We're still working on the no nap issue, which I think will get easier when it's cool enough here to let him wear himself out in the backyard or at the park. It's just too hot to play outdoors here in the summer. It won't fix the problem entirely, I'm sure, but it should help.
The reading lessons have been going much better since I started using the timer on my wristwatch. When the timer went off for the last lesson we were just starting a new sentence, so I turned off the alarm and was going to have him finish that sentence before putting it away. He wanted me to start the timer again! I did, then after we finished the sentence we were working on I asked him if he wanted to be finished or if he wanted to do the next sentence. He chose to do the next sentence. After that he decided he was finished (there were a couple more sentences). What a difference from the previous week!
I'm grateful for the recent patch of cooler weather (we've been about 10 degrees below average for a little over a week, and are expected to stay there for at least another week). If this keeps up we might be able to start the landscaping work in the backyard sooner than expected.
Sunday, August 29, 2010
Wednesday, August 25, 2010
One down, one more to go
We seem to have resolved the reading lesson problem. I've started setting the timer on my watch for 10 minutes, and Galen knows I start the timer as soon as we start working on the new material for the day. I've promised him that if he works hard for that 10 minutes, when the timer goes off we're done and can take a break. Yesterday we finished the lesson, including the optional activity, in 7 minutes. Today we finished the lesson, but NOT the optional activity, just as the timer went off. I told him we could do the optional activity (which he enjoys because he gets to play with the magnetic letters) later if he wanted. I got only the smallest amount of whining, which is to be expected while we're working to get to a point where it becomes more fun for him. I'm so proud of him. I just hope it lasts long enough for him to read his first book all by himself. That could be as early as sometime next week.
Now I need to figure out how to get him to take a nap. He doesn't want to take a nap (big surprise there), but he's so cranky by dinner time I know he needs to. If I wait and put him down for a nap later in the day he's much more likely to fall asleep, but we have to wake him up for dinner.
In other news, I wrote my first real Java program last night. I say "real" because the other one, which was actually my first, was the ubiquitous "Hello World!" program that everyone writes first regardless of what language they're learning. Honestly, the only reason I wrote the "Hello World!" program was to have something quick and easy to verify that I could write, save, compile and run a Java program with my current setup. My first real program was a nested loop that compares two condition, creates a table and displays the results of the comparison for each set of variables. I'm betting most programmers understood that, but no one else did. LOL!
Now I need to figure out how to get him to take a nap. He doesn't want to take a nap (big surprise there), but he's so cranky by dinner time I know he needs to. If I wait and put him down for a nap later in the day he's much more likely to fall asleep, but we have to wake him up for dinner.
In other news, I wrote my first real Java program last night. I say "real" because the other one, which was actually my first, was the ubiquitous "Hello World!" program that everyone writes first regardless of what language they're learning. Honestly, the only reason I wrote the "Hello World!" program was to have something quick and easy to verify that I could write, save, compile and run a Java program with my current setup. My first real program was a nested loop that compares two condition, creates a table and displays the results of the comparison for each set of variables. I'm betting most programmers understood that, but no one else did. LOL!
Tuesday, August 24, 2010
Progress, sort of
Well, it turns out that the math lessons that involve coloring (basic graphing, for example) slow him down because his fine motor skills are age-appropriate even if his mental skills are ahead. Once he gets used to manipulating the crayon neatly (as opposed to his usual scribbling), we'll probably be off an running again. No biggie, I've figured out how I'm going to handle that and all will be well.
Reading, on the other hand, is a struggle. We're working on blending, which is the hardest part, and he's such a little perfectionist (he got that from me, but I'm undecided yet whether this will be good or bad in the long run) that he hates "getting it wrong" and fusses, whines and cries to avoid having to do a reading lesson. I know once he "gets" blending he'll be fine (until we hit the next part that's hard), but until then every reading lesson leaves me wanting to throw myself head-first into a wall.
My own classes have both started. Once is online, and mostly review for me since I audited this class at Gordon, but the other is a post-calculus mathematics class I've never had before. I'm not too worried about either of them, even though the latter class has a programming course prerequisite (which I don't have - I got an over ride from the professor). Apparently he's unconcerned about my lack of modern programming experience and intended to just sit down with me and write the code for me according to the logic I laid out - in other words his concern was that I understand the concepts and the logic, not the coding. Geek that I am, I'm going to try to learn Java to write my own code, but it's nice to know that he's more than happy to help me if I get stuck. I really should take an actual programming class, since I have other reasons for wanting to learn Java, but I don't have the time right now.
Galen is currently down for his nap, but, as usual, he isn't actually taking a nap. I hate when he does this because that means I'll have a cranky boy by the time daddy gets home. He was, however, a very good boy during my dental appointment (periodic cleaning) - I was so pleased with his behavior I let him pick out a new matchbox car. The best part is he didn't know he would be getting that until afterwards (in part because I made the decision as we were leaving, but I wouldn't have told him ahead of time anyway).
Reading, on the other hand, is a struggle. We're working on blending, which is the hardest part, and he's such a little perfectionist (he got that from me, but I'm undecided yet whether this will be good or bad in the long run) that he hates "getting it wrong" and fusses, whines and cries to avoid having to do a reading lesson. I know once he "gets" blending he'll be fine (until we hit the next part that's hard), but until then every reading lesson leaves me wanting to throw myself head-first into a wall.
My own classes have both started. Once is online, and mostly review for me since I audited this class at Gordon, but the other is a post-calculus mathematics class I've never had before. I'm not too worried about either of them, even though the latter class has a programming course prerequisite (which I don't have - I got an over ride from the professor). Apparently he's unconcerned about my lack of modern programming experience and intended to just sit down with me and write the code for me according to the logic I laid out - in other words his concern was that I understand the concepts and the logic, not the coding. Geek that I am, I'm going to try to learn Java to write my own code, but it's nice to know that he's more than happy to help me if I get stuck. I really should take an actual programming class, since I have other reasons for wanting to learn Java, but I don't have the time right now.
Galen is currently down for his nap, but, as usual, he isn't actually taking a nap. I hate when he does this because that means I'll have a cranky boy by the time daddy gets home. He was, however, a very good boy during my dental appointment (periodic cleaning) - I was so pleased with his behavior I let him pick out a new matchbox car. The best part is he didn't know he would be getting that until afterwards (in part because I made the decision as we were leaving, but I wouldn't have told him ahead of time anyway).
Thursday, August 19, 2010
All better now
You know, if I start worrying about stuff like this every time he zooms through something I'm going to be a basket case before he hits 2nd grade. Richard and I talked about this last night after the carpet cleaners left, and he's of the opinion that we should just let him set the pace, within some limits of course. If Galen does reach a point where he isn't developmentally ready for what comes next, then we consult an expert. Neither of us think it will reach that point, because he's bound to zoom through some topics and not others. He may end up working a few grade levels higher than other kids his age (he's already working one grade level higher), but it's really not likely that this pace will continue all the time. What will probably happen is he'll zoom through most topics until he reaches whatever point he's currently at developmentally, then he'll continue at a pretty standard pace.
Then there's the fact that his fine motor skills are those of a typical kid his age, and some topics will take him longer for that reason alone - the second half of the unit we're working on right now, for example, teaches him how to write the numbers 1-5. I'm betting he'll only want to do one lesson a day for those (but I'm not going to say that too loud, because he's surprised me in this area before).
We've also talked about arranging for me to have a couple afternoons to myself. Richard has noticed that I seem a little stressed, and has, correctly, concluded that it's because I don't have any "me" time right now. I reminded him that the class I'll be taking Monday and Wednesday evenings was partly intended to do exactly that - taking post-calculus math classes might be his idea of a nightmare, but I actually enjoy them.
Yes, I'm a geek - feel free to point and laugh. LOL!
Then there's the fact that his fine motor skills are those of a typical kid his age, and some topics will take him longer for that reason alone - the second half of the unit we're working on right now, for example, teaches him how to write the numbers 1-5. I'm betting he'll only want to do one lesson a day for those (but I'm not going to say that too loud, because he's surprised me in this area before).
We've also talked about arranging for me to have a couple afternoons to myself. Richard has noticed that I seem a little stressed, and has, correctly, concluded that it's because I don't have any "me" time right now. I reminded him that the class I'll be taking Monday and Wednesday evenings was partly intended to do exactly that - taking post-calculus math classes might be his idea of a nightmare, but I actually enjoy them.
Yes, I'm a geek - feel free to point and laugh. LOL!
Wednesday, August 18, 2010
Starting to get nervous
I've mentioned before that Galen is a little bored with kindergarten math. Well, today he stunned me by going through three entire math lessons in one sitting, at which point I stopped him. At this pace we'll be starting 1st grade math during or right after the holidays. I'm not sure if I should let him set the pace, or hold him to the one lesson a day the curriculum is designed for, but I do know that either option is going to be challenging for me.
With the first option I have to find ways to keep him challenged while we progress through the program topics at the suggested pace. This is doable, but will require a lot more work for me finding ways to do that. The second option allows us to work through lessons at his pace, speeding through areas that are no challenge to him and slowing down in areas where he might need a little more time. If we run into enough sticky areas the overall pace might not be that fast compared to the suggested pace, but I've already looked through everything I have (20 units through the course of the year) and I don't see much to challenge him in all but about 5 units - and that depends mostly on how fast he picks up on it. That includes the only supplements available at the kindergarten level. Thankfully grades 1-6 have more and better supplements designed to challenge advanced students (and they have one that provides additional practice to average students as well, but I doubt we'll need that).
The second option seems like the thing to do, but what do I do if he's worked his way up to levels that require more abstract thinking but isn't developmentally ready for it? I'm great with math, but I don't think I'm up to winging it in that situation. Of course I may be worrying about nothing. His current pace isn't likely to last all the way through, and even if it does it may be accompanied by the mental development needed to do the more abstract thinking required at higher levels.
I figured he'd be naturally gifted in mathematics given that his daddy is an engineer and mommy is a biology professor and mathematics geek, but I think I overestimated the challenge that Singapore Math would provide. I don't really expect anyone to have the answers for me - for starters not that many people even read my blog. ASU does have a graduate program in Mathematics Education though, so it's possible one of the faculty members there might be able to offer some advice.
Reading, on the other hand, is going at the suggested pace right now. I doubled the pace while we were reviewing short-vowel sounds and consonant sounds because he already had those down, but now that we're working on actual phonics-based reading skills we've slowed to the suggested pace. We're currently learning to sound out words by blending the sounds together, and reinforcing the idea of going from left to right.
With the first option I have to find ways to keep him challenged while we progress through the program topics at the suggested pace. This is doable, but will require a lot more work for me finding ways to do that. The second option allows us to work through lessons at his pace, speeding through areas that are no challenge to him and slowing down in areas where he might need a little more time. If we run into enough sticky areas the overall pace might not be that fast compared to the suggested pace, but I've already looked through everything I have (20 units through the course of the year) and I don't see much to challenge him in all but about 5 units - and that depends mostly on how fast he picks up on it. That includes the only supplements available at the kindergarten level. Thankfully grades 1-6 have more and better supplements designed to challenge advanced students (and they have one that provides additional practice to average students as well, but I doubt we'll need that).
The second option seems like the thing to do, but what do I do if he's worked his way up to levels that require more abstract thinking but isn't developmentally ready for it? I'm great with math, but I don't think I'm up to winging it in that situation. Of course I may be worrying about nothing. His current pace isn't likely to last all the way through, and even if it does it may be accompanied by the mental development needed to do the more abstract thinking required at higher levels.
I figured he'd be naturally gifted in mathematics given that his daddy is an engineer and mommy is a biology professor and mathematics geek, but I think I overestimated the challenge that Singapore Math would provide. I don't really expect anyone to have the answers for me - for starters not that many people even read my blog. ASU does have a graduate program in Mathematics Education though, so it's possible one of the faculty members there might be able to offer some advice.
Reading, on the other hand, is going at the suggested pace right now. I doubled the pace while we were reviewing short-vowel sounds and consonant sounds because he already had those down, but now that we're working on actual phonics-based reading skills we've slowed to the suggested pace. We're currently learning to sound out words by blending the sounds together, and reinforcing the idea of going from left to right.
Saturday, August 14, 2010
Occupational play
Our occupational therapy appointment was more like a play date, as evidenced by Galen telling me in the car that he wanted to come back and play with Chad again the next day. Chad is, obviously, the therapist. We were assigned to him because he's their handwriting expert, and that was a big part of the reason for the evaluation in the first place.
It turns out that Galen is right on target for his age in fine motor skills - perhaps a little ahead in a couple tasks, but not enough to be considered on target for 5 to 5.5. Sounds good to me, and it was what I expected. He's definitely left-handed, with a pretty strong preference. Again, this is what I expected, although he frequently chooses to use scissors in his right hand which had me wondering.
It turns out that we've been doing several things exactly the way we should, including the use of standard thickness writing implements instead of the extra-thick ones they often give kids his age, and using ones that are about half the normal length. Chad also had good things to say about the Kumon workbooks I've been using, other than to note that the cutting books are set up for right-handed children if you follow their "start here" arrows (I tend to ignore those and let Galen decide which end to start at).
On the "we should change this" side, he recommended we ditch the rubber pencil grip. The other things we're doing, plus a couple new ideas he gave me will be far more effective in helping him develop a proper grip. He also asked me to consider switching from Zaner-Bloser handwriting to Handwriting Without Tears. I had originally decided against HWT because the script is unattractive, and there's very little repetition to develop muscle memory. Apparently, the repetition issue is part of the reason HWT was developed - fewer repetitions, but the ones you do are more likely to be correct, making for better learning. That was enough to get me to at least think about it. His response to my comment about the unattractive script was that it was just a font, and once the basic skills were learned it was a simple matter to learn a new style. I may have to get back to him on that in a few years, because I'm not going to have any idea when and how to do that. He did say to go ahead and use the Zaner-Bloser Kindergarten book to start practicing uppercase letters, so I'll keep that and order HWT for the rest.
At one point he told Galen he was a "superstar" because he was doing really well on one of the tasks, and Galen tells him, "That's not what mommy calls me." I'm sitting a few feet away wondering which of my pet names for him he's going to pull out, when he says, "Mommy calls me a 'smart little boy.'" The grin on my face must have met in the back of my head. After all, he could have told Chad I sometimes call him "cutie buns."
It turns out that Galen is right on target for his age in fine motor skills - perhaps a little ahead in a couple tasks, but not enough to be considered on target for 5 to 5.5. Sounds good to me, and it was what I expected. He's definitely left-handed, with a pretty strong preference. Again, this is what I expected, although he frequently chooses to use scissors in his right hand which had me wondering.
It turns out that we've been doing several things exactly the way we should, including the use of standard thickness writing implements instead of the extra-thick ones they often give kids his age, and using ones that are about half the normal length. Chad also had good things to say about the Kumon workbooks I've been using, other than to note that the cutting books are set up for right-handed children if you follow their "start here" arrows (I tend to ignore those and let Galen decide which end to start at).
On the "we should change this" side, he recommended we ditch the rubber pencil grip. The other things we're doing, plus a couple new ideas he gave me will be far more effective in helping him develop a proper grip. He also asked me to consider switching from Zaner-Bloser handwriting to Handwriting Without Tears. I had originally decided against HWT because the script is unattractive, and there's very little repetition to develop muscle memory. Apparently, the repetition issue is part of the reason HWT was developed - fewer repetitions, but the ones you do are more likely to be correct, making for better learning. That was enough to get me to at least think about it. His response to my comment about the unattractive script was that it was just a font, and once the basic skills were learned it was a simple matter to learn a new style. I may have to get back to him on that in a few years, because I'm not going to have any idea when and how to do that. He did say to go ahead and use the Zaner-Bloser Kindergarten book to start practicing uppercase letters, so I'll keep that and order HWT for the rest.
At one point he told Galen he was a "superstar" because he was doing really well on one of the tasks, and Galen tells him, "That's not what mommy calls me." I'm sitting a few feet away wondering which of my pet names for him he's going to pull out, when he says, "Mommy calls me a 'smart little boy.'" The grin on my face must have met in the back of my head. After all, he could have told Chad I sometimes call him "cutie buns."
Friday, August 13, 2010
Singapore aggravation
You'd think a company that's been in business so long would be able to provide accurate information on their website. Their list of suggested manipulatives for their kindergarten math program was a whopping six items, two of which were optional because they're only used once (I bought them anyway because they're used in subsequent years). It turns out there are at least four additional items the first set of books call for that they even sell - I still have to go through the other set of books! So much for saving shipping costs by ordering everything I needed at the same time.
Other than that little surprise I'm pleased with the program so far. Galen seems a little bored, but when I pull the books out he tries to tell me math is hard. I think he's hoping I'll say we can do it later so he can watch Handy Manny instead. He does the same thing with reading. I know he's pulling my leg there because he already knows the stuff we're working on right now (consonant sounds). Next week we start new units in both math and reading, although I'm not sure the math unit won't be just as boring for him (numbers to 5 - he can already count past 20). At least the lessons are short and he loves to count things.
His occupational therapy evaluation got rescheduled for today. I had to scramble to rearrange a few things to make that work, but there was no way I wasn't taking advantage of the opportunity. Our original appointment was two days after Labor Day. Hopefully I'll remember to bring his pencil box so we can show the therapist the scissors and pencil grips we're using
That also reminds me of the conversation I had with my aunt earlier this week. She's a retired high-school guidance counselor, and I was telling her about the appointment and why I had requested it. I had originally asked a teacher for ideas to help Galen develop his fine motor skills, but her only suggestion was to have him practice his letters. I guess she wasn't listening to the part where I explained I didn't want to push him into that until I was sure he was ready. Just because he's academically ready for kindergarten doesn't mean his fie motor skills are equally developed. Anyway, my aunt not only had better ideas than the teacher did, she had more than one! Some of them I've already got (lacing cards for example), but she also suggested pick-up sticks. I'd forgotten all about those, and I used to play with them when I was a kid. I'm going to try and find some wooden ones on Amazon - I just hope they don't cost a small fortune these days.
Not much else to say at this point. Galen is doing great, although he'd rather play than do school work. Mommy is still trying to figure out what works best as far as the daily routine. I find it funny that I was concerned about making the transition easier for him when I'm the one having the most trouble. LOL!
Other than that little surprise I'm pleased with the program so far. Galen seems a little bored, but when I pull the books out he tries to tell me math is hard. I think he's hoping I'll say we can do it later so he can watch Handy Manny instead. He does the same thing with reading. I know he's pulling my leg there because he already knows the stuff we're working on right now (consonant sounds). Next week we start new units in both math and reading, although I'm not sure the math unit won't be just as boring for him (numbers to 5 - he can already count past 20). At least the lessons are short and he loves to count things.
His occupational therapy evaluation got rescheduled for today. I had to scramble to rearrange a few things to make that work, but there was no way I wasn't taking advantage of the opportunity. Our original appointment was two days after Labor Day. Hopefully I'll remember to bring his pencil box so we can show the therapist the scissors and pencil grips we're using
That also reminds me of the conversation I had with my aunt earlier this week. She's a retired high-school guidance counselor, and I was telling her about the appointment and why I had requested it. I had originally asked a teacher for ideas to help Galen develop his fine motor skills, but her only suggestion was to have him practice his letters. I guess she wasn't listening to the part where I explained I didn't want to push him into that until I was sure he was ready. Just because he's academically ready for kindergarten doesn't mean his fie motor skills are equally developed. Anyway, my aunt not only had better ideas than the teacher did, she had more than one! Some of them I've already got (lacing cards for example), but she also suggested pick-up sticks. I'd forgotten all about those, and I used to play with them when I was a kid. I'm going to try and find some wooden ones on Amazon - I just hope they don't cost a small fortune these days.
Not much else to say at this point. Galen is doing great, although he'd rather play than do school work. Mommy is still trying to figure out what works best as far as the daily routine. I find it funny that I was concerned about making the transition easier for him when I'm the one having the most trouble. LOL!
Monday, August 9, 2010
The first week
I figured the first week would be the hardest for a couple reasons. First, any time you start something new it takes time to get used to the new routine. We had arranged with Galen's preschool to have him come in two afternoons the first week and two afternoons the second week to help make the transition a little easier, but after one week I'm thinking that actually worked more for my benefit than his. He loves his teachers there, so it's not like I don't think he enjoyed being there for a few hours, but he was just as happy with the idea of staying with mommy the other three days. I, on the other hand, needed the time to get things done. I'm apparently taking longer to adjust to the new routine than Galen is.
The second reason I expected the first week to be hard is because we started the day after returning from a trip to see the grandparents. That didn't seem to be a huge factor compared to the first reason - except for me, again. I didn't get as much done the week we were at my in-laws as I would have liked, so I opted not to start the science stuff until this week. As it turns out that was a good thing, because it made the first week a little simpler.
As far as the curriculum goes, reading and mathematics are laid out in a formal curriculum (The Ordinary Parent's Guide to Teaching Reading, and Singapore's Earlybird Kindergarten Mathematics, respectively), while science and art are more free-form explorations. Eventually we'll be using Zaner-Bloser Handwriting, Grade K, but that won't be until after his fine motor skills have been evaluated right after Labor Day. Academically he's ready for kindergarten, but he's still only 4, and he appears to be left-handed. He seems, however, to be ambidextrous with scissors, even when given a pair of genuine left-handed scissors made by the same company that made his right-handed scissors. As a right-handed writer I feel a little inadequate to teach him handwriting skills without a little direction from an expert.
That reminds me...did you know that scissors labelled for use by both left- and right-handed people are actually right-handed scissors that just have handles that haven't been molded to fit only in the right hand? Until a couple months I ago I didn't know this. It turns out that it's about more than whether or not the scissors fit into your hand. The right blade on standard (right-handed) scissors goes up, which means if you're viewing the cutting line from the left, you can actually see where you're cutting alongside the far blade. If you're left-handed you either can't see the line you're cutting, or you hold the scissors very awkwardly trying to do so. Also, the pressure your left hand creates on the pivot point while you close right-handed scissors tends to separate the blades rather than push them against each other, so left-handers often find that the paper bends instead of cutting (the same would be true for right-handers trying to use left-handed scissors). Obviously with a well-made pair of scissors the last issue shouldn't be an issue, but school scissors are cheap. If anyone else has a left-handed child I can highly recommend the left-handed scissors made by Fiskars. They have fun red and blue handles and, although they're available on Amazon, buy them either direct from Fiskars or do a web search for another alternative - Amazon is way overpriced for this item.
I guess that's all I had on my mind regarding the first week of homeschooling. Galen's doing great, and I'm starting to get used to the new routine. This week is the last week he'll be at his old preschool (Tuesday and Friday afternoon only), and the teacher is gathering contact information for his friends so we can arrange playdates. In fact, his first playdate will be this weekend - two of the teachers and their kids are going bowling with us. I can't wait to teach Galen how to bowl, and I'll try to remember the camera.
The second reason I expected the first week to be hard is because we started the day after returning from a trip to see the grandparents. That didn't seem to be a huge factor compared to the first reason - except for me, again. I didn't get as much done the week we were at my in-laws as I would have liked, so I opted not to start the science stuff until this week. As it turns out that was a good thing, because it made the first week a little simpler.
As far as the curriculum goes, reading and mathematics are laid out in a formal curriculum (The Ordinary Parent's Guide to Teaching Reading, and Singapore's Earlybird Kindergarten Mathematics, respectively), while science and art are more free-form explorations. Eventually we'll be using Zaner-Bloser Handwriting, Grade K, but that won't be until after his fine motor skills have been evaluated right after Labor Day. Academically he's ready for kindergarten, but he's still only 4, and he appears to be left-handed. He seems, however, to be ambidextrous with scissors, even when given a pair of genuine left-handed scissors made by the same company that made his right-handed scissors. As a right-handed writer I feel a little inadequate to teach him handwriting skills without a little direction from an expert.
That reminds me...did you know that scissors labelled for use by both left- and right-handed people are actually right-handed scissors that just have handles that haven't been molded to fit only in the right hand? Until a couple months I ago I didn't know this. It turns out that it's about more than whether or not the scissors fit into your hand. The right blade on standard (right-handed) scissors goes up, which means if you're viewing the cutting line from the left, you can actually see where you're cutting alongside the far blade. If you're left-handed you either can't see the line you're cutting, or you hold the scissors very awkwardly trying to do so. Also, the pressure your left hand creates on the pivot point while you close right-handed scissors tends to separate the blades rather than push them against each other, so left-handers often find that the paper bends instead of cutting (the same would be true for right-handers trying to use left-handed scissors). Obviously with a well-made pair of scissors the last issue shouldn't be an issue, but school scissors are cheap. If anyone else has a left-handed child I can highly recommend the left-handed scissors made by Fiskars. They have fun red and blue handles and, although they're available on Amazon, buy them either direct from Fiskars or do a web search for another alternative - Amazon is way overpriced for this item.
I guess that's all I had on my mind regarding the first week of homeschooling. Galen's doing great, and I'm starting to get used to the new routine. This week is the last week he'll be at his old preschool (Tuesday and Friday afternoon only), and the teacher is gathering contact information for his friends so we can arrange playdates. In fact, his first playdate will be this weekend - two of the teachers and their kids are going bowling with us. I can't wait to teach Galen how to bowl, and I'll try to remember the camera.
Sunday, August 8, 2010
Off on a new adventure
It occurred to me earlier today that the onset of homeschooling is a great time to start blogging. I've never been one to keep a traditional journal, but a blog seems to be part interactive journal and part online newsletter - that's an idea with a lot more appeal. So here I go, launching myself simultaneously into several new adventures, only two of which I'll discuss tonight - homeschooling and blogging.
I decided a a couple years ago that I needed to homeschool Galen, my 4-year-old son. Originally I was open to the idea of a private school, or perhaps one of the better charter schools here (but the regular public schools were never an option), but as he grew and developed I became more and more convinced that I couldn't trust his education to someone else. I remember what public school was like for me growing up, when homeschooling was a lot more intimidating than it is today, and I want better for my son.
Galen is smart. I know what some of you are thinking (because I've heard it all before) - every parent thinks their kid is a genius. Sure, I've got that same bias, but I've also done my homework and I've got the backing of others who have also seen what he's capable of. I've experienced the life I see him embarking on, and I want better for him. I know what it's like to be the smart kid with her nose buried in a book all the time, because I was that kid. I know what it's like to be bored to tears in school because you understood it the first time and the teacher is going over it again for the fourth time for the half-dozen kids that are still struggling. The problem is schools today aren't any better at handling kids like me than they were back then, and could arguably be accused of being a great deal worse thanks to the No Child Left Behind Act.
Then there's the behavior issues other kids bring to school that the schools are essentially powerless to control - inappropriate clothing, foul language, hateful ideas, bullying, peer pressure, bad attitudes, drugs, etc. All it takes is a trip to the store to convince me that even small children today can be way out of control - and once the parents lose control it only gets worse as they get older. No thanks.
Oddly enough, the fact that I'm a Christian had very little to do with my decision to homeschool. I know it's a big factor, if not the biggest factor, in the decision to homeschool for many Christians. I suspect some homeschool because they object to evolution and related ideas being taught to their children, some homeschool because they don't want their children to be part of a secular world that accepts homosexuality, atheism, etc., and others homeschool just to avoid exposing their children to the scary behaviors I've already mentioned. There are probably a whole lot of Christian families who homeschool for reasons that I've never even considered.
I guess it comes down to the fact that I am a Christian who homeschools, but I don't consider myself a Christian homeschooler. This may surprise a few people who knew me in high school and college, but I am not a Young Earth - Creation Science - Intelligent Design supporter. I accept evolution fully, and I am convinced that the earth is approximately 4.5 billion years old. I do believe that God is responsible for all of it, which some might argue is the same thing suggested by Intelligent Design, but it isn't science and should not be taught in a science classroom as science. Perhaps I'll get into this more at a later date, but for now, enough said.
So there you have it - my first blog entry. Hopefully I haven't bored you to tears - or an unplanned nap. I'm hoping to gather my thoughts about the first week of homeschooling for a second post tomorrow. Good night all!
I decided a a couple years ago that I needed to homeschool Galen, my 4-year-old son. Originally I was open to the idea of a private school, or perhaps one of the better charter schools here (but the regular public schools were never an option), but as he grew and developed I became more and more convinced that I couldn't trust his education to someone else. I remember what public school was like for me growing up, when homeschooling was a lot more intimidating than it is today, and I want better for my son.
Galen is smart. I know what some of you are thinking (because I've heard it all before) - every parent thinks their kid is a genius. Sure, I've got that same bias, but I've also done my homework and I've got the backing of others who have also seen what he's capable of. I've experienced the life I see him embarking on, and I want better for him. I know what it's like to be the smart kid with her nose buried in a book all the time, because I was that kid. I know what it's like to be bored to tears in school because you understood it the first time and the teacher is going over it again for the fourth time for the half-dozen kids that are still struggling. The problem is schools today aren't any better at handling kids like me than they were back then, and could arguably be accused of being a great deal worse thanks to the No Child Left Behind Act.
Then there's the behavior issues other kids bring to school that the schools are essentially powerless to control - inappropriate clothing, foul language, hateful ideas, bullying, peer pressure, bad attitudes, drugs, etc. All it takes is a trip to the store to convince me that even small children today can be way out of control - and once the parents lose control it only gets worse as they get older. No thanks.
Oddly enough, the fact that I'm a Christian had very little to do with my decision to homeschool. I know it's a big factor, if not the biggest factor, in the decision to homeschool for many Christians. I suspect some homeschool because they object to evolution and related ideas being taught to their children, some homeschool because they don't want their children to be part of a secular world that accepts homosexuality, atheism, etc., and others homeschool just to avoid exposing their children to the scary behaviors I've already mentioned. There are probably a whole lot of Christian families who homeschool for reasons that I've never even considered.
I guess it comes down to the fact that I am a Christian who homeschools, but I don't consider myself a Christian homeschooler. This may surprise a few people who knew me in high school and college, but I am not a Young Earth - Creation Science - Intelligent Design supporter. I accept evolution fully, and I am convinced that the earth is approximately 4.5 billion years old. I do believe that God is responsible for all of it, which some might argue is the same thing suggested by Intelligent Design, but it isn't science and should not be taught in a science classroom as science. Perhaps I'll get into this more at a later date, but for now, enough said.
So there you have it - my first blog entry. Hopefully I haven't bored you to tears - or an unplanned nap. I'm hoping to gather my thoughts about the first week of homeschooling for a second post tomorrow. Good night all!
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