Published by
Joanne on
January 14, 2010
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.
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Published by
Joanne on
June 17, 2009
U is for all of US because unschooling involves all of us, as a family. It’s not just all about the kids.
N is for NOTEBOOKS…both the electronic and the paper kind. They’re both staples in our lives. Shopping lists, notes to each other, writing stories, drawing cartoons, daddy’s ever growing to-do list, phone numbers and much, much more.
S is for spyro, star wars, saddle club books, saturday morning cartoons, star trek, storytelling, space, spy kids and stellaluna.
C is for CHOICES. “You’ve got a lot of choices. If getting out of bed in the morning is a chore and you’re not smiling on a regular basis, try another choice”. -Steven D. Woodhull
H is for HOME…our haven…our headquarters.
O is for OUTSIDE! We spend as much time as we want with friends at the park, swimming in our pool, watching the clouds, riding bikes and looking at bugs.
O is for OUTER SPACE – Jacqueline’s passion for space has taken her in many directions like our trip to the Kennedy Space Center where she got to meet an real astronaut, the Orlando Science Center where she viewed Jupiter through a telescope and building a replica of the Apollo rocket with her daddy.
L is for LATE morning sleeping. 
** originally posted in 2007**
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Published by
Joanne on
May 18, 2009
“It is nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wreak and ruin. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.”
-Albert Einstein
“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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Published by
Joanne on
March 25, 2009
I really like this quote:
“When we adults think of children there is a simple truth that we ignore: childhood is not preparation for life; childhood is life. A child isn’t getting ready to live; a child is living. No child will miss the zest and joy of living unless these are denied by adults who have convinced themselves that childhood is a period of preparation. How much heartache we would save ourselves if we would recognize children as partners with adults in the process of living, rather than always viewing them as apprentices. How much we could teach each other; we have the experience and they have the freshness. How full both our lives could be.”
- John A. Taylor, Notes on an Unhurried Journey
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Published by
Joanne on
March 17, 2009
John Holt was at one time, a fifth grade teacher who went on to write How Children Fail and How Children Learn.
He eventually quit teaching and became a speaker and supporter of education reform and went on to write several more books. Deciding that schools could not be reformed, he focused his energies on alternatives to conventional schooling. He founded Growing Without Schooling, America’s first homeschooling magazine and continued writing until his death in 1985.
Here is John Holt, in his own words;
“The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners.”
“…the anxiety children feel at constantly being tested, their fear of failure, punishment, and disgrace, severely reduces their ability both to perceive and to remember, and drives them away from the material being studied into strategies for fooling teachers into thinking they know what they really don’t know.”
“It’s not that I feel that school is a good idea gone wrong, but a wrong idea from the word go. It’s a nutty notion that we can have a place where nothing but learning happens, cut off from the rest of life.”
“The true test of intelligence is not how much we know how to do, but how to behave when we don’t know what to do”
“To parents I say, above all else, don’t let your home become some terrible miniature copy of the school. No lesson plans! No quizzes! No tests! No report cards! Even leaving your kids alone would be better; at least they could figure out some things on their own. Live together, as well as you can; enjoy life together, as much as you can.”
“Children do not need to be made to learn to be better, told what to do or shown how. If they are given access to enough of the world, they will see clearly enough what things are truly important to themselves and to others, and they will make for themselves a better path into that world then anyone else could make for them”
“True learning – learning that is permanent and useful, that leads to intelligent action and further learning — can arise only out of the experience, interest, and concerns of the learner”
“It is as true now as it was then that no matter what tests show, very little of what is taught in school is learned, very little of what is learned is remembered, and very little of what is remembered is used. The things we learn, remember, and use are the things we seek out or meet in the daily, serious, nonschool parts of our lives.”
“What children need is not new and better curricula but access to more and more of the real world; plenty of time and space to think over their experiences, and to use fantasy and play to make meaning out of them; and advice, road maps, guidebooks, to make it easier for them to get where they want to go (not where we think they ought to go), and to find out what they want to find out.”
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