Call Us: (765) 617 4739

Prescription for the New Year

Welcome to January, 2013!!

Now, unlike homeschooling moms in the southern hemisphere (who are just getting ready to start school — it is mid-summer there!), you are probably facing a wall of inertia at the moment.  I mean, didn’t you just give every ounce of energy into creating a fabulous Christmas experience for your family??  Not only that, only a few months ago you launched a new school year for your kids!  Whew!!  No wonder an insurmountable Wall of Inertia—sort of like the Great Wall of China—is looming over you.Great Wall

 

So, what’s a mom to do?  Here are three suggestions that come from my own struggles to get through that wall, particularly when January can be so grey and tedious.  Here’s the list:

 

 Inspire  
Analyze
 Energize

First of all, Inspire.  When facing obstacles of any sort, it has been remarkably helpful to read someone else’s story about how they overcame the odds, broke through the wall, and achieved their goals.  Inspiration provides that first step of getting our hearts to believe that it is possible to keep going.  That is why we love stories of people like Joni Eareckson Tada and Corrie ten Boom, because they remind us that there is incredible blessing on the other side of our pain.  So, I want to encourage you to read or reread another family’s story of homeschooling, one that will inspire you!  (If you aren’t sure what to read, check out my Once Upon A Time ebook, part of our downloadable collection.)

Gladys AylwardOne inspirational story that I think of often is the story of Gladys Aylward. Gladys was convinced she was supposed to go to China to serve as a missionary.  Unfortunately, her lack of academic ability—they told her she was too dumb—caused her to be dismissed from missionary school and rejected as a candidate for missions.  This setback, however, did not change Gladys' determination to do what she felt God had called her to do.  In 1930, after saving up her wages as a servant, she bought a ticket to travel to China by train—across Russia!  What was she going to do in China?  It didn’t sound profound, because her opportunity was to become a servant, a helper, to an aging missionary, Agnes Lawson.  But in this position, Gladys learned to speak Chinese and to love the Chinese.   In 1932, after Mrs. Lawson’s death, Gladys was appointed "foot inspector" for the Chinese government, as a new imperial law was decreed to eliminate the practice of foot binding—and no one else in this region was as suited as Gladys to radically break with cultural tradition.  This amazing job gave her an opportunity to share about Jesus with villagers all over this province, something no one else had been able to accomplish.  Later, when the region was invaded by Japanese forces, she led one hundred hungry, tired, and frightened orphans across the mountains to safety.  Gladys did many other amazing things that you can read about in Geoff and Janet Benge’s biography of her, part of the YWAM Publishing Christian Heroes: Then and Now series.  Her story is just one among many that remind us that God never calls us without providing the strength and resources we need to accomplish that call—including homeschooling!   

The second step is Analyze.  Take some time—alone, with your spouse or with an encouraging friend—to ask yourself specifically what factors are weighing you down.  Are you the Type-A driven homeschool mom who can never say “no,” and who thinks that if maxing out is good, then adding a few more pieces would be even better?  (I can speak from experience on that one:  simplify, simplify, simplify!)  Do you have a child who is not thriving on that expensive curriculum, but you are determined to wring every bit of value you can out of it?  (Simply put, which is more valuable, your child or the money you spent on the curriculum?)  Are you suffering the exhaustion of trying to keep up with the the Joneses — homeschooling style?  (Ah, dear one, NO ONE keeps up with those guys.  Did you know they don’t really exist?)  Write down the specific issues and then prayerfully and carefully consider your options.  What can go out with the trash????

Cute KidsAfter you've decided what to toss, take some time to map out the rest of your school year.  I'm not talking about a rigid schedule, just a framework to help you captain the ship more effectively.  (After all, your homeschool may look a little different without that curriculum that takes 5 arguments and 6 hours to finish every day!)  I find routines with flexibility are incredibly helpful to enable kids and moms to relax.  Somehow, knowing generally what is happening next, gives a family a sense of stability and comfort.  If you are already a schedule type and your family is overwhelmed by your military-like transitions, you can map things out too–just remember your challenge is to schedule time for fun and relaxation!

Last, but not least, Energize.  As a Homeschool Practitioner, I am going to write you a prescription for beating the winter blues.  If you are not someone who typically exercises, insert a 15-minute walk into your day.  This will actually release endorphins that help improve your mood and clear your mind!  Read a chapter of Proverbs every day.  I believe that there are thirty-one chapters for a reason!  Proverbs will give you the wisdom you need in the moment that you need it.

CatanFinally, make lots of room in your heart, your mind and your schedule to add in great doses of humor, fun and games!  It will provide an energizing zest for both you and your children, making each day easier and more profitable for all.  Some games that promote logic and strategic thinking are "The Settlers of Catan", "Risk" and "Monopoly".  Some fun word games are "Boggle" and "Scrabble" (check out a variation of Scrabble called "Take 2" that is faster paced.)  For younger kids, an interesting game that isn't too tedious for parents is, "Snorta" and little children can usually play "Toss Up" if they have good counting skills.  With the possible exception of "Snorta" these games can be integrated into your school day without guilt because of the skills they teach and your kids will love it!

I hope these ideas will encourage you, and don’t forget, you can get a HUGE dose of encouragement from my “Encouragement for Homeschool Moms” collection, which is 100% downloadable and is on sale for the next 5 days!

Remember, stay relational.

 

Do you mind if I retire?

Diana Waring is retiring from speaking!At the 2015 Cincinnati Great Homeschool Convention, I made this public announcement:

"As of this weekend, aside from special circumstances, I am going to retire from speaking!" After twenty-six years (27 convention seasons) as a speaker, it is time for an ending and a new beginning. So, today's blog is an introspective trip down memory lane, as well as my perspective on some of the changes in homeschooling since the 1980s.

First, the stats.

Beginning with the 1989 WHO convention in Tacoma, Washington, I have spoken at more than 300 homeschool conventions throughout the U.S., Canada, N.Z., Australia, Korea, Thailand, Hungary, and Scotland. Added to that are more than 150 homeschool meetings, ranging from "fireside chats" to day-long seminars to week-long family camps in such diverse places as London, England; Rotorua, New Zealand; and Hilo, Hawaii. I have spoken in every state except Rhode Island, Vermont, and Kentucky. One year, I experienced the climactic extremes of speaking in Alaska in February (-15º F) and Hawaii in March (75º F)! And, we've seen a huge range of audiences. With our three children, I performed a musical concert for an audience of 2,000 in Orlando, Florida, and, shortly after, gave presentations to as few as four homeschooling families in small towns in New Zealand. We estimate that, in all, I have spoken to several hundred thousand people across four continents in nearly three decades.

Family stats:

The Warings in concertAfter 1989, our three children traveled with us until they either graduated or were close to graduation—including to Canada and New Zealand. (They missed all of the other international experiences, and we missed having them with us!!) From 1993 until 1999, part of our repetoire was to present a family concert—Yankee Doodle Tells A Tale—an entertaining look at American history through folk music. Bill and Diana WaringFrom Portland, Maine, to Portland, Oregon, we performed over 100 concerts in mid-1800s costume to the enthusiastic response of homeschooling audiences.  After 1999, we began singing other styles of music together on convention platforms, including an a cappella rendition of "Java Jive." My indefatigable husband and best friend, Bill, has worked for the past twenty-six years, both behind the scenes and alongside me, at each of these conventions—apart from one in Tampa and one in Atlanta.

Favorite memories:

As I close my eyes and reminisce, the image pops to mind of my family belting out sea chanteys as we set up and tore down our booth at conventions. "Away Rio" was our favorite for this task, and usually had other vendors smiling and nodding in time to the rhythm. It made the work easier, faster, and it was incredibly fun! Honestly, setting up and tearing down has never been the same since we broke up the band. . . Also, having my kids show up again and again at my workshops was delightful, but surprising. When I would ask them why they had come (since they had heard it all before many times), they would say, "Yeah, Mom, but it's so FUN to hear you speak!!" I treasure those comments more than words can express.

Favorite conferences:

Diana speaking in New Zealand, 2009The most incredible experience I ever had as a speaker was in Auckland, New Zealand, in 2009. There was something magical that day between the audience and me, as they laughed uproariously at my jokes and shed tears as I shared my heart. I knew that they had given me a remarkable gift as they openly and instantly responded to every nuance of parenting and homeschooling that I shared.

And, then there was the first national homeschool conference in Scotland in 2005. Since my ancestoral roots are Scottish, I  asked them to consider me their long-lost, strangely-accented cousin. . .and they did! With vendors from four nations, the organizers were thrilled with the audience turnout—and so was I. It was incredibly honoring and humbling at the same time to be the speaker to thirty-five eager and attentive homeschooling parents. And, though the number may sound small, it represented something massive in that nation.

Perhaps my favorite convention in the U.S. was in Orlando, Florida, in 2000, when we spent an evening with Rosemary von Trapp, eldest daughter of Captain and Maria von Trapp (you can read about it here). It was another one of those never-to-be-repeated, magical evenings that live on in my memory.

Changes I've seen:

In 1989, when I began speaking to homeschoolers, the national movement was less than ten years old. Increasingly, though, we were seeing divisions taking place, as people vocally took sides over whether to have "Christian" support groups or "inclusive" support groups. Traditional textbook companies, who had only recently begun to sell to homeschoolers, vied with entirely different kinds of approaches, primarily "unit study" and "unschooling"—and each group had vocal supporters and critics.

In the mid-1990s, some in the homeschool movement were bringing other "outside-the-norm" concepts to homeschooling, including homemade bread, home births, living off the land, owning your own business, and  courtship. You may not remember this, but the BIG news among homeschoolers at the end of the 90s was the fear-based scenario of Y2K. It became a joke on January 1, 2000, when the world as we know it did NOT end—and many were left with odd "survival" foods, like gallon jars of dried celery!

When it came to moms (and dads) actually teaching their children at home, the early homeschool methods—traditional, unit study and unschooling—now added the much older Charlotte Mason approach (from 19th century England), and then, in a race to the past, classical education (drawing from the ancient Greeks, with a nod to medieval Europe). Online academies and even public charter schools made their way into the homeschool market. For those who wanted a bit of this and that, the term "eclectic" was coined. A veritable smorgasbord of educational choices, with an increasing flood of curriculums and materials, was now available to  families. But this did not actually make things easier.

In the past decade, the homeschool message has seldom included the idea that teaching your kids at home brings FREEDOM to enjoy learning, to explore areas of interest, to learn at a comfortable pace, to have free time in which to create or practice or try something new. Instead, we are often told that, in order to succeed, students need to accomplish more, work harder, do it faster, study more subjects than ever before. No wonder so many are finding this overwhelming! And, no wonder homeschool moms are struggling more and more with guilt, fear and failure.

And, yet. Week after week, we have heard first-hand stories of families loving homeschool, of students enjoying learning, of amazing creativity taking place. So, this kind of homeschooling is still alive and well. My hope is that it will grow and prosper!

What's next:

Watch beauty bloom in the gardenGrowing flowers and herbs and vegetables, for starters. I want to play in the dirt with my seeds, and then watch beauty bloom right before my very eyes. (Traveling during spring and early summer each year has definitely had a dampening effect on my gardening aspirations. . .) And, while we're ambling in the garden, I want to watch the birds playing in our backyard. So far, we've counted twenty-six species. . .but I am hoping for more! 

I am not completely retired, however. Though I have finished on the speaking circuit, I am still a writer. Gardening and bird-watching are just hobbies to delight in after writing each day.

So, what will work look like, since conventions are now a thing of my past? Along with continuing to blog about how to enjoy homeschooling, writing for The Old Schoolhouse and Home Educating Family magazines, and doing an occasional online workshop this summer, I am looking forward to teaching a nine-month online history course for high school students with Red Wagon Tutorials (the class is Napoleon to MacArthur), and, finally, writing an adventure book I've been waiting TWENTY YEARS to write. It is one of the most incredible stories I've ever heard, it's verifiably true, and I've got all of the original sources for it. Can't wait!!!

How it ends:

We are planning, with the help of a dear friend, to have a retirement party this September, and, possibly, an online party as well. In the meantime, if you have stories, anecdotes, thoughts, or blessings to share with us as we walk into this entirely new season of life, feel free to post comments here, to share with us on Facebook, or write us at:

Diana Waring
P O Box 1261
Anderson, IN  46015

 

Share This:
facebooktwitterpinterest Read more

Artificial Curriculum? Part 2

Pour-out-the-education curriculum?Last week, I shared the story of making blueberry muffins two different ways. . . And then compared that to homeschool curriculum. (Read it here.)

Realistically, is it possible for our kids to enjoy an appetizing experience in learning, one that leaves them wanting more?  If so, what are the practical steps to take? And, what kind of curriculum assists us in this endeavor?

Well, let's start with the analogy:

What goes into making muffins from scratch?

Farmer in the fieldsVery few people grow their own wheat, sugar cane, and blueberries. Not many own their own chickens or dairy cow. But, you don't have to be a farmer to make good meals!  When I made  blueberry muffins from scratch, I used flour, sugar, salt, oil, eggs, milk and blueberries, all of which were available in the grocery store. I read a recipe in a cookbook written by someone else.

Does that make sense?  My part was fairly simple: buy the stuff and follow some directions.

When you think about it, though, you might recognize that this is basically the same process as making the artificially flavored, store-bought mix—I bought a box and followed its directions.

So, what is the difference?

The most important difference, resulting in radically different outcomes, is that when I made muffins from scratch, I had the freedom to make choiceschoices that were not available with the store-bought mix. For better health, I chose raw cane sugar and whole wheat pastry flour. For better quality, I chose fresh blueberries.  For better flavor, I added freshly grated nutmeg (which isn't in my blueberry muffin recipe) and topped the muffins with a raw sugar/cinnamon mixture (a trick learned from another recipe).

  Fabulous muffins—created with a reasonable effort—that were eagerly eaten by all.

Now, use that concept for homeschool curriculum. What determines whether it is fresh, drawing students into a love of learning, rather than artificial, ruining their appetite?

Ask these questions:

• Is it a pour-out-the-education curriculum—all I add is eight hours per day?

• Am I afraid to take a day off for the zoo or a trip to the library—for fear my kids might fall
  behind?

Does it require my children to spit out prepackaged facts, rather than interacting with
 the
  material and asking their own questions?

• Do I feel intimidated by what other kids know, regardless of the unique and valuable things
  my kids DO know;

• Does it allow time and opportunity for kids to follow their curiosity and interests?

• Am I pressured to do everything in the curriculum? Or, can I make choices, make 

  substitutions, to cater to my children's needs and interests? 



Finally, let's talk about some choices YOU can make when it comes to homeschooling, regardless of your curriculum:

• look in education “cookbooks"—curriculum, books on homeschooling methods, internet sites—to find “recipes" for things like fun ways to learn prepositions;

• stock your shelves with good materials—fascinating books, audio CDs, DVDs, art supplies, math manipulatives, curriculum you like—and have a willingness to let mess happen;

• try something different now and thenwhether a different book, a different activity, a different curriculum, or a different approach.

Elementary grades requires easy efforts—looking at pictures of butterflies and then visiting a butterfly house, using modeling clay to make colored balls for homemade math manipulatives, or reading one of the Little House books outloud and then making a recipe for one of the dishes described.

High schooled homeschoolers could stretch to moderate efforts—interviewing professionals to better understand possible career choices, working as volunteers at a zoo or garden, making homemade soap from lye, or creating new games based on history. You may find sometimes that you've bitten off more than you can chew because an attempt is too difficult, but even then, your kids are experiencing the fun and the interest of something new.  The enthusiasm generated by trying a new "recipe" will actually provide a large measure of learning for your kids—"Wow, making soap can cause an explosion!"—and this enthusiasm in learning will carry over into other attempts..



BlueberriesWhen you make healthy choices—where you are free to cater to specific needs and interests, where you are given the freedom to add some of this and change some of that, where you are in control of what actually goes into the mix, when the curriculum is your servant rather than your master—your children will become far more motivated to learn.

They will actually say, "Mom, is it time for school yet?" because, when the muffins taste better, they are eager for seconds.



 

Share This:
facebooktwitterpinterest Read more

Teaching Tip #7 — Comprehension

Written words open doorwaysLanguage is one of our greatest gifts, showering us with a richness of communication, of thoughts and ideas, of new horizons and ancient peoples, of beauty and tragedy, of redemption and deliverance. Can you imagine how shallow life would be if we were limited to mere grunts and gestures? How would you convey your appreciation of a spectacular sunset—much less your deepest thoughts on the meaning of life—if there were no words available?

When we speak words, we communicate with our tone, with our hands and posture, with our loud enthusiasm and our quiet musings. When you listen to someone speak, you find cues to the meaning of the sentences, and you can often ask the speaker to clarify anything that you did not understand.

Comprehension is a skill that takes time to learnWritten language is different, isn’t it? We may be reading words written centuries ago, words written in another language and translated, words from a culture that is so foreign to us that we misunderstand the heart behind it. And yet, written words open a doorway to places, people, events, discoveries, and ideas that lie far beyond our day-to-day lives. Language in written form is a priceless gift, one that we seek earnestly to pass on to the next generation.

And that is where today’s teaching tip begins. To comprehend what we read is far more than merely being able to identify each word. There are meanings in words, concepts in sentences, significance in paragraphs, over-arching implications in books, essays, and poetry. Authors, whether living or dead, mean something by what they have written. And being able to comprehend it, to process it, to argue with it, to be inspired by it, to change your life because of it is a skill that takes time to learn.

So, when it is time to read each article in my History Revealed curriculum, be with your student. In order for them to comprehend the meaning, it may be best if one of you reads it aloud. That allows opportunity for words to be explained, concepts to be discussed, questions to be tossed back and forth, as you read together the written words. For high-school students, they may prefer to read it to themselves, and then dialogue with you regarding the issues and questions that were raised. Growing the skill of comprehension is worth the time and effort, as your students begin to think deeply about everything they read.

From Romans, Reformers, Revolutionaries, here are the opening paragraphs from the article at the beginning of Unit One.
The Rise of the Church & the Fall of Rome:

In the distant Roman province of Judea, the Roman procurator authorized the execution of a man whom local rulers had accused of treason, saying that He called Himself “King”—against the authority of the Emperor, Tiberius Caesar. Rebellions in the Roman Empire were swiftly put down, as indeed they needed to be, if the far-flung empire was to function as the controlling government. Thus, the execution of one man was, to the Romans, both the accepted fate of a rebel and far more efficent than the destruction of an entire nation—which might have been necessary had He not been silenced.

It caused no stir in the center of the empire—at least, not in the very beginning. The small band of disciples in Judea was a mere drop of water in the vast Roman ocean, and they were now leaderless. All their hopes for a restored and mighty Kingdom of Israel were as ashes; all their courage had fled with the arrival of the mob. They had believed Jesus was the Messiah, the long-awaited One who would right all wrongs. To their horror, He had been killed—mocked by the crowd and crucified as a common criminal. It was hardly the future they had envisioned while following Him down the dusty road toward Jerusalem. All that remained for them was to wearily and mournfully go back to their old lives.

If we could step back into that moment, not knowing anyting of the next two thousand years, we would be as bereft as were the disciples. The might of Rome was in place to serve, not the needs of conquered people, but the interests of Rome, especially those of the emperor. Power, fame, and the accumulation of great wealth were as motivating to people of the Roman Empire as they are to people of today. They served various gods through assorted religious rituals, hoping that they might incur the favor of those gods and deflect their anger, much as people do today. Poverty, hunger, disease, and oppression were rampant among the majority of people, without any hope of change. Life was bleak. And for the few who had heard and believed Jesus, hope for something new had died with Him on the cross. Do you see it? Do you grasp the utter hopelessness and despair? It lasted for three agonizingly long days.

St. PeterSuddenly, in a moment, an event rocked the cosmos. It turned the disciples’ utter mourning into rejoicing and set their hearts on fire. . .

Share This:
facebooktwitterpinterest Read more

Artificial Homeschool Curriculum?

FBEnjoyLearning

Here's a homeschool riddle for you: How are a muffin and a curriculum alike?

Answer: Whether or not we devour it!!

To explain this odd concept, I have a story. laugh

Some years ago, I was asked to make muffins in a hurry by my mother, using her store-bought mix. Since I enjoy cooking, I was glad to help her out. Unfortunately, I licked the spoon when it was over.



Mistake. The taste was awful!

BlogHomemadeBetterA few days later, I was to speak to a group of homeschoolers, so I decided to create a taste test in order to highlight the connection between muffins and curriculum.

I made a batch of store-bought blueberry muffin mix (with artificial blueberries), and a batch of homemade blueberry muffins (with fresh blueberries). The assembled folks got to sample a bit of each, and were then asked to comment on the flavors. Would you be surprised to hear that they each loved the homemade muffins (eagerly eating every morsel), and wouldn’t even finish half of the artificial-blueberry-store-mix muffin?

Why is that not a surprise? Obviously, nothing can compare with fresh, quality ingredients.

Quality in, quality out.



The same is true in education. To see this for yourself, try this experiment:

Offer a child a worksheet on bears from a textbook you know is boring, and watch his level of enthusiasm. Did it drop like a brick?

Bears at Indianapolis zooThen offer the same child a trip to the zoo to see bears. What happens to enthusiasm in the second scenario? It skyrockets, doesn’t it? 



I know what you’re thinking:



“No way!  I can’t entertain my kids all day long.”



“No one taught me that way, and I did pretty well.”



“The real world isn’t like that, and they better learn now that
 life is boring.”



“How on earth would I keep up that kind of schedule?

“

"How on earth would I teach all the subjects?”



“How on earth would we get anything else (like laundry) done?”



Did I miss your comment??? Though most of you wish that it were possible to give your kids fresh, quality ingredients in their education, you may have resigned yourselves to the necessity of an artificial, boring, standard curriculum.



But—what if it were possible?

Suspend your arguments for a moment and ask, “How much more would my kids enjoy learning if it were fresh and interesting (like making muffins with real blueberries)?"

Then ask yourself, “Could my kids enjoy learning if we tailored it to their particular tastes and interests (like making muffins with apples instead of blueberries)?"



If you are willing—for the sake of a satisfying educational experience—to break out of the box, then join me for Part 2 (posting next Monday), where I'll offer some guidelines and suggestions on how to evaluate whether your homeschool curriculum is artificial or fresh.

Btw, I don't subscribe to the you-have-to-do-it-all-by-yourself style of homeschooling—where you need three Ph.D’s to create detailed lesson plans for self-designed curriculum for every child, printed on your own printing press with paper you made yourself—in order to give them a “fresh” quality in their learning. Instead, I am talking about making some slight adjustments that could have your children eagerly asking, “Mom, is it time for school yet?”

Share This:
facebooktwitterpinterest Read more

Teaching Tip #6 — Storytelling

The Art of StorytellingThe art of storytelling has been valued for millennia. From tribal peoples to Hollywood producers, telling a good story is one of the most powerful means of teaching the next generation.  Stories well told capture our minds, inspire our hearts, provide a model, and occasionally tickle our funny bone, don’t they?  

Stories exists in fiction and fairy tales, in real-life adventures on land and sea and air, in all countries and cultures and languages, in times past and times present. Stories can be written, filmed, painted, danced and spoken.  But if we were to go back to the earliest people, the keeper of collective memories, of oral traditions, and of remembered history would be the storyteller.  

We can get a sense of the power of oral storytelling by thinking back to our own early days.  Do you remember sitting around a campfire at night as a kid? Whether scouting, church groups, or family outings, there was usually someone who captivated everyone else with their riveting tales. Storytellers such as Garrison Keillor, with his News from Lake Wobegon, delight listeners with hilarious tales of home. First Nations storytellers on Without Reservations share profound stories of coming to faith in Jesus. Among homeschoolers, one of the best known storytellers—and a dear friend—is Jim Weiss of Greathall Productions. His dramatic ability to bring a story to life is amazing.

And, those stories stay with us. Far beyond the facts memorized for tests and quickly forgotten, stories have a way of interweaving themselves within our memories.  They influence, they remind, they direct, they encourage, they comfort, they challenge.

Encouraging their own relationshipFor me, sharing the breath-taking, sit-on-the-edge-of-your-chair-in-suspense stories of history is one of the greatest joys of my life. I love seeing the way stories from history intertwine with stories from Scripture, from Church history, and from the history of missions and revivals. There is something life-changing about seeing the thread of God’s goodness and loving-kindness in human history, even in the midst of the deepest tragedy. These stories not only draw students into history, but encourage their own relationship with the God Who is Faithful.

It changed my life. And, evidently, it is changing the lives of others as well. One of the most precious memories I have is of a homeschool mom telling us that her sixteen year-old son would, when overwhelmed with life, say, “I just need to go listen to Diana for awhile.” She said that my stories from history comforted him as it brought perspective.

And, it is my privilege to share this with you and your students.

My audio CDs are appropriate for ANYONE who wants to learn more about world history, whether students or adults, whether using another history curriculum or simply interested in the stories.

For those using the History Revealed curriculum, we have three different audio CD sets for each of these time periods, Ancient Civilizations & the Bible; Romans, Reformers, Revolutionaries; and World Empires, World Missions, World Wars:

What in the World, Vol 1-3
True Tales, Vol 1-3
Digging Deeper, Vol 1-3

What in the World is a fast-paced, chronological overview of world history, showing how one event leads to another. This is the "spine" of the audio CDs, and is required for the History Revealed curriculum.  Here is a sample from Volume 1:

Audio clip: Adobe Flash Player (version 9 or above) is required to play this audio clip. Download the latest version here. You also need to have JavaScript enabled in your browser.

True Tales is a collection of short biographies, vignettes, and more stories from world history. This is supplemental information, bringing people and events to life.
Digging Deeper is an in-depth look at particular events. This is supplemental, as well, with fascinating insight into various events and movements, such as Church history (Vol 2).

Volume One is history from Creation through Christ.
Volume Two is history from the Roman Empire through the French Revolution.
Volume Three is history from Napoleon through the Korean War.

 

Share This:
facebooktwitterpinterest Read more

Need more time for homeschooling?

Need more time?Time.  Don’t you wish there was more of it in your life? Time to accomplish more, rest more, read more, laugh more, play more? Especially when your life is filled to the brim with to-do’s? I have written about this before in Slow Down and Enjoy This Time, Intentional Living, and Give Yourself a Break.

But, when it comes to homeschooling our kids, how do we find more time? After all, they’re kids, not robots! They don’t just sit and absorb endless amounts of data. And they have this habit of going off on tangents, don’t they?

Poof! There goes the schedule. . .and your stress levels.

Stop and smell the rosesSo, what do we do? How do we find more time for learning?  Well, I’m going to share a radical suggestion:  Instead of pushing harder, why not let them stop and smell the roses.  Surprisingly, this produces HUGE educational benefits.

Here’s a story to illustrate.

Years ago, as we were driving cross-country for the umpteenth time, my son saw on the map that we were not far from Galena, Illinois, home of President Ulysses S. Grant. This held a special fascination for Michael, because he had just recently learned that he shared a birthday with this famous man. Though we were under pressure to get to the next homeschool convention, we decided to drive the extra hour to Galena. After all, it’s not every day that a teenager wants to learn more about history!

Our Objective: Learn more about President Grant.  

I must confess, though, that it grated on my nerves to leave the interstate for this slowly winding road.  As time kept ticking, I became more and more anxious. . .Finally, around one more curve, we had arrived. And, it was literally breath-taking—gorgeous, stately, historic, a survivor from a different century.  Honestly, we’d never seen anything like it before!

At the local Tourist Bureau, we found someone who explained why this place looked so amazing. He said that, prior to the Civil War, Galena had been the site of lucrative lead mines, resulting in lots of wealthy people with lots of money for spectacular architecture.  And, unlike most places in America, this mid-1800s architecture was not torn down to make room for new styles.

The reason? To be able to export lead from the mines, the river had to be dredged regularly—an expensive task.  But when lead lost its value with the change of weaponry in the Civil War years, the city was unable to afford to dredge the river.  Business dried up and most folks moved away, abandoning their mansions. This was, essentially, an elegant 1800s city, frozen in time.

Remember our one objective? In taking a few extra—and incredibly fun—hours to visit Galena, we learned so much more than we had planned:

• the geography of northwestern Illinois, its topography and river systems;
• river-dredging on a tributary of the Mississippi;
• river transport;
• flood gates and river levees;
• lead for military weaponry;
• architectural styles popular among the wealthy in the early to mid-1800s;
• economics of town planning, and of housebuilding;
• U.S. Grant’s home (yes, we did get there!);
• U.S. Grant’s presidency.

All that learning, and we had a fabulous adventure, too!

Learn more than one factAnd, that’s what slowing down and smelling the roses can do for you, when it comes to education. Your kids learn far more than one fact.  With time to explore and discover, they come up with their own questions and find their own answers.   They engage the material. They become self-motivated. Spending this extra time makes learning fascinating and memorable. And, amazingly, they will accomplish more, read more, laugh more, and play more—all while learning far more—than you would have thought possible.  Go ahead, give it a try!

 

Share This:
facebooktwitterpinterest Read more

Teaching Tip #5—Different Tastes

Different tastes in learningIf you were only allowed one kind of taste in your cooking, which one would it be?

You’ve probably taught your kids about the four basic taste categories in food—sweet, sour, salt, and bitter.  (Note: There is a fifth and sixth category, too—umami and piquant— but kids may not understand these flavors as easily.)

A dill pickle is easy to identify.  Sour!!  Some love it, while others shudder.

A potato chip may delight everyone in your home, but the taste is definitely salty.

A small nibble of unsweetened chocolate allows kids to understand the taste of bitter.  And many adults can’t live without their favorite bitter drink—coffee!

Sweet is simple. Maple syrup, honey, sugar are all delectable examples, and most everyone will be lining up for this taste!

Makes you hungry just thinking about it, doesn’t it? And, it’s easy to see that some love the sweet cookies while others adore the salty french fries, some would gladly eat dill pickles all day long while others would happily dive into a chocolate fountain.

Now, with all those flavors floating through your mind, let me ask you a bizarre question:  What one flavor would you serve your kids day-in and day-out? Really, which ONE would you choose?

The reason for asking?  Since we know that all four of these tastes are needed to create varied and appetizing food, it’s easy to see how uncomfortable and restricting it would be to only use one taste category.  And, there is undoubtedly someone in your family who doesn’t like it.

It’s not a very pleasant thought, is it?

It is the same for learning as it is for taste.Here’s the deal.  It’s the same for learning as it is for taste. Some prefer hands-on learning while others enjoy group activities, some love to imaginatively create while others thrive on discovering answers.

Just as we don’t say to the coffee lover, “No, no! This is not allowed!! You must only have things that are salty!!!”, so we should not say to a student who loves to talk or move or dramatize, “No, no!  This is not allowed!! You must only sit quietly and study the book!!!”

And, just like in cooking, when we use four different approaches, we provide our kids a varied and appetizing learning experience.

So, that’s what we did. As I described last week in Teaching Tip #4, in the History Revealed curriculum we use a four-week learning cycle—one week per learning style. This means that every student will have the opportunity to learn history in their own style AND from other approaches.

In each Teacher’s Guide introduction, we talk about this four-week cycle. The following is a brief description.

Week #1 will appeal greatly to the students who love the “people perspective.”  It includes listening to whirlwind audio recordings, reading the unit’s article, Scriptures, and other history materials, and discussing with you what they are learning.

Week #2 is designed to capture the interest of students who love knowing the facts. We invite students to choose an interesting topic to explore, see the chronology through a timeline, and learn new vocabulary. Since each one selects which research project they want to do—and how to share what has been learned—there is great self-motivation!

Week #3 allows students that love hands-on learning opportunities to thrive. From making maps and crafting art projects to doing science experiments and cooking food, students will be able to learn about the culture and era. This week also includes exposure to great art, architecture, and music.

Week #4 gives the idea-loving students a platform and an audience for creative expression.  The possibilities include creative writing, journalism, poetry, short stories, political cartooning, posters, illustrating, sculpting, skits, puppetry, music performance, role playing, pantomime, dance, conceptual design, and more. Each student has the opportunity to be creatively involved as deeply or as casually as their interests take them.

 

Share This:
facebooktwitterpinterest Read more

Humor at Home

Humor at HomeDo you remember the saying,
"Give me a fish and I'll eat for a day, teach me to fish and I'll eat for a lifetime"?  

It is as true for laughter as it is for seafood!

"Tell me a joke, and I'll laugh for a minute.
Teach me good humor, and I'll laugh for a lifetime."

This actually became one of my parenting goals: to teach my kids good humor in the context and safety of home. In the process of learning how to do this, some basic principles began to emerge. I call them my 10 Rules & Regs for Humor.  (This quick list is excerpted from one of the most popular workshops I ever presented, The Hilarious Homeschool.)

1) Don't gain a laugh at someone else's expense—If it makes fun of someone else, don't do it.

2) Snide remarks, put-downs, and demeaning sarcasm  are NOT allowed—Speak the truth in LOVE.

3) Ethnic jokes CAN be, "We belong, they don't!"—Making fun of other cultures and people-groups devalues those made in God's image.

4) Crude jokes are in bad taste—Adults need to be the ones who set the standard for wholesome humor.

Teach them WHY it is funny5) Puns are FOUNDATIONAL—Start with a basic "Knock, Knock" joke, and teach kids why it is funny.

6) Memorize a few good jokes—Give your kids success through tried-and-true laughter makers!

7) Play with language—Try traditional ways, like limericks or "spoonerisms."

8) Home must be safe—Make sure your entire family plays by these rules: demeaning, disrespect, and making fun of others is NOT ALLOWED.

9) Practice makes funny—Take time and make the effort to play with humor. . .Put it on your calendar and in your schedule!

10) Good humor at home uses wisdom—"Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things." Philippians 4:8

According to Proverbs 17:22, "A cheerful heart is good medicine. . ."  And, believe me, you need this kind of prescription!

Remember, laughter is one of the best ways to cheer up a home, especially one filled with fun-loving kids!!

For more explanation of these ten rules and regs, along with some of the funniest stories from my homeschool adventures, check out my Hilarious Homeschool Workshop on CD.

Share This:
facebooktwitterpinterest Read more

Teaching Tip #4 — Learning Styles

Can ALL learners thrive?If you think back to your days in a classroom, can you remember the kid that was always fidgeting? And, what about the one who was always talking? You probably noticed the studious types who knew every answer in English, history or science class, and the gregarious types who knew every person in school. In P.E., some kids could run laps without breaking a sweat, while others could barely make it once around the track. In art or music, some made it look easy while the rest tried to not look stupid. There were labels—from top student to teacher’s pet to ADD to daydreamer to troublemaker—whether positive or negative, given by teachers and other students. Do you remember?

Why do some students thrive when they sit at a desk with a book and an assignment, while others struggle? And, more importantly, why do we consider the former “smart” and the others not? Why do we find some easy to teach—dream students—while others frustrate us? These questions are critical to answer because we want ALL of our kids to thrive in their learning experience.

Back in the early 1990s, we were introduced to a concept that revolutionized our approach to education because it created a way for ALL learners to have the opportunity to enjoy their studies. It was called Learning Styles. Based on an adaptation of the Myers-Briggs studies, books we read focused on what kind of approach appealed to a Thinker, a Feeler, a Sensor, and an Intuitor.  In Marlene D. LeFever’s book, Learning Styles, she writes:

“A learning style is the way in which a person sees or perceives things best and then processes or uses what has been seen. Each person’s individual learning style is as unique as a signature. When a person has something difficult to learn, that student learns faster and enjoys learning more if his or her unique learning style is affirmed by the way the teacher teaches.”

LeFever’s book, among others, described how every student could have an opportunity to thrive—regardless of the subject matter—if teachers systematically used a “learning styles cycle.”

So, that’s what we did. When we began creating the History Revealed curriculum, we wanted every student to be able to learn and to enjoy the process, so we utilized a four week learning cycle for the foundational structure of each chapter. Regardless of their learning style, each student will have at least one week that will spotlight his or her strengths.

Four Week Learning Cycle

And, since some families may want to go slower through the material (or faster!), we use the term “Phase” rather than “week” in the Student Manual and Teacher’s Guide. That means you have the freedom to choose your own pace.

Next week, we will look in more detail at how the learning style cycle actually works.

 

Share This:
facebooktwitterpinterest Read more

Meeting another Von Trapp!

Meeting a von Trapp!Previously, I blogged about my unexpected introduction to Rosemarie, the eldest daughter born to Captain and Maria von Trapp. You can read it here. But, surprisingly, that is not my only experience meeting the von Trapp's.

At a homeschool convention a few years ago, I was presenting History Via the Scenic Route, a workshop about making history come to life using music, geography, science, literature, and more. . . The room was packed out, but, in the midst of all the different faces, I kept noticing this lovely, elderly woman in the back. There was something about her that was striking, and I remember thinking at the time, "She looks like such an interesting woman. . .I wish I could meet her!"

My next presentation would begin only fifteen minutes after History Via the Scenic Route ended, and, because it was in a different room, I had to hurry to get my computer and notes packed up and out the door. As is common, though, lots of folks had questions about the workshop. (Side note: it is not EASY to make sense when you are scrambling!!)

As I was frantically packing the last cord, I heard a warm and cultured voice say, "Oh, you are not leaving yet, are you? I wanted to share something with you!"

I looked up, and there was that charming woman I had noticed earlier. She had such an engaging smile, and I was delighted that she wanted to talk with me—but there was no time. So I asked, "Would you mind chatting as we walk to my next room, as I only have a few minutes to set up for the next workshop?" She graciously complied, and, with her husband, strolled down the hall with me, sharing stories of some of the beautiful things she had seen in Europe—stories that, based on my lecture, she thought I would enjoy.

She had such an engaging smileJust as we got to my next presentation room, as I prepared to reluctantly say goodbye to this marvelous conversationalist, she said, "I have one more thing I would like to tell you, but I am going to whisper it in your ear." This was endearing, and I assumed it was something of an earlier generation's manner.

Imagine my utter surprise when she whispered, "I am one of the von Trapp children. You must not tell anyone here, as there are always publicity hounds in every crowd."

I looked at her with astonishment and delight!

"Oh!!! I met your sister several years ago in Florida!! She was with Bill Anderson, and they came to our hotel room for dinner, stories and singing with my family!!!"

It was HER turn to be astonished. But, yes, she remembered having heard about that meeting a decade prior.

Huge smiles all around. So many things to share, no time left. . .Then, with a quick hug and a gratefully amazed heart, I bid adieu to a second daughter of Captain and Maria von Trapp!!!

Thought you would enjoy that story. . . I cherish the memory!!!

Share This:
facebooktwitterpinterest Read more