Re: [Unschooling-dotcom] Digest Number 2153
[email protected]
In a message dated 7/10/2002 4:27:12 AM Pacific Daylight Time,
[email protected] writes:
--pam
in Southern Car-ifornia with an old car.
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
[email protected] writes:
> some more useful life skills that schools could be teaching, if that wereCAR MAINTENANCE and REPAIR!!!
> trully their goal, are relationship or communication skills, or parenting
> skills....julie
>
--pam
in Southern Car-ifornia with an old car.
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
[email protected]
In a message dated 7/10/2002 4:27:12 AM Pacific Daylight Time,
[email protected] writes:
going to follow THEIR lead and talk about or show them stuff that they're
interested in, they almost ALWAYS want to know about advanced mathematics.
They might not have the name for it - but their instincts are good - they ask
about stuff that they'd probably never get to in school. Sometimes they just
simply ask, "What IS algebra about?" Or "What is calculus?" One thing leads
to another and sometimes we talk for hours. I never tell them they aren't
"ready" to fool around with advanced math ideas. That's silly. They don't
have the technical expertise yet, but they can fool around with it and think
about it. That's how they figure out that it is worth their time to
"practice" and develop techniques and skills, etc.
--pam
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
[email protected] writes:
> PAM: I can remember wanting to know how to play "Fur Elise" on theWhen I talk with interested kids about math stuff - and they realize that I'm
> piano so badly, but it was in the 3rd Suzuki book. I quit lessons in
> the middle of the 2nd book and never did learn to play that. If a
> teacher had "taught" me (allowed me to learn?) that piece, or if
> someone had encouraged me that I COULD play if I tried to plunk
> through it… who knows if I'd have kept with the piano? Maybe someday
> I'll take it up again… =-(
going to follow THEIR lead and talk about or show them stuff that they're
interested in, they almost ALWAYS want to know about advanced mathematics.
They might not have the name for it - but their instincts are good - they ask
about stuff that they'd probably never get to in school. Sometimes they just
simply ask, "What IS algebra about?" Or "What is calculus?" One thing leads
to another and sometimes we talk for hours. I never tell them they aren't
"ready" to fool around with advanced math ideas. That's silly. They don't
have the technical expertise yet, but they can fool around with it and think
about it. That's how they figure out that it is worth their time to
"practice" and develop techniques and skills, etc.
--pam
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
[email protected]
In a message dated 7/10/2002 4:27:12 AM Pacific Daylight Time,
[email protected] writes:
covered....but it doesn't give the poor kid a CLUE about what he/she'd be
DOING in the future if he/she majored in that subject.
I KNOW this because I blew it. I LOVED learning economics and statistics
(econometrics). It was satisfying to me to master all the technical stuff and
to finally feel like an ADULT (because adults understood how the economy,
business world, and government all worked and interacted and kids didn't, in
my mind). I loved LEARNING it. But I did NOT at all love the work itself - it
was boring to me once I'd learned it. I should have known, too. I'm a person
who needs a group of people interacting around me to be happily productive,
much of the time. But econometricians work mostly in isolation - they are
analysts. I made the best of it - worked on as many collaborative projects as
I could. But I really didn't enjoy it at ALL.
I encourage kids (my college students and hsed teens I talk to) to think
about "what will I be doing with this degree?" before deciding on a major.
Not that they have to have a specific job in mind - but they should think
about what KIND of work they are getting prepared to be doing. Nobody is
stuck - I got out of what I was prepared to do after some years - but it is
worth THINKING about, anyway, in advance.
--pam
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
[email protected] writes:
> Research not only the place but the people: Kids should not goSitting in on classes is fine to get a sense of what kind of material is
> 'green' to college --they really should have an idea of what their
> major is going to be. This does not only mean reading the catalog of
> courses, but getting familiar with the work of their future
> professors. This means, reading their articles or books and, if
> possible, even sitting in some classes. The more they get to know a
> place or a department, the less likely your son or daughter will
> waste their time (and your money) in what we used to call at the
> admissions office a 'bs BA'.
>
covered....but it doesn't give the poor kid a CLUE about what he/she'd be
DOING in the future if he/she majored in that subject.
I KNOW this because I blew it. I LOVED learning economics and statistics
(econometrics). It was satisfying to me to master all the technical stuff and
to finally feel like an ADULT (because adults understood how the economy,
business world, and government all worked and interacted and kids didn't, in
my mind). I loved LEARNING it. But I did NOT at all love the work itself - it
was boring to me once I'd learned it. I should have known, too. I'm a person
who needs a group of people interacting around me to be happily productive,
much of the time. But econometricians work mostly in isolation - they are
analysts. I made the best of it - worked on as many collaborative projects as
I could. But I really didn't enjoy it at ALL.
I encourage kids (my college students and hsed teens I talk to) to think
about "what will I be doing with this degree?" before deciding on a major.
Not that they have to have a specific job in mind - but they should think
about what KIND of work they are getting prepared to be doing. Nobody is
stuck - I got out of what I was prepared to do after some years - but it is
worth THINKING about, anyway, in advance.
--pam
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
Nora or Devereaux Cannon
20 years ago our son discovered square and cube exponent/roots
playing with pennies on the table - he was 4.
playing with pennies on the table - he was 4.
----- Original Message -----
From: <PSoroosh@...>
To: <[email protected]>
Sent: Wednesday, July 10, 2002 11:39 AM
Subject: Re: [Unschooling-dotcom] Digest Number 2153
| In a message dated 7/10/2002 4:27:12 AM Pacific Daylight Time,
| [email protected] writes:
|
|
| > PAM: I can remember wanting to know how to play "Fur Elise"
on the
| > piano so badly, but it was in the 3rd Suzuki book. I quit
lessons in
| > the middle of the 2nd book and never did learn to play that.
If a
| > teacher had "taught" me (allowed me to learn?) that piece, or
if
| > someone had encouraged me that I COULD play if I tried to
plunk
| > through it… who knows if I'd have kept with the piano? Maybe
someday
| > I'll take it up again… =-(
|
| When I talk with interested kids about math stuff - and they
realize that I'm
| going to follow THEIR lead and talk about or show them stuff
that they're
| interested in, they almost ALWAYS want to know about advanced
mathematics.
| They might not have the name for it - but their instincts are
good - they ask
| about stuff that they'd probably never get to in school.
Sometimes they just
| simply ask, "What IS algebra about?" Or "What is calculus?" One
thing leads
| to another and sometimes we talk for hours. I never tell them
they aren't
| "ready" to fool around with advanced math ideas. That's silly.
They don't
| have the technical expertise yet, but they can fool around with
it and think
| about it. That's how they figure out that it is worth their
time to
| "practice" and develop techniques and skills, etc.
|
| --pam
| National Home Education Network
| http://www.NHEN.org
| Changing the Way the World Sees Homeschooling!
|
|
| [Non-text portions of this message have been removed]
|
|
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[email protected]
In a message dated 7/10/2002 4:27:12 AM Pacific Daylight Time,
[email protected] writes:
assume that their kid is going to go to a selective university someday and
they worry that homeschooling will interfere with their dreams. The point is
that it won't, first of all, and a second point is that even IF they end up
wanting a highly selective university degree then it doesn't make much sense,
economically, to spend the money getting a BA or BS from a highly selective
university -- better to go to a much much less expensive state college (and
even start out at community college) and then, IF a highly selective degree
is still desired, that might be the time it makes sense to spend the small
fortune it costs - in getting a graduate degree.
Again, this is to relieve the fears and trepidations of those considering
homeschooling but who think it might interfere with THEIR college plans for
their still-young child <G>. But it is good advice, too, for those with older
teens who are considering college --- consider NOT spending too much money on
a BA or BS degree and then going to grad school - an extra year or two for an
MA or MS degree - at that expensive place (there are more financial aid
opportunities for grad school, too, lots of teaching and research
assistanceships that cover all tuition expenses plus a monthly stipend, for
example).
--pam
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
[email protected] writes:
> >Still, by the time they do have to go for a graduate degree, the IvyI think the point is a good one though. Lots of people with young children
> >League or top-ten graduate school diploma would make sense.
> >
>
> You're talking about such a small percentage of people in a smaller
> percentage of situations. I'm having a hard time coming up with the
> right words to describe this attitude except it's all just a bunch of
> New York elitist bull. But I don't wish to be impolite.
assume that their kid is going to go to a selective university someday and
they worry that homeschooling will interfere with their dreams. The point is
that it won't, first of all, and a second point is that even IF they end up
wanting a highly selective university degree then it doesn't make much sense,
economically, to spend the money getting a BA or BS from a highly selective
university -- better to go to a much much less expensive state college (and
even start out at community college) and then, IF a highly selective degree
is still desired, that might be the time it makes sense to spend the small
fortune it costs - in getting a graduate degree.
Again, this is to relieve the fears and trepidations of those considering
homeschooling but who think it might interfere with THEIR college plans for
their still-young child <G>. But it is good advice, too, for those with older
teens who are considering college --- consider NOT spending too much money on
a BA or BS degree and then going to grad school - an extra year or two for an
MA or MS degree - at that expensive place (there are more financial aid
opportunities for grad school, too, lots of teaching and research
assistanceships that cover all tuition expenses plus a monthly stipend, for
example).
--pam
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
[email protected]
In a message dated 7/10/2002 4:27:12 AM Pacific Daylight Time,
[email protected] writes:
--pam
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
[email protected] writes:
> But you never know. Maybe an asteroid heading toward earth some dayYEEEHAAA Kelley --- that's IT! <G>
> will break into several thousand little asteroids and destroy all the
> calculator factories in the world. In that case, it will be a good thing
> we
> all know how to do long division, if we happen to actually remember it.
>
> Egads, I think there's a whole book chapter in this.
>
> Peace
>
> Loren Kelley
--pam
National Home Education Network
http://www.NHEN.org
Changing the Way the World Sees Homeschooling!
[Non-text portions of this message have been removed]
[email protected]
In a message dated 7/10/02 8:50:24 AM Pacific Standard Time, dcannon@...
writes:
arranging squares of stacked pennies? Please elaborate?
Loren
[Non-text portions of this message have been removed]
writes:
> 20 years ago our son discovered square and cube exponent/rootsThat sounds interesting. The squares I can see. How did he do cubes? By
>
arranging squares of stacked pennies? Please elaborate?
Loren
[Non-text portions of this message have been removed]