My nine year old daughter wants to be an astronaut and she’s passionate about astronomy and space. I’ve learned more about the solar system from her than I ever did in in all my years in school.

A few months ago, she and my husband (I call them the two space cadets  -lol) were watching Apollo 13 with Tom Hanks and there’s a scene where they were using math concepts to figure out how to bring the capsule back to Earth. Jacqueline asked Billy to pause the movie at a scene that showed the paper they were writing on so she could get a good look at it. She wanted to know what they were doing and what type of math that was.

This started an ongoing discussion about algebra and calculus and since then she’s been asking Billy to explain it to her. He told her that he would look around for a book because he needed to brush up on it himself before he could explain it to her.

That was a couple of months ago and because of other issues going on in our life, he hadn’t gotten around to buying the book yet.

Taking matters into her own hands, (my mother always said – when there’s a will, there’s a way) Jacqueline spotted an algebra text book in a used book store and bought it with her own money.

The other night she asked Billy to read her a bedtime story and when he walked into her room, there she was…all cozy in bed with Sally, the bear she created at Build-A-Bear. She handed Billy the book she had selected…yup, the algebra textbook. She also had a notebook so she could jot down notes.

I couldn’t resist a picture.

Have I mentioned how much I love unschooling recently?

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The building was created to look as if it were slipping into a sink hole.

There was lots of puzzles and optical illusions, which my daughters really enjoyed.

Billy standing near a piece of the Berlin wall

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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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John Holt was a teacher when he wrote 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.

A Conversation with John Holt (1980)
Interviewer: Marlene Bumgarner

In 1980, Marlene Bumgarner, a homeschooling parent, hosted author John Holt in her home while he was in California for a lecture tour. While he played in the garden with her two children, John and Dona Ana, she interviewed him for the bimonthly magazine Mothering.

What is your philosophy of learning?
Basically that the human animal is a learning animal; we like to learn; we need to learn; we are good at it; we don’t need to be shown how or made to do it. made to do it. What kills the processes are the people interfering with it or trying to regulate it or control it.

Why homeschooling?
That’s a big question. The great advantage is intimacy, control of your time, flexibility of schedule, and the ability to respond to the needs of the child, and to the inclinations. If the child is feeling kind of tired or out of sorts, or a little bit sick, or kind of droopy in spirits, okay, we take it easy, and things go along very calmly and easily. When the child is full of energy and rambunctious, then we tackle big projects, we try tough stuff, we look at hard books. And I think schools could do much more than they do in this kind of flexibility, but in fact they don’t. I want to make it clear that I don’t see homeschooling as some kind of answer to badness of schools. I think that the home is the proper base for the exploration of the world which we call learning or education. Home would be the best base no matter how good the schools were. The proper relationship of the schools to home is the relationship of the library to home, or the skating rink to home. It is a supplementary resource.But the school is a kind of artificial institution, and the home is a very natural one. There are lots of societies without schools, but never any without homes. Home is the center of the circle from which you move out in all directions, so there is no conceivable improvement in schools that would change my mind about that.

What does one do at a homeschool?
That’s what Growing Without Schooling is about, of course. What one can do depends a lot on what one’s own life is. A lot of families have small businesses or subsistence farms or crafts, or various kinds of activities that the parents are involved in, which the children are also very involved in. The children just partake in the life of the adults wherever they are,and then questions are answered as they come up. Other people may live at home and work somewhere else; they may have a more conventional kind of existence.I don’t believe in formal fixed curriculums, but it may very well be that when parents and children start off, they’re both a little nervous. They’re both wondering what they should be doing. If it makes people feel happier to have a little schedule, and to work with a correspondence school for a year or so, kind of as a security blanket, there’s nothing wrong with that. It’s a starting place.My advice is always to let the interests and the inclinations of the children determine what happens and to give children access to as much of the parents’ lives and the world around them as possible, given your own circumstances, so that children have the widest possible range of things to look at and think about. See which things interest them most, and help them to go down that particular road.How that’s done depends very much on the family’s circumstances and their interests, and the particular interests of the children. Some kids are bookish, some children like to build things, some are more mathematical or computerish, or artistic, or musical, or whatever.The mix is never going to be exactly the same.

Does homeschooling require that the parents spend a great deal of structured time with their children in a formal learning situation?
Homeschooling doesn’t require that parents spend a great deal of structured time. I think as parents get into this they tend to spend less time. How much time they spend with their kids depends a little on the circumstances in their own lives. Sometimes they spend a lot of time in company together just because it’s fun. Other times that’s harder for them to do. The children, though they may enjoy a lot of their parents’ company during the day,don’t need it once they get past 7 or 8.

Is the parent without background in education or experience as a teacher at a disadvantage in a homeschooling situation?
I’d say they have a very great advantage. I wouldn’t say that a person was disqualified from doing it because they had had training in education, but I would have to say that practically everything they taught you at that school of education is just plain wrong. You have to unlearn it all. I never had any of that educational training. The most exclusive, selective, demanding private schools in this country do not hire people who have education degrees. If you look through their faculties – degrees in history, mathematics, English, French, whatever – you will not see degrees in education. I think for the most prestigious private schools you could almost set it down as a fact that to have a teacher’s certificate, to have had that kind of training, would disqualify you.

Are parents talented or knowledgeable enough to teach physics or math?
Oh, well, the children don’t have to learn physics or math from you. There are plenty of people to learn from; there are plenty of books; there are plenty of extension courses. GWS will have information on that. There are plenty of other people to answer your questions. And the children don’t have to get it all from Mom and Pop. There are people who have only high schooling, or may not even have finished that, who are now teaching their children at home and doing a very good job of it.

What about the child’s social life?
As for friends – you’re not going to lock your kids in the house. I think the socializing aspects of school are ten times as likely to be harmful as helpful. The human virtues – kindness, patience, generosity, etc. are learned by children in intimate relationships, maybe groups of two or three. By and large, human beings tend to behave worse in large groups, like you find in school. There they learn something quite different – popularity, conformity, bullying, teasing, things like that. They can make friends after school hours, during vacations, at the library, in church.

What about the opportunity for youths to meet members of other backgrounds, other socioeconomic classes?
Most of the schools that I know anything about are tracked – there would be a college track, and a business track, and a vocational track. Studies have shown over the years that these tracks correlate perfectly with economic class. I think I know enough about most high schools in this country to say there is very little mingling of people from different backgrounds, different religious groups. The rich kids hang out with the rich kids, the jocks hang out with the jocks, the pointy heads hang out with the pointy heads, the greasers hang out with the greasers. Maybe there are some exceptions to that but the idea of school as a social melting pot where people of all kinds of backgrounds get together – pure mythology, folks.

What is your philosophy about teaching reading?
I think the teaching of reading is mostly what prevents reading. Different children learn different ways. I think reading aloud is fun, but I would never read aloud to a kid so that the kid would learn to read. You read aloud because it’s fun and companionable. You hold a child, sitting next to you or on your lap, reading this story that you’re having fun with, and if it isn’t a cozy, happy, warm, friendly, loving experience, then you shouldn’t do it. It isn’t going to do any good.I think children are attracted toward the adult world. It’s nice to have children’s books, but far too many of them have too much in the way of pictures. When children see books, as they do in the family where the adults read, with pages and pages and pages of print, it becomes pretty clear that if you’re going to find out what’s in those books, you’re going to have to read from that print. I don’t think there’s any way to make reading interesting to children in a family in which it isn’t interesting to adults.

What your philosophy about math?
My approach to math is to say, What do we adults use numbers for? We use them to measure things. And we measure things so that having measured them we can do things with them, or make certain judgments about them. And so I say let children do with numbers what we do with numbers. I’m a great believer in many kinds of measuring instruments – tapes (centimeter tape, inch tapes, rolls of tapes), rulers, scales, thermometers, barometers, metronomes, electric metronomes with lights flashing on and off that you can make go faster and slower, stopwatches, things for time.Another thing is money. Kids are fascinated by money. We all say: “We’ll have to teach them all this arithmetic so that some day they can deal with money.” I think dealing with money is inherently interesting to children. I say family finances ought to be out on the table, charts on the wall: expenses, food, taxes, insurance, health care, how much this costs, how much it cost last year. I think actually, like typing, double-entry bookkeeping and basic accounting are fascinating skills, and if you’re talking about basics, those are basics.The fundamental idea of double-entry bookkeeping, the distinction between your income and expenses and assets and liabilities is one of the really beautiful inventions of the human mind. It’s fabulous the way it works, and I think families should do their finances as if they were a little teeny corporation with income and expenses and assets and liabilities and depreciation.Some kids might get to the point where they would want to be the family treasurer and keep the family books and balance the checkbook. This is all really “big adult stuff.” Let the child write out the checks that are paying the bills, instead of the harassed picture, you know, of father with his tie untied, sitting at the desk and papers all over the place. Why? This is inherently interesting, so let’s at least make this part of our life – like every other part – accessible to children. The best way to meet numbers is in real life, as everything else. It’s embedded in the context of reality, and what schooling does is to try to take everything out of the context of reality. So everything appears like some little thing floating around in space, and it’s a terrible mistake. You know, there are numbers in building; there are numbers in construction; there are numbers in business;there are numbers in photography; there are numbers in music; there are fractions incooking. So wherever numbers are in real life, then let’s go and meet them and work with them.

What subject matter do you see as essential?
None.

What about the parent who works outside of the home?
One question which often comes up is “How am I going to teach my kids six hours a day?” And I respond to that by saying, “Who’s teaching your kids six hours a day now?” I was a good student in supposedly the best schools and it was a rare day that I got five minutes of teaching… that’s five minutes of somebody’s serious attention to my personal needs, interests, concerns, difficulties, problems. Like most other kids in school, I learned that if you don’t understand what’s going on, for heaven’s sake, keep your mouth shut.

What happens when children become ill, or have an injury, etc.?
Home teachers come in for three to five hours a week. It has been found that this is perfectly sufficient. These children don’t fall behind. No child needs, or should stand, six hours of teaching a day, even if a parent were of a mind to give it. It would drive them up the wall!

How are homeschoolers evaluated when they go to enroll at the university level?
Just like anyone else. You know, there are these tests you can take… the College Boards, the SAT, and so forth. Actually, homeschoolers do exceptionally well on these things. They’re more motivated to learn what areas will be covered, and prepare for them.

Does it sometimes happen that a homeschooling student will express a desire to go to or return to traditional schooling? How do parents handle this?
Various ways. Sometimes parents have to decide (we’re the grownups) that we don’t want them to go back to that school, and then stick with it. But other times, if the children want to go, then that means they’re immune to the manipulation the schools can do with the children who don’t have a choice about whether they have to be there or not. The school loses some of its power when the children know they can quit if they want.

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Need:
Borax (can bought in the laundry detergent aisle.)
White glue (like Elmers)
Food coloring
Ziploc bags
measuring cups and spoons (We have some set aside for projects like this)

1. In a bowl mix ½ teaspoon Borax with ½ cup of water. Stir until dissolved.
2. In another bowl, mix ½ cup of white glue with 1 cup of water.

3. Pour the glue mixture into the zipper bag. Then, slowly pour in the borax mixture. Add a few drops of food coloring
4. Seal bag, knead the mixture until you have slime.

Keep your slime in the sealed bag in the refrigerator when not playing with it to keep it longer. Unfortunately it may eventually dry out or grow mold. Just throw it out and start again!

How It Works:
The borax is acting as the crosslinking agent or “connector” for the glue (polyvinyl acetate) molecules. Once the glue molecules join together to form even larger molecules called polymers, you get a thickened gel very similar to slime.

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As other children are waking up and heading toward the school bus on a Tuesday morning, Adele Schiessle asks her children if they want to spend the day playing on a 6,000-square-foot indoor inflatable play area.

Collin, 6, and Amber, 7, agree that would be a pleasant way to start the morning. After they play on the bouncy furniture, they head back to their home in St. John, where they spend the rest of the day watching TV, navigating XBox, working on art projects and playing games.

It is just another day in the Schiessle household, where the children learn through a branch of homeschooling called unschooling.

While the definition of unschooling varies, it generally reflects a concept of child-led learning.

For Carol Pozos’ oldest child, it meant self-taught reading at age 4.
For 18-year-old Abby Stewart of Chicago, it meant the recent news that she had won early admission to Princeton.

“It’s an awareness that learning is always happening because it’s part of living,” said Jane Van Stelle Haded of Hobart, who unschools her two children. “It’s almost trying to capitalize on whatever your children are interested in.”

Unschooled children don’t go to school, but unlike other homeschoolers they don’t necessarily learn through workbooks, educational guides or study sources. Instead, the children pursue what interests them. The unschooling concept has been around for decades, but it’s been slow to catch on, as initially most parents shy away from letting their children have such control over their own education.

“I’m trying to get rid of the idea that learning happens at a certain time in a certain place,” Van Stelle Haded said.

There aren’t any statistics on unschoolers yet, but the popularity of unschooling is reflected in the number of message boards on the Internet, in the abundance of unschooling clubs, in the frequency of unschooling conferences and in the slow but steady movement of unschooling into the vocabulary of educators.

Part of the increased attention on alternative education may be the rebellion against educational initiatives such as No Child Left Behind. It was one of the reasons Janna Odenthal of Chesterton embraced unschooling for her child. “The testing doesn’t do any good,” she said.
In a 2003 survey by the U.S. Department of Education, the number of children educated at home nationally was 1.1 million, an increase of 29 percent from the previous study in 1999.

Seth Odenthal, 10, has been unschooled since he was about 5.
“I went ahead and gave it a try, and I fell in love with the things we could do together, the flexibility in our schedule,” his mother said. When Seth took an early interest in cooking and baking, Odenthal embraced his curiosity, and the two of them cook together. She even signed him up for a local cooking class. Seth never formally learned math, but Odenthal said he excels at it because it’s a natural progression from his cooking interests.

Indiana doesn’t require the unschoolers to take standardized tests, and parents are allowed to give their unschooled children high school diplomas when the parents believe the children are ready to graduate.

Since education laws in Indiana are loose, parents of unschoolers can take different approaches to learning. But most tend to have a few common practices. Students don’t sit at desks to learn, as parents believe learning happens all the time. And while they aren’t taught how to read or write or do science, the children usually ask their parents enough questions that they eventually learn on their own.

“My oldest was reading on her own without being taught before she turned 5,” said Carol Pozos, who unschools her three children in her Michigan City home. “I did not do anything except read to her, and she soaked it up and was reading full sentences. I thought to myself, ‘Obviously, this works.’ ” Pozos, who has a degree in elementary education, enrolled one of her children in preschool because the child had been begging her to go to school since she was 3. But when her daughter refused to return to school halfway through the year, Pozos decided to try teaching her children herself. Her children are 8, 7 and 4, and other than a half-year of preschool, all three have been learning at home their entire lives. They also have chores they’re required to do every morning.

And once they finish their chores? “We do whatever we want,” said 8-year-old Isabel, who spent a recent afternoon on the floor of her living room flipping through a picture book with her 4-year-old brother. On Thursday mornings the children attend an art class filled with unschoolers and their parents. “Books are out, and if they want to draw they can draw,” Pozos said of the class. “If they don’t want to participate, they can go off in the corner and play.”

To prepare for the SAT college admission tests, 18-year-old unschooler Abby Stewart bought some test prep books and took some old subject matter tests. She posted an overall SAT score of 2,350 out of a possible 2,400.

Pozos said she’d be happy if her children went to college, as long as they are happy with their decision. “I’m not one of those people who says, ‘I want my son to be a doctor and my daughter to be an attorney.’ I just want them to be happy. If Armand wants to be a stay-at-home dad and Isabel wants to be a marine biologist, that’s just fine.”

**originally posted in 2007**

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I re-read a bit more of Guerrilla Learning by Grace Llewellyn this morning. (You can pick up a copy in our amazon store). She writes about what she considers to be the five “keys” of Guerilla Learning. The first one is opportunity and this is what she has to say.

“Read. Write. Talk. Play music. See dance and theater and paintings. Read poetry, write poetry, get poetry refrigerator magnets. Spend time in nature. Build things. Go to museums-and not as a “class trip”, but for the love of things you find there. If you’re not already doing these things, it’s only because you’ve arranged your life so you don’t have time and you’ve begun to believe that learning is something that happens not in life, but in school.”

I create lots of opportunities for my youngest daughter to explore her interest in space and astronomy. She borrows videos and books from the library. I find interesting web sites for her to browse. I buy space books (I buy good quality and up to date ones and older ones at thrift stores) that she reads over and over again. She and Billy made a planet mobile for her room. We’re planning a day trip to the Kennedy Space Center. She watches astronomy shows on TV.

I think that the other side of this is creating opportunities even when a specific interest is not there. I like to buy computer software and books on a very wide variety of topics and put them on the shelves or in a basket and let the kids know it’s there. One that I bought was software on the Civil War….which they were really interested in.

Later on in that chapter, Grace Llewellyn goes on to say;

“We want our kids to learn not what to think, but how to think. One way to increase your children’s chances of developing this skill is to give them real projects, (not academic exercises) where an outcome in the real world is intended and where the result, (not the assessment of an authority) is the ultimate judge of the projects success.”

And then towards the end of the chapter;

“At the heart of Opportunity is Engagement. Stay passionate, involved and interested in life and in learning. Your enthusiasm will transfer to your kids.”

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Jacqueline likes to take notes when we visit places like this.

These next few pictures were from inside the Butterfly Rainforest. When my mother passed away, we had some of her ashes placed inside a smaller replica of her urn so we could take it with us when we go places she would have enjoyed. We call it travel size mom. I decided to take a picture of her urn and a butterfly landed right next to it.

We left some of her ashes there also. This is a picture of Billy sprinkling some in the garden.

A butterfly landed on Billy’s shoulder.

This butterfly stayed on Shawna’s finger for about 15 minutes while she walked around.

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Some people understand unschooling as soon as they hear about it. Others wander about in a fog of confusion, wondering how unschoolers can be so certain about something that seems so counterintuitive to everything we’ve picked up about how kids need to learn. Maybe a few, well-defined steps in the unschooling direction could lead out of at least the very pea-soupiest part of the fog.

Step One: To unschool, you begin with your child’s interests. If she’s interested in birds, you read – or browse, toss aside, just look at the pictures in – books on birds, watch videos on birds, talk about birds, research and build (or buy) bird feeders and birdhouses, keep a journal on birds, record and ponder their behavior, search the web for items about birds, go to bird sanctuaries, draw birds, color a few pictures in the Dover Birds of Prey coloring book, play around with feathers, study Leonardo DaVinci’s drawings of flying machines that he based on birds, watch Alfred Hitchcock’s “The Birds.”

But DON’T go whole hog on this. Gauge how much to do and when by your child’s reactions. Let her say no thanks. Let her choose. Let her interest set the pace. If it takes years, let it take years. If it lasts an hour, let it last an hour.

Step Two: Second, you need to make sure your child has opportunities to expand her interests. Have books, videos, kits, games, puzzles, music tapes, puppets, nature collections, and other cool things available for her to pick up when she chooses. (Think library, yard sales, and attic treasures.) Take her places as a way to spark an interest. Wander about museums and just look at the cool stuff that interests either of you. (And resist the urge to force an interest in the things you think would be good for her.) Read a book or do a kit even if you’re certain it won’t lead anywhere. Let her say no thanks if she’s not interested in pursuing something right now, or in pursuing something to the degree you think she “should.”

Step Three: Get interested in things yourself. Not interested in your child getting educated, but in learning for yourself. Pursue an interest you’ve always wanted to but never had time for. Be curious about life around you. Look things up to satisfy your own curiosity. Or just ponder the wonder of it all. Ask questions you don’t know the answers to. “Why are there beautiful colors beneath the green in leaves?” “Why did they build the bridge here rather than over there?” “Why is there suddenly more traffic on my road than there used to be?” Let your child know that all the questions haven’t been answered yet and it’s not her job to just keep absorbing answers until she’s got them all.

Step Four:Start noticing the learning available all around you. There are fractions in time and cooking and in the relationships between objects. (There are one third as many blue M&M’s as there are brown.) Tax is a percentage of the total, some items offer 20% more free, and stores having a sale will knock a percentage off the regular price. There’s oodles of science in cooking. Why does heat make the white of an egg turn from clear liquid to solid white? What process turns liquid cake into poofy air-filled solid cake? Don’t worry if you don’t know the answers. Anyone can look up the answers. Few can ask the questions. As a real-life example, by watching Xena and reading Little Town on the Prairie, my daughter was exposed to three references to Julius Caesar, Brutus, and Marc Antony. She doesn’t “know” Roman history now, but she’s got a hook or point of reference to build from tomorrow, next week, three years from now: “You remember Julius Caesar. The guy Xena hates.” Unfortunately we learned in school that learning is locked up in books and reading is the only way to get to it. It’s not. It’s free. We’re surrounded by it. We just need to relearn how to recognize it in its wild state.

Step Five:
And, finally, forget the linear approach to learning we grew up with. For instance, we learned that the way to learn is to read “all the important” stuff about a subject gathered and packaged for our convenience in a textbook and then move on in line to the next package of information. Sure, sometimes an interest will cause kids to gather up a huge chunk of learning all at once. This is easy to see. And easy to overvalue as the “best” way to learn. More often kids will slowly gather interesting tidbits, making connections as things occur to them to create a foundation. They’ll add pieces here and there over the years to build on that foundation. This is not so easy to see going on. And very easy to undervalue. So, if we can train ourselves to see that process we can help it along by valuing the times when they see Thomas Jefferson on the Animaniacs and then later on the nickel and then still later on Mount Rushmore. Those moments will establish a feeling of recognition and familiarity. Then the more tidbits they gather about Jefferson, the more interesting he becomes. And the more interesting he becomes, the more they want to know about him.

It took at least two years and a lot of posts by very patient unschoolers (and a lot of questions by other newbies who were equally confused) for me to finally “get” unschooling. Hopefully, these five steps will make your transition to unschooling easier than mine was!

Link to original article

Joyfully Rejoycing

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Here’s Shawna & Jacqueline outside…pretending to vomit.

This was gross – you had to guess the smell…either it was feet, butt or armpit. lol

Did you know….

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