another AhHa moment! and question regarding worksheets
alisonslp
OK, so I'm giving the kids more freedoms - not ready to drop all the
structured schoolwork yet. But today I had a another Duh!!! moment, as
in how could I not think they didn't already get this from basic life
and reading! I was "teaching" synonyms and antonyms with a worksheet.
I also had a homonym page. We have discussed all these in the past,
and they get the concept of all of them but they get stuck on the
names. Anyway, so we started doing the homonym page. It had a sentence
with a blank and at the end of the sentence, a pair of homonyms.
Because the kids have a very hard time spelling, I figured this was
going to be very hard for them - to know which spelling they needed
for the sentence. They got everyone right! And my Duh! moment... Why
in the world would I think that they might have problems with this?
They are very good readers and come across these words all the time.
Why did I think that I needed to *teach* this??? Answer: because the
curriculum says they should know what synonyms, antonyms, and homonyms
mean and be able to use them correctly. Well, it was obvious that they
have the concepts and can apply their knowledge just fine.. Who cares
if they don't remember the actual names for this concept at 6,7,8 or
even 9 yrs old!!! So, that was my AhHa moment for the day.
OK, now for the question - They had so much fun doing these worksheets
that they wanted more, but we had to go to music class for my younger
son.
So the questions:
1) how many of your children actually do worksheets or workbooks
because they want to (either by asking for some or just finding them
in the house)
2) if so, Do you ever suggest that they do a page or two, just like
you might suggest they play a game if they ask for help in what to do?
or is their interest completely their own
I'm still trying to get a handle on all this... Though after today, I
know I just have to trust that they are in fact learning more than I
thought through natural means.
Alison
structured schoolwork yet. But today I had a another Duh!!! moment, as
in how could I not think they didn't already get this from basic life
and reading! I was "teaching" synonyms and antonyms with a worksheet.
I also had a homonym page. We have discussed all these in the past,
and they get the concept of all of them but they get stuck on the
names. Anyway, so we started doing the homonym page. It had a sentence
with a blank and at the end of the sentence, a pair of homonyms.
Because the kids have a very hard time spelling, I figured this was
going to be very hard for them - to know which spelling they needed
for the sentence. They got everyone right! And my Duh! moment... Why
in the world would I think that they might have problems with this?
They are very good readers and come across these words all the time.
Why did I think that I needed to *teach* this??? Answer: because the
curriculum says they should know what synonyms, antonyms, and homonyms
mean and be able to use them correctly. Well, it was obvious that they
have the concepts and can apply their knowledge just fine.. Who cares
if they don't remember the actual names for this concept at 6,7,8 or
even 9 yrs old!!! So, that was my AhHa moment for the day.
OK, now for the question - They had so much fun doing these worksheets
that they wanted more, but we had to go to music class for my younger
son.
So the questions:
1) how many of your children actually do worksheets or workbooks
because they want to (either by asking for some or just finding them
in the house)
2) if so, Do you ever suggest that they do a page or two, just like
you might suggest they play a game if they ask for help in what to do?
or is their interest completely their own
I'm still trying to get a handle on all this... Though after today, I
know I just have to trust that they are in fact learning more than I
thought through natural means.
Alison
Sylvia Toyama
So the questions:
1) how many of your children actually do worksheets or workbooks
because they want to (either by asking for some or just finding them
in the house)
****
There was a time when Andy asked for math problems on paper, and I would print out a page of problems from a website I found that generates worksheets. He loves and numbers, and does a lot of math in his head, so doing it on paper is usually a snap for him anyway. It's been months since he asked for one, tho. Now that you mention it, he hasn't asked for one since we moved to our new house, and we don't have the catholic-schooled friend up the street bugging him about it. That boy and his Mom were a constant source of 'but you really need to go to school to learn anything' comments. One more thing we don't miss at our new house!
2) if so, Do you ever suggest that they do a page or two, just like
you might suggest they play a game if they ask for help in what to do?
or is their interest completely their own
*****
I never suggest worksheets. I only suggest a game if they seem at a loss for activities and I'm willing to play the game with them. Here's an idea -- how about a game of yatzeeh? or Monopoly? or throw the ball in the yard? or watch a movie together? There's a whole world of stuff for kids to do that don't involve worksheets or stilted attempts to make them learn something. Besides, kids see right thru that -- they know you aren't suggesting it just for fun, but that you worry they aren't learning enough. And if you're worried they can't learn without assignments or worksheets, how are they ever going to believe it about themselves?
Just go on vacation -- call it Christmas break if that helps -- and don't go back to anything schooly. It's really easy once you get started.
*****
I just have to trust that they are in fact learning more than I
thought through natural means.
*****
It will be much easier for you to see what they're constantly learning more once you let go and trust that they'll learn. It wil also be easier for them to trust themselves to learn what they need.
Sylvia
Mom to
Will (almost 22!) Andy (10-1/2) and Dan (almost 6)
Peace is the vibrant space which stimulates the dance of kindness, merriment and freedom. ~ unknown
http://ourhapahome.blogspot.com
__________________________________________________
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[Non-text portions of this message have been removed]
1) how many of your children actually do worksheets or workbooks
because they want to (either by asking for some or just finding them
in the house)
****
There was a time when Andy asked for math problems on paper, and I would print out a page of problems from a website I found that generates worksheets. He loves and numbers, and does a lot of math in his head, so doing it on paper is usually a snap for him anyway. It's been months since he asked for one, tho. Now that you mention it, he hasn't asked for one since we moved to our new house, and we don't have the catholic-schooled friend up the street bugging him about it. That boy and his Mom were a constant source of 'but you really need to go to school to learn anything' comments. One more thing we don't miss at our new house!
2) if so, Do you ever suggest that they do a page or two, just like
you might suggest they play a game if they ask for help in what to do?
or is their interest completely their own
*****
I never suggest worksheets. I only suggest a game if they seem at a loss for activities and I'm willing to play the game with them. Here's an idea -- how about a game of yatzeeh? or Monopoly? or throw the ball in the yard? or watch a movie together? There's a whole world of stuff for kids to do that don't involve worksheets or stilted attempts to make them learn something. Besides, kids see right thru that -- they know you aren't suggesting it just for fun, but that you worry they aren't learning enough. And if you're worried they can't learn without assignments or worksheets, how are they ever going to believe it about themselves?
Just go on vacation -- call it Christmas break if that helps -- and don't go back to anything schooly. It's really easy once you get started.
*****
I just have to trust that they are in fact learning more than I
thought through natural means.
*****
It will be much easier for you to see what they're constantly learning more once you let go and trust that they'll learn. It wil also be easier for them to trust themselves to learn what they need.
Sylvia
Mom to
Will (almost 22!) Andy (10-1/2) and Dan (almost 6)
Peace is the vibrant space which stimulates the dance of kindness, merriment and freedom. ~ unknown
http://ourhapahome.blogspot.com
__________________________________________________
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alisonslp
Thanks Sylvia,
I never would have imagined they'd think the sheets were fun but they
did... The sheets were a bit dry to me but it was all I could find. So
I was thinking - if I hadn't pulled these out, they would have never
went looking for the sheets themselves and I wondered how others
handled that, as I have read here of kids asking for workbooks or
sheets. Then again, this might only happen in the beginning stages of
unschooling, when everyone still has has the workbook mentality.
It also got me thinking about other activities. Example: We have had
some magnet kits here for months, sitting on a shelf in full view.
When we first got them, they played with the kits for a couple weeks.
But nothing since then. I brought them out today and they loved
exploring with them. But had I not initiated it, they would have kept
passing it by. Do you all have a general plan in the back of your
head that you are going to rotate books, activities, games, toys to
the forefront at certain times, both for fresh experiences and for
encouraging a variety of interests, or do you leave it totally to the
children to discover what's available? (example - the kinetix in the
closet that has not been touched for 6 months).
Thanks again
alison
I never would have imagined they'd think the sheets were fun but they
did... The sheets were a bit dry to me but it was all I could find. So
I was thinking - if I hadn't pulled these out, they would have never
went looking for the sheets themselves and I wondered how others
handled that, as I have read here of kids asking for workbooks or
sheets. Then again, this might only happen in the beginning stages of
unschooling, when everyone still has has the workbook mentality.
It also got me thinking about other activities. Example: We have had
some magnet kits here for months, sitting on a shelf in full view.
When we first got them, they played with the kits for a couple weeks.
But nothing since then. I brought them out today and they loved
exploring with them. But had I not initiated it, they would have kept
passing it by. Do you all have a general plan in the back of your
head that you are going to rotate books, activities, games, toys to
the forefront at certain times, both for fresh experiences and for
encouraging a variety of interests, or do you leave it totally to the
children to discover what's available? (example - the kinetix in the
closet that has not been touched for 6 months).
Thanks again
alison
Ren Allen
~~Answer: because the
curriculum says they should know what synonyms, antonyms, and homonyms
mean and be able to use them correctly. ~~
*I* don't know how to describe those, yet I am a published writer!!
Why on earth would any child need to know this unless they asked??
Ren
learninginfreedom.com
curriculum says they should know what synonyms, antonyms, and homonyms
mean and be able to use them correctly. ~~
*I* don't know how to describe those, yet I am a published writer!!
Why on earth would any child need to know this unless they asked??
Ren
learninginfreedom.com
Ren Allen
~~
I just have to trust that they are in fact learning more than I
thought through natural means.~~
Yes, but you're still valuing schoolish learning over other kinds of
learning. If they didn't get any of those right, yet were fascinated
with Japanese anime today, would that be as comforting to you? The
problem is what is being valued. People learn...period. Learning
synonyms isn't more valuable than playing in the dirt, unless the
learner finds it valuable.
Chances are, they'll forget everything you "taught" them today
eventually, because it has no real life connection for them just yet.
Ren
learninginfreedom.com
I just have to trust that they are in fact learning more than I
thought through natural means.~~
Yes, but you're still valuing schoolish learning over other kinds of
learning. If they didn't get any of those right, yet were fascinated
with Japanese anime today, would that be as comforting to you? The
problem is what is being valued. People learn...period. Learning
synonyms isn't more valuable than playing in the dirt, unless the
learner finds it valuable.
Chances are, they'll forget everything you "taught" them today
eventually, because it has no real life connection for them just yet.
Ren
learninginfreedom.com
[email protected]
My daughter Emily who is thirteen now(!) knows what synonyms, antonyms and homonyms are with out ever seeing a worksheet or hearing "Today we are going to talk about synonyms, antonyms and homonyms."
One day, after she asked me how to spell bear, I said "Which one?"
I explained that there are different words that sound the same although they are spelled differently when they mean something different. Bear/bare, two/too/to/, One/won. She said Ohh.
I said, "Isn't that cool? They're called homonyms."
Back to typing she went.
end of "lesson".
Easy. Natural. It is MUCH more logical to learn something new when you need to know it or in the moment.
As an adult, the only times I have heard the words synonym or antonym are on a homeschool discussion list or in a writing class. Most people say, "What's another word for <x> or what is the opposite of..."
Come to think of it, the times I've heard someone say, "what is the opposite of..." they are usually talking to a little, little kid.
Elissa Jill, running bare...through the woodshed....
A Kindersher saychel iz oychet a saychel.
"A Child's wisdom is also wisdom." ~Yiddish Proverb
[Non-text portions of this message have been removed]
One day, after she asked me how to spell bear, I said "Which one?"
I explained that there are different words that sound the same although they are spelled differently when they mean something different. Bear/bare, two/too/to/, One/won. She said Ohh.
I said, "Isn't that cool? They're called homonyms."
Back to typing she went.
end of "lesson".
Easy. Natural. It is MUCH more logical to learn something new when you need to know it or in the moment.
As an adult, the only times I have heard the words synonym or antonym are on a homeschool discussion list or in a writing class. Most people say, "What's another word for <x> or what is the opposite of..."
Come to think of it, the times I've heard someone say, "what is the opposite of..." they are usually talking to a little, little kid.
Elissa Jill, running bare...through the woodshed....
A Kindersher saychel iz oychet a saychel.
"A Child's wisdom is also wisdom." ~Yiddish Proverb
[Non-text portions of this message have been removed]
Sylvia Toyama
Do you all have a general plan in the back of your head that you are going to rotate books, activities, games, toys to the forefront at certain times, both for fresh experiences and for
encouraging a variety of interests, or do you leave it totally to the children to discover what's available? (example - the kinetix in the closet that has not been touched for 6 months).
*****
I don't rotate by design, tho I do try to do a couple of vettings a year -- we sit down with the collection of toys in each boy's room, go thru them for 'keep' or 'give away' and along the way, discover and unearth toys that had been long forgotten. Some get kept and used, some just remembered and then put in the goodwill box. Then there are the toys found in unplanned explorations when looking for a particular missing toy. At our house, toy rotation and discovery is usually a by-product of cleaning.
Sometimes I'll remember a particular toy or game because I'll see the boys doing something that reminds me of that play, and I'll haul out something new -- or old. I also keep an eye out for things they like to use or that I know would add to their play.
Sylvia
Mom to
Will (almost 22!) Andy (10-1/2) and Dan (almost 6)
Peace is the vibrant space which stimulates the dance of kindness, merriment and freedom. ~ unknown
http://ourhapahome.blogspot.com
__________________________________________________
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[Non-text portions of this message have been removed]
encouraging a variety of interests, or do you leave it totally to the children to discover what's available? (example - the kinetix in the closet that has not been touched for 6 months).
*****
I don't rotate by design, tho I do try to do a couple of vettings a year -- we sit down with the collection of toys in each boy's room, go thru them for 'keep' or 'give away' and along the way, discover and unearth toys that had been long forgotten. Some get kept and used, some just remembered and then put in the goodwill box. Then there are the toys found in unplanned explorations when looking for a particular missing toy. At our house, toy rotation and discovery is usually a by-product of cleaning.
Sometimes I'll remember a particular toy or game because I'll see the boys doing something that reminds me of that play, and I'll haul out something new -- or old. I also keep an eye out for things they like to use or that I know would add to their play.
Sylvia
Mom to
Will (almost 22!) Andy (10-1/2) and Dan (almost 6)
Peace is the vibrant space which stimulates the dance of kindness, merriment and freedom. ~ unknown
http://ourhapahome.blogspot.com
__________________________________________________
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Tired of spam? Yahoo! Mail has the best spam protection around
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[Non-text portions of this message have been removed]
Debra Rossing
>>It also got me thinking about other activities. Example: We have hadsome magnet kits here for months, sitting on a shelf in full view. When
we first got them, they played with the kits for a couple weeks. But
nothing since then. I brought them out today and they loved exploring
with them. But had I not initiated it, they would have kept passing it
by. Do you all have a general plan in the back of your head that you are
going to rotate books, activities, games, toys to the forefront at
certain times, both for fresh experiences and for encouraging a variety
of interests, or do you leave it totally to the children to discover
what's available? (example - the kinetix in the closet that has not
been touched for 6 months).
It depends - would you have pulled them out and played with them because
YOU wanted to or were you just trying to get the kids interested in a
"Fun science project"? If *I* want to play with something/do something,
I'll pull it out and invite DS (and DH) along for the ride. If DS is
looking for something, I *might* *suggest* an item he hasn't pulled out
in a while but I am just as likely to suggest grabbing a deck of cards
or the dominoes or a movie to do together at that time as well (even if
we've been playing cards for days and days recently). Maybe stop and
consider if you would do/say the same things if it was your spouse or a
friend. Do you 'initiate' knitting with your best friend because her
knitting needles and yarn have been sitting on the shelf for 6 months?
Does your best friend 'initiate' making candles because all the
candlemaking gear you bought last year has been sitting in the closet
for the last 10 months after you did a whole bunch of candlemaking over
last winter? Just because something was interesting, fascinating, fun 6
months ago does not mean it is still interesting, fascinating, fun
today. Just because something isn't of interest today doesn't mean it
won't re-appear 6 months from now. There are things in our house that
are cyclic - for example, BrikWars usually only comes out during the
winter months when DH and DS are inside the house a lot and can spend
lots of time building the scenarios and playing out the games. DS is
rediscovering StarCraft on his laptop and playing many games with DH
each day - something that he hadn't touched in months. On the other
hand, he hasn't touched his Gameboy in quite a while and the videogames
he was playing over the summer are mostly sitting. But then again, last
winter I spent time knitting and learning a few pieces on the piano and
I haven't touched either in months - but I *am* currently enthralled by
making custom soaps (not totally from scratch - I buy the premade
glycerin soap base, handling the lye and such to make soap from scratch
is a little more hazardous than I care to get).
Yes, we do regularly dig through/up end some of the toy bins - quite
handily DS' birthday is almost exactly 6 months away from Christmas, so
that makes for two very nice "Hey let's clear out the old/broken toys to
make space" times - and we often re-discover "treasures" in the process.
(doh - just reminded myself I need to set aside some time soon for this
lol). But there's no "value" judgment on any item or any thought of
"this is 'educational' so I should 'get' him to play with it". What is
interesting is interesting, what isn't isn't and that's subject to
change totally.
Deb
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plaidpanties666
--- In [email protected], "alisonslp"
<alisonslp@...> wrote:
We have a pretty messy house, most of the time. Its small and full
to bursting with stuff, and neither George nor I really "value"
cleaning on a daily basis. I try to clean once a week, and do a
deeper cleaning once a month - the operative word being "try"! What
I find, especially with the deeper cleanings, is that in the process
of organizing and rearranging, older toys and games become visible
again and Mo is more likely to take an interest in them.
Discovering this really helped me have a better attitude about
housework, by the way. Now I think of it as a type of strewing, or
maybe unstrewing, considering what my house looks like....
---Meredith (Mo 5, Ray 13)
<alisonslp@...> wrote:
>>Do you all have a general plan in the back of yourthe
> head that you are going to rotate books, activities, games, toys to
> the forefront at certain times, both for fresh experiences and for
> encouraging a variety of interests, or do you leave it totally to
> children to discover what's available?I have a special method I call "housework" ;)
We have a pretty messy house, most of the time. Its small and full
to bursting with stuff, and neither George nor I really "value"
cleaning on a daily basis. I try to clean once a week, and do a
deeper cleaning once a month - the operative word being "try"! What
I find, especially with the deeper cleanings, is that in the process
of organizing and rearranging, older toys and games become visible
again and Mo is more likely to take an interest in them.
Discovering this really helped me have a better attitude about
housework, by the way. Now I think of it as a type of strewing, or
maybe unstrewing, considering what my house looks like....
---Meredith (Mo 5, Ray 13)
[email protected]
> So the questions:Both my kids turn to workbooks and worksheets once in a while. Especially my 4-year-old, who'll take them out while watching TV, for example. The 6-year-old has got regular school workbooks, ABC's and counting up to 20, and she should master them this year in order to be able to continue homeschooling. What works for us is when I take out my books and start practicing chinese characters, they are likely to join me with their own exercices.
>
> 1) how many of your children actually do worksheets or workbooks
> because they want to (either by asking for some or just finding them
> in the house)
> 2) if so, Do you ever suggest that they do a page or two, just likeI encourage my kids to take workbooks along, when one is having her, let's say, acrobatics lesson, while the other has to wait. Once we're there, I do remind them of what we brought with us, so sometimes they do some writing, calculating, coloring, and sometimes they collect paper boxes at the nearby store to have seats and beds for their dolls they also took with them. ;)
> you might suggest they play a game if they ask for help in what to do?
> or is their interest completely their own
Anastasia,
2 daughters (4yo and 6yo),
living in Europe
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The 6-year-old has got regular school workbooks, ABC's and counting up to 20, and she should master them this year in order to be able to continue homeschooling.
********
I'm curious, why does she need to do that?
Elissa Jill
OTN:
Feathers and fan dishcloth
Garter stitch XL scarf
[Non-text portions of this message have been removed]
********
I'm curious, why does she need to do that?
Elissa Jill
OTN:
Feathers and fan dishcloth
Garter stitch XL scarf
[Non-text portions of this message have been removed]
[email protected]
> The 6-year-old has got regular school workbooks, ABC's and counting up toOver here in Austria you can homeschool, but only as long as your child learns the same stuff as at school. The children have to pass exams at the end of each school year, and if they fail, they have to repeat the year at a regular school, and you're not allowed to ever homeschool that child again.
> 20, and she should master them this year in order to be able to continue
> homeschooling.
> ********
> I'm curious, why does she need to do that?
If you want to homeschool, you have to notify the administration before the school year starts, and have to redo that each year, I guess. You don't have to use the textbooks, but I feel like they're good for orientation. And we got them for free (they forgot about collecting the money or don't know that homeschoolers have to pay as well).
So, my daughter doesn't have to do the workbooks, but she has to be able to write the letters (not read) and calculate (plus and minus) up to 20/30 (depends on the school that is testing) by the end of this school year. Othewise she'll have to attend a school.
But, this year we're still free to "fail" because she's not yet "obliged to be schooled/educated", compulsory schooling here starts at the age of six (you have to be six before September), so we "missed" it by 2 weeks (my dd was born on the Sept. 13th). That's why we can still withdraw if I see that we "don't make it".
Anastasia,
dd's (6yo and 4yo)
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