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Woman #1: Hi. My name is Maggie. My kids are the three in red shirts — helps me keep track of them.
Woman #2: (Smiles) I’m Terri. Mine are in the pink and yellow shirts. Do you come here a lot?
W1: Usually two or three times a week, after we go to the library.
W2: Wow. Where do you find the time?
W1:: We home school, so we do it during the day most of the time.
W2: Some of my neighbors home school, but I send my kids to public school.
W1:: Wow – how do you do it?
W2: It’s not easy. I go to all the PTO meetings and work with the kids every day after school and stay real involved.
W1: But what about socialization? Aren’t you worried about them being cooped up all day with kids their own ages, never getting the opportunity for natural relationships?
W2: Well, yes. But I work hard to balance that. They have some friends who’re home schooled, and we visit their grandparents almost every month.
W1: Sounds like you’re a very dedicated mom. But don’t you worry about all the opportunities they’re missing out on? I mean they’re so isolated from real life — how will they know what the world is like — what people do to make a living — how to get along with all different kinds of people?
W2: Oh, we discussed that at PTO, and we started a fund to bring real people into the classrooms. Last month, we had a policeman and a doctor come in to talk to every class. And next month, we’re having a woman from Japan and a man from Kenya come to speak.
W1: Oh, we met a man from Japan in the grocery store the other week, and he got to talking about his childhood in Tokyo. My kids were absolutely fascinated. We invited him to dinner and got to meet his wife and their three children.
W2: That’s nice. Hmm. Maybe we should plan some Japanese food for the lunchroom on Multicultural Day.
W1: Maybe your Japanese guest could eat with the children.
W2: Oh, no. She’s on a very tight schedule. She has two other schools to visit that day. It’s a system-wide thing we’re doing.
W1: Oh, I’m sorry. Well, maybe you’ll meet someone interesting in the grocery store sometime and you’ll end up having them over for dinner.
W2: I don’t think so. I never talk to people in the store – certainly not people who might not even speak my language. What if that Japanese man hadn’t spoken English?
W1: To tell you the truth, I never had time to think about it. Before I even saw him, my six-year-old had asked him what he was going to do with all the oranges he was buying.
W2: Your child talks to strangers?
W1: I was right there with him. He knows that as long as he’s with me, he can talk to anyone he wishes.
W2: My children never talk to strangers.
W1: Not even when they’re with you?
W2: They’re never with me, except at home after school. So you see why it’s so important for them to understand that talking to strangers is a big no-no.
W1: Yes, I do. But if they were with you, they could get to meet interesting people and still be safe. They’d get a taste of the real world, in real settings. They’d also get a real feel for how to tell when a situation is dangerous or suspicious.
W2: They’ll get that in the third and fifth grades in their health courses.
W1: Well, I can tell you’re a very caring mom. Let me give you my number — if you ever want to talk, give me call. It was good to meet you.

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We’ve had so much going on recently that I thought it would be nice to show a week in my unschoolers lives, instead of just one day. Enjoy!

Making pillows they received for Christmas:

Playing basketball:

Going to Girl Scouts:

LOL….getting tickled:

Going to the Museum of Natural History, for the Amazon Voyage exhibit, with friends:

Helping dad make yummy sauce:

Making Gummi Bears (more in another post):

In between these pictures was a lot of playing Guitar Hero on PS2, reading the Twilight series, writing stories about fairies, playing Golden Compass on wii, phone calls from friends, internet surfing, day dreaming, playing Scattegories, going to the park with friends and much, much more.

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Once upon a time the animals decided they must do something heroic to meet the problems of a “new world” so they organized a school. They had adopted an activity curriculum consisting of running, climbing, swimming and flying. To make it easier to administer the curriculum, all the animals took all the subjects.

The duck was excellent in swimming. In fact, better than his instructor. But he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was acceptable in school so nobody worried about that, except the duck.

The rabbit started at the top of the class in running but had a nervous breakdown because of so much makeup work in swimming.

The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of the treetop down. He also developed a “charlie horse” from overexertion and then got a C in climbing and D in running.

The eagle was a problem child and was disciplined severely. In the climbing class, he beat all the others to the top of the tree but insisted on using his own way to get there.

At the end of the year, an abnormal eel that could swim exceeding well and also run, climb and fly a little had the highest average and was valedictorian.

The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a successful private school.

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For those who’ve never heard of deschooling, it’s the process one goes through after leaving an institutionalized schooling environment. Your child has probably their natural desire to learn squashed and will need time to recover from that. With a parent’s help, they can gain back most, if not all of what they lost and begin to see the world as a place where learning is enjoyable and all around us.

So, what can the parent do to help? We have to work on changing our own preconceived notions about education, learning and school. I hear about many parents taking their kids out of school, recreating the same forced learning environment at home, only to have it come to a crashing halt with the mom feeling like a failure and the kids being miserable. Maybe, if they would have given themselves, and their children, some time to deschool, it would have turned out different for all of them.

My husband Billy & I started reading John Taylor Gatto even before removing our children from school. That was the start of my deschooling. I started to become aware of my thoughts on public school, real learning and education. And I started to question those thoughts. Thoughts that I had always accepted, without question because “that’s the way it’s always been done.”

I had been a “good” student (except in high school when all hell broke loose), meaning I did what I was told and made good grades. I wasn’t picked on, I had friends and got along with the teachers. But it was the thoughts about real life and real learning that I got from school that did the most damage.

I remember having to take a cooking class in junior high school. I hated it and got a very low grade on my report card. There it was, in black & white…I failed at cooking. Surprise, surprise…today, I hate cooking and have no confidence in my ability to cook something edible. (Although this serves me well because Billy does 99% of the cooking-lol). Someone, who never met me, decided it was time for me to learn to cook, and because I wasn’t interested at that time and found it boring, I was labeled “poor” in cooking. I never gave it any thought until I started deschooling. It wasn’t like it crushed me when I got my report card. Rather it confirmed that the reason I must have found the class boring was because I wasn’t good at it.

I began questioning why we, as parents, allow the school system to continue having control over our children when the school day ends. I’ve had teachers give me weekly lists of things for my children to do at home. I’ve heard many parents tell their kids “You can’t go out (or play) until you do your homework”. Suppose I want to do something with my family and homework is interfering with that? Why are they telling my children what to do when they’re in their own home?

I questioned why we’re expected to live by school policy at home. There had been many times when my children come home, the day before the standardized tests, and let me know that the teacher told the class to tell their parents that they need to eat a good breakfast the next morning. And then hand me a list of what exactly the school’s version of a good breakfast consists of. Why does the school system think they can dictate what parents and children do at home? Because we let them do it. Yes, WE LET THEM.

Once these thoughts started swirling around in my mind, there was no going back to my old way of thinking. I also started to become aware of other people’s thoughts about learning and education. Soon after I removed my kids from school, we ran into a friend and her son. It was close to the end of the school year and the mother asked if we “take a break for the summer”. I explained that we learn all the time and that learning is all around us. I went on to say that it would be like taking a break from breathing. As they walked away I heard her say to her son , “See, they have to do school work every single day, even in summer!”.

*sigh*

I recall a parent, of a schooled child, asking me how my kids do P.E. being they’re not in school. Who in their right mind would depend on the public school system for physical activity? It’s as if physical activity is only a subject, to be taken just at times that the school dictates. Ridiculous!

I also did a lot of reading during that first year of deschooling. My two main sources were the message board at unschooling.com which are now closed and Sandra Dodd’s site. I read almost everything on both sites and I could feel my thoughts and perspective changing as I read more and more.

Although that was back in 2004, I feel like my deschooling is a work in progress. I’ve learned so much about myself that it became more of a spiritual awakening than anything related to school. School-speak seems like a foreign language to me now. I see what REAL learning is everyday with my children.

It looks nothing like school.

*originally written in 2004: updated in 2008*

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Customer Review:
You won’t find this book on a school library shelf–it’s pure teenage anarchy. With the exception of a forwarding note to parents, this book is written entirely for teenagers, and the first 75 pages explain why school is a waste of time. Grace Llewellyn insists that people learn better when they are self-motivated and not confined by school walls. Instead of homeschooling, which connotes setting up a school at home, Llewellyn prefers “unschooling,” a learning method with no structure or formal curriculum. There are tips here you won’t hear from a school guidance counselor. Llewellyn urges kids to take a vacation–at least for a week–after quitting school to purge its influence. “Throw darts at a picture of your school” or “Make a bonfire of old worksheets,” she advises. She spends an entire chapter on the gentle art of persuading parents that this is a good idea. Then she gets serious. Llewellyn urges teens to turn off the TV, get outside, and turn to their local libraries, museums, the Internet, and other resources for information. She devotes many chapters to books and suggestions for teaching yourself science, math, social sciences, English, foreign languages, and the arts. She also includes advice on jobs and getting into college, assuring teens that, contrary to what they’ve been told in school, they won’t be flipping burgers for the rest of their days if they drop out.

Llewellyn is a former middle-school English teacher, and she knows her audience well. Her formula for making the transition from traditional school to unschooling is accompanied by quotes on freedom and free thought from radical thinkers such as Steve Biko and Ralph Waldo Emerson. And Llewellyn is not above using slang. She capitalizes words to add emphasis, as in the “Mainstream American Suburbia-Think” she blames most schools for perpetuating. Some of her attempts to appeal to young minds ring a bit corny. She weaves through several chapters an allegory about a baby whose enthusiasm is squashed by a sterile, unnatural environment, and tells readers to “learn to be a human bean and not a mashed potato.” But her underlying theme–think for yourself–should appeal to many teenagers.

Click here to purchase

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“…recent studies show that online learning, distance learning, and self-learning in general, are not only more convenient, but, in fact, more effective than the classroom, for high school, college and adult learners”.

“The walls of academia, and the costs of learning, are crumbling before our eyes and ears”.

“For those who are conditioned to think that learning only happens in a classroom, the world of self-learning can be a little daunting. How do we best take advantage these new opportunities.”

Great post today at Pick The Brain about self-learning on how it benefits teen and adult learners. Of course we know it benefits all ages but it’s still a good post.

The article ends with “Never has it been easier nor more exciting to be a learner. Let constant learning be a major part of your life-style. The rewards will be constant, personally, socially, and professionally.”

Nice!

Click the link to read the whole article.

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My daughter Jacqueline (age 7) is self taught on the subject of space/the universe. She’s interested in learning about the universe, because she’s interested in the universe, and that interest has taken her in many directions.

I’ve been re-reading Guerrilla Learning by Grace Llewellyn and I wanted to share this:

“Real learning requires meaning. Meaningless information can be memorized and repeated, but it’s not learning. For information to have meaning, there must be meaningful context for the information. That’s why most people, unless they are really good at absorbing and retaining meaningless data, forget most of what they learned in school.

In school, subjects are artificially separated from each other. It’s as if schools believe that if you give kids one tree at a time, year after year, they will save them up and make a forest out of them. School can sap kids interest in learning, confuse them with so many meaningless “trees” that it may take years to recover and begin to see the “forest” again.

School can simply eat up so much of their time that there’s none left for the real learning, for spontaneous exploration or free play. Instead of discovering their unique gifts and talents, many learn to see themselves as “disabled” if they don’t keep up with the traditional school systems standards of measurement.”

I love the tree analogy. School did that to my older two and it would have done that to Jacqueline, had I not taken her out. When I see my kids learning, really learning, it makes the artificialness of school much more obvious to me.

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“Thank goodness I was never sent to school; it would have rubbed off some of the originality.”
- Beatrix Potter

“A child only educated at school in an uneducated one.”
-George Santayana

“Education is what you must acquire without any interference from your schooling.”
-Mark Twain

“My schooling not only failed to teach me what it professed to be teaching, but prevented me from being educated to an extent which infuriates me when I think of all I might have learned at home by myself.”
-George Bernard Shaw ”

“Schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes any more that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders.”
-John Taylor Gatto

“My grandmother wanted me to have an education, so she kept me out of school”.
-Margaret Mead

And my favorite…..

“Drop out of school before your mind rots from exposure to our mediocre educational system.
-Frank Zappa

I’d like to add this one also. It from my daughter Shawna

“Home is better”
-Shawna (at age 10), when asked by her former public school teacher why she liked being home schooled.

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I’ve had some posts saved from various boards/e-mail groups over the last couple of years topic of deschooling for parents. I’ll divide them up into two parts.

1. Each time another long-held assumption fell away, my reaction was, “Oh! Wow! NOW I see more clearly.” It was the strangest thing. As those layers peeled off, one by one, the world got so much bigger and brighter!

2. I want learning to be a lifestyle, not just some thing we did for several hours out of the day.

3. As teenagers, my two kids educate themselves pretty much the way adults do. They read books, ask questions, try things out, practice and practice, look things up, seek out experts, search the ‘Net, etc. In other words, they pretty much copy what they’ve seen us do! It’s a far, far cry from what’s happening down at the local high school.

4. Public school doesn’t work at home mainly because it puts mom in a different role than what she was called to be. Now all the sudden, mom is not the nurturing MOM but a TEACHER complete with lesson plans, and a timer. This change in roles blows kids away. They have a hard time accepting it and this is why moms see their kids becoming intolerable.

5. I had to start looking at our lifestyle. I saw that our home was not conducive to learning and that “learning” and “life” were two separate things. “Learning” only happened during those dreaded school hours. No wonder my son was bored and unsatisfied. I was presenting an erroneous picture of how true, natural learning
is supposed to be.

6. I will never, ever forget the day I realized (I mean REALLY realized, all the way down to my toes) that every single curriculum in the world is drawn up by a human being just like me! There ARE no meta-people out there with a special genius for deciding what everyone should know. I live on the Earth just like those curriculum planners do, and I’m every bit as smart as they are! Now THAT’S empowerment.

7. I like the idea of, as a parent, following your own interests, because (1) you’ll be setting a GREAT example, (2) your enthusiasm will, to a large degree, be contagious, and (3) you’ll quickly see how one interest often fans out to include many “subject areas.”

8. Children who have attended school frequently require a considerable amount of time to recover their innate curiousity and desire to learn, particularly if school was a negative experience.

9. Instead of focusing on whether or not your child is learning, during the detox period, focus on shaping your home into an environment in which it is easy to learn new things.

10. Most of us were taught at school to see a false dichotomy between “learning” and “fun”.

11. The main goal of education should be for a child to learn HOW to learn, to become an independent learner and a lover of learning,

Check out Sandra Dodd’s deschooling page for more thoughts on this topic.

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