Well,
we tried school for three months. My kids got hit a lot. The head
teacher was more upset that my kids fought back than they were that kids
hit them. We decided that home education is the way forward for our
family for the foreseeable future.
I
am trying to adapt my language. We have moved to the UK and here the
preferred terminology is “home education” as opposed to “home schooling”
for all kinds of reasons. However, I have been home schooling in the US
for many years so I’m sure I will slip up at times. I’m trying.
Like
many people who do not send their kids to brick and mortar school I
find that our approach changes year by year. There isn’t “the way we
home educate”. Things change because the developmental levels and
abilities of my children change. Things have to shift as life
circumstances shift. I know that in the past some people in our lives
have deeply resented the fact that we have a more fluid life than they
prefer and I need to not let it slow me down.
Up
until the age of 7 I do full on unschooling. I don’t do any focused,
formal, sit-down work with my children. I believe that the best way for
very young children to learn is to be exposed to as many situations as
possible and be encouraged to play hard. My family lives in a word-rich
environment. We don’t have a television and we read constantly as a
family. We read a fairly staggering range of books and we talk all day
long. There is very seldom a quiet moment and we like it this way.
My
children are currently 11, 9, and 2. It’s going to be a new adventure
to buckle down a bit more while giving my 2 year old the freedom she
needs. I love having three children and this feels like the most
fabulous family configuration I can imagine for us. It wouldn’t work for
everyone and that’s ok. We are all very high
intensity and we don’t have an extended family network to share that
with. We have friends and connections in the community but we are all a lot. We like that within our little family pod we aren’t too much for one another.
We
have done years where we work on individual skills and years where we
work on major projects in a more college-oriented fashion. Then we
traveled the world and were much more unschool focused for a while. I
have spent a lot of the last couple of years pushing my kids too hard
because I had a lot of personal anxiety around them “not being at grade
level” if they had to go to school.
Ha. Hahahahahahahaha. Ok. Well, now that they have attended school that anxiety is over. Sure, their handwriting is super not awesome
but their actual subject knowledge is well over grade level in every
way. My 11 year old cannot be tested by local age-appropriate schools
because she is so far off their charts. We have some local buddies who
are in their senior year of university and they have commented that her
writing is easily on the level of most of their peers.
Right. We are doing fine. I need to relax more.
But
I am not a permanent unschooler at heart. I was a classroom teacher for
a long time and we have a house full of ADHD and I am autistic and my
children thrive best with a loose structure. We are at our best when we
have patterns and flow but not rigid demands.
So.
Lesson planning. For the first part of this school year we were deep in
survival mode. We didn’t do a lot of formal academics at all because we
were traveling then adjusting to moving permanently to a new country.
That was a lot. Then the kids went to school for a while. Now they have
been out of school for over a month and we have spent the last few weeks
doing a slow drift out of the school mode back into a more eclectic
style. But I don’t feel that our current methodology is going to result
in a lot of long-term progress. I care about them making progress
towards their future, not grade level skills per se.
Thus
we are talking about moving more in the direction of unit studies for a
while. Right now they are selecting whatever they feel like learning
out of a larger umbrella topic day by day and there isn’t a ton of
building on previous growth. I want to see growth.
I gave a loose summary of what a unit could potentially look like
using shopping as a sample topic. After talking about it for ten
minutes they are super enthusiastic and they want that to definitely be
our first topic. Oh, ok. I hadn’t actually intended to just go that way
but why not.
So
here is my initial for-myself brainstorm on this idea. I am literally
thinking this up as I type and it may change as we go forward. But I
really like to talk/type to myself as I work out my thoughts and I felt
like this was a good place to put this. With no further ado…
Shopping Unit
To
begin with we will do some research on local salary levels and how much
of a percentage of average salaries people tend to spend on food. I
intend to ask them to each pick three different cities in three
different countries and get an average idea of how things vary across
the globe. (This will allow us to build on this general idea as we go
further with other budgeting type conversations over the years.)
Once
we have a solid idea about the variance among the six different places
we don’t live in we will look together at the average for our city and
then we will place that next to our actual family budget over the past
few months. I keep records so this won’t be complicated. We will talk
about why our family budget is or is not close to local standards.
Both
of the older kids will get to pick whether they want to make up a
budget for a single person or a family (they can pick the size) and we
will sit down and talk about a nutritionally balanced meal plan. They
can use a variety of recipe books and online websites to figure out what
kinds of meals would allow them to eat in the healthiest way possible
for their needs. (One child is mostly vegetarian and the other child
really prefers to eat more meat and fewer meals.)
Once
we have our proposed meal plans we will head off to local stores to see
what they can buy with their budgets. This will involve many trips to
stores as they are not all in one area and the store trips will double
as PE because we will have to walk/ride our bikes for many miles just to
get this data. I will also be saving the store ads I get in the
meantime. I will suggest they look into alternative ways of getting food
(delivered veg boxes, restaurants, or big online delivery places like
Amazon) and compare how they can do on value for money.
While
we are in the stores collecting the data on prices we will also track
where the various food items come from. On many separate days at home
the kids will use the information about where the food comes from to do
geographical research. I want them to see where in the world the food
must be grown, which countries could it come from.
What are the labor practices in the various countries like? What is the
GDP of the different countries involved and what is quality of life like
for the citizens (particularly the farmers)? How are global warming and
pollution impacting the food production in those countries? I want the
kids to be able to draw maps of where these countries are in
relationship to their continents; they don’t have to be perfect. Where
does the water come from for this food growth?
Now
go back and look at your proposed meal plans and budget. How are your
choices impacting people in more vulnerable positions? Do you feel like
you are making ethical choices? How could you adapt your choices to be
more respectful of the totality of the needs of the planet? This will
have to involve some longer pieces of writing (hand writing!) as we will
also go through and cover ethics as a sub topic here. We have several
books on ethics that we will read and consider in an abstract way in the
process of being able to apply them to this topic in particular.
We
will make more progress on gardening efforts and we will talk about
soil nutrition and balanced growing efforts. We will look at whether the
various countries that are producing our foods focus on monocrops or if
crop diversity is implemented. We will talk about the differences
between doing a little bit of gardening versus having to do large scale
farming for a living. We will visit local farms to talk to actual
farmers about how their lives are structured.
We will research how building houses impacts farm land and we will look into how farms impact wildlife and biodiversity.
Through
the course of this unit I want to make notes for myself so that we can
have a unit test at the end. The test will cover any and all of the
research we do together. I hope to find 20–50ish questions (probably
slightly different questions for the two kids because they are not at
the same developmental level) to check how well they are retaining this
information and whether they can apply it at a later point.
They
will be doing a fair bit of short writing efforts throughout the unit
because they will have to do a lot of note taking and maths work. I
think we will have a weekly short response writing effort summarizing
what they feel they have learned that week so they can refresh their own
learning.
I
think we will need multiple longer writing efforts. It would be nice if
they each wrote a fairly detailed graphic story that shows various
parts of the food production process and why it works the way it does
(they really like doing this; in the past my oldest did a fabulous comic
on immigration to California as part of history). This will be both art
as well as working on neat handwriting.
As
the final project I will help them assemble a long report on food
production, how they will utilize the money they have for their budget,
where they want to try to buy food from and where they want to avoid
food from as they explain the ethics of food buying, and talk about the
global conditions that are likely to impact the food chain as they grow
into adulthood. I will be involved to help them in this process and I
will guide them on formatting and I will help with editing but the
writing will be theirs. The final report will go through at least three
versions: rough draft, second draft with all of the
spelling/grammar/major logical issues addressed, and if the second draft
is really good enough a typed third draft. If the second draft gets a
big fat raised eyebrow they won’t type until the fourth draft. The final
written draft must be written to be legible and neat. But they need the
typing practice as well.
I
don’t know for sure how long this will take us. As a rough guess at a
minimum we will spend six weeks on this but it might take a fair bit
longer. We tend to fall into research holes and we love our tangents.
I know this will need refinement as we go and I will ask the kids for their feedback but this feels like a starting place.