measured", but I hadn't thought of this particular
point. >>
If there's money involved, there will be reporting, and measuring.
The person who talks to you about how it's going will be measuring (no matter
how informally) and then reporting (whether you see it or not).
Sandra
<< I have no intention of having any of our time
there be "reported" or "measured", but I hadn't thought of this particular
point. >>
If there's money involved, there will be reporting, and measuring.
The person who talks to you about how it's going will be measuring (no matter
how informally) and then reporting (whether you see it or not).
Sandra
Nancy Wooton
on 2/9/04 3:08 PM, SandraDodd@... at SandraDodd@... wrote:
Nancy
>Guess what? Yahoo hiccupped and I didn't get your post. Doh!
> In a message dated 2/9/04 9:27:27 AM, ikonstitcher@... writes:
>
> << Barbara didn't specify avoiding class subject names or anything like that.
> You did, and it was your post to which I and others have responded; that's
> how threads develop sometimes.
>>>
>
> I did. I did!
>
> Sandra
Nancy
Barbara Chase
>In a message dated 2/9/04 5:24:18 PM, barb@... writes:Let me eat my words!! Yes, that's the paperwork that she does, without
>
><< I have no intention of having any of our time
>there be "reported" or "measured", but I hadn't thought of this particular
>point. >>
>
>If there's money involved, there will be reporting, and measuring.
>The person who talks to you about how it's going will be measuring (no matter
>how informally) and then reporting (whether you see it or not).
making it obvious. Let me rephrase it to say that we won't be graded and
tested; I was thinking of it in terms of directly being measured up to a
standard.
ciao
--bc--
[Non-text portions of this message have been removed]
Eva~ Ducky Buns Etc
>Guess what? Yahoo hiccupped and I didn't get your post. Doh!
> I did. I did!
>
> Sandra
LOL I started a post to explain that but by the time I got the chance to
finish it, it had already been cleared up. :-)
After reading everyone's posts I think I get it now.
And Nancy, you are absolutely right about the need to heal past learning
issues. I'm certainly a work in progress and really look forward to
continue learning along side my children! :-D
Eva Sachs
Cloth Diaperin', Co-Sleepin', Tandem Nursin', Attached WAHMama to
Gretchen (3yrs)
Koen (18mos)
<http://www.duckybunsetc.com/> Www.DuckyBunsEtc.com~ Cloth Diapers and
so much more!
-----Original Message-----
From: Nancy Wooton [mailto:ikonstitcher@...]
Sent: Monday, February 09, 2004 8:26 PM
To: [email protected]
Subject: Re: [AlwaysLearning] registering thru school
on 2/9/04 3:08 PM, SandraDodd@... at SandraDodd@... wrote:
>like that.
> In a message dated 2/9/04 9:27:27 AM, ikonstitcher@... writes:
>
> << Barbara didn't specify avoiding class subject names or anything
> You did, and it was your post to which I and others have responded;that's
> how threads develop sometimes.Guess what? Yahoo hiccupped and I didn't get your post. Doh!
>>>
>
> I did. I did!
>
> Sandra
Nancy
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pam sorooshian
On Feb 9, 2004, at 8:21 AM, Nancy Wooton wrote:
pushed into doing something mechanically that they don't understand
conceptually.
THIS is why you don't teach kids HOW to do computations that they don't
already understand. If they already understand, then the "how to
compute" will seem like a blessing to them - they'll be thrilled.
Otherwise, they'll just desperately try to use what they DO understand
to make sense of what they're being told to do. Nancy understood place
value and tried to use THAT to do long division computations.
Thanks Nancy, for that explanation.
-pam
National Home Education Network
<www.NHEN.org>
Serving the entire homeschooling community since 1999
through information, networking and public relations.
> (FYI, what I was doing wrong in long division all those years, and NOPERFECT. Such a perfect example of what a kid might be thinking when
> teacher ever caught: I was trying to divide the ones into the ones,
> the
> tens into the tens, the hundreds into the hundreds, etc., rather than
> the
> whole thing into the other whole thing -- I can't remember the words!
> I was
> so well-drilled in keeping my place values together, I never got that
> you
> weren't supposed to do that with division.)
pushed into doing something mechanically that they don't understand
conceptually.
THIS is why you don't teach kids HOW to do computations that they don't
already understand. If they already understand, then the "how to
compute" will seem like a blessing to them - they'll be thrilled.
Otherwise, they'll just desperately try to use what they DO understand
to make sense of what they're being told to do. Nancy understood place
value and tried to use THAT to do long division computations.
Thanks Nancy, for that explanation.
-pam
National Home Education Network
<www.NHEN.org>
Serving the entire homeschooling community since 1999
through information, networking and public relations.
Kerrin or Ralph Taylor
Hi Barbara.
One thought I had: At the moment the person you have to report to is
friendly, easy to deal with and supports your unschooling. That could change
in the future, and you may end up having to deal with someone who is not so
easy. Would you then have the option of de-registering?
Your reasons for considering registering are good ones, and it may be the
best choice for you. I wouldn't choose to give anyone any kind of official
authority over my homeschooling if I didn't have to. No way.
Kerrin.
One thought I had: At the moment the person you have to report to is
friendly, easy to deal with and supports your unschooling. That could change
in the future, and you may end up having to deal with someone who is not so
easy. Would you then have the option of de-registering?
Your reasons for considering registering are good ones, and it may be the
best choice for you. I wouldn't choose to give anyone any kind of official
authority over my homeschooling if I didn't have to. No way.
Kerrin.
> So far no one here seems to think my idea is a bad one. Anymore feedback?
>
> Thanks
> --bc--
>
Patrick
Baby Island?! That used to be my all time favorite book. I gave my
old copy to my daughter, and she went through a time when she read it
over and over. I've read it aloud to her a couple of times too. We
just love that book. One of Darcy's (dd) dreams is to make a Baby
Island computer game or maybe a movie.
Sorry, I just had to comment. I never hear anyone mention that book,
and I got a little excited. :)
-Christy
old copy to my daughter, and she went through a time when she read it
over and over. I've read it aloud to her a couple of times too. We
just love that book. One of Darcy's (dd) dreams is to make a Baby
Island computer game or maybe a movie.
Sorry, I just had to comment. I never hear anyone mention that book,
and I got a little excited. :)
-Christy
--- In [email protected], SandraDodd@a... wrote:
>
> In a message dated 2/9/04 2:37:32 PM, barb@n... writes:
>
> << Sandra wrote:
> >I think when dealing with that person it might be a good time to
trot the
> >schooly language out
>
> In what way? Or perhaps you are referring to the subject
requirements of
> school (like your example of American History.) Please expand, if
I'm
> missing it.. >>
>
> That's what I meant.
>
> Don't use it with your child, but if yo'ure worried about the
> supervisor/whatever she's called, make sure SHE knows you
understand, but that you're just
> not wanting your child to get into that schoolish habit.
>
> <<She simply asked about my dd's interests, had
> a wonderful conversation with my dd, and then she made it all fit
into the
> proper schooly subject stuff. At one point as she was filling in
her own
> paperwork she asked if we cook together (this hadn't come up)...
this was
> put down for math.>>
>
> Good for everybody!
> (She might want to call it science next time to be fair. <g>) It's
lots more
> than math. It can be art, easily. And "health sciences" /
biology /
> cultural studies of many sorts... History, geography (depends what
you're cooking
> and why).
>
> Last night I was reading Baby Island to Holly and one of the girls
made a bag
> pudding. That's a big deal. We discussed it a bit. In the
absence of
> huge fireplaces and cauldrons, bag puddings are not "natural," so
any making of
> one is a historical exercise. <g> But they're still traditional in
some places
> and families, because it's a once-a-year thing.
>
> If the coordinator doesn't need it, then nobody involved needs
it ! GOOD!
>
> Sandra