Practice: a part of life

Surprise note from Joey.  senk 2013

Humans have a habit of making practice a punishment or a dull task. Often, it causes the opposite of anticipation and, many times, it can lead to procrastination. But, a more positive look at practice yields heartening responses.

Journaling is a part of Joey's homeschool curriculum. Now, when I say "curriculum," I use the term loosely - because, everything he's learning is an amalgamation of resources and manipulative (often ones unfamiliar in a public school setting). Joey, and Ezra for that matter, has a composition notebook, which he fills with fun facts, thoughts, and tidbits from lessons throughout the year. Two to three times a week, he adds to the journal. You can ascertain his thoughts on the solar system, what he knows from German, his illustrated perspective on an erupting volcano, his favorite line from "Green Eggs and Ham," et cetera - all from leafing through his journal.

Joey's journal not only provides a grand assessment tool, tracking his progress in handwriting (for example), but also a tool for practice. As Joey learns about the world around him, he reads books (with increasingly less help from his Mommy) about the subjects he is learning and practices his writing and comprehension by journaling about what he learns. With the school year half over already, Joey is showing how all that practice is paying off.

Earlier this week, my husband called me from the kitchen to the stairwell. "You have to come see this," he exclaimed.

Waddling a bit due to the weight of a nearly-completed pregnancy, I came to the lower landing and noticed, scrawled on a piece of scrap paper, the words: "Joey's in bed."

We both smiled and laughed at the secret note our Kindergartener had left us - revealing his whereabouts. There was something more though. I was also happy to see Joey applying what he was learning - not through drills or memorized rules - but, through making practice a part of his life.

Joey doesn't see practice as drab or painful, but as exciting and natural. By incorporating learning strategies and materials based on his interests, while reinforcing key concepts pertinent for him to learn at his academic and cognitive level, Joey is flourishing in the homeschooling environment. 

Let your child decide, too

At least twice a week, our homeschooling foray heads into opportunity for, what I call, "Project Exploration" time. We explore a topic that the boys have chosen, based on brainstorming sessions and developing questions as they learn. These Explore opportunities have led to creating volcanoes to erupt, Newton color wheel experiments, and even research on the planets in our solar system. Recently, our Project Exploration time encompassing learning about the planets that orbit our Sun, including dwarf planets. Ceres and Eris are as much a part of the solar system as the four Inner Planets (Mercury, Venus, Earth, and Mars) and the four Outer Planets (Jupiter, Saturn, Uranus, and Neptune) to my inquisitive five-year-old son. And this learning is all based on his interests and questions.

But, being truly open to life-long learning and allowing my son to develop his own path in the world means accepting him and some of his sometimes zany ideas for who and what they are. And often these explorations lead down paths that infringe upon cultural and societal norms. Now, I'm not talking about raising a rebel (though it's good to rebel against some things) or an insensitive (the world has too many of those) or someone that tries anything (especially morally or physically harmful choices) for no reason. I am talking about respecting the individual that God created so that God can work on my son's heart the most.

Sometimes, this pops out in basic observation due to modeling. We all model a type of person, with both flaws and sparkling gems. My hope is that as Joseph sorts through the mesh of models he meets on a daily basis, he can learn to discern those worth repeating and those worth rethinking. For example, donating hair. I started donating my hair after the last time I snipped it my senior year in high school. Mother was furious and I became determined to find a better way to use something so basic that God gave me. So, six donations later, I'm still growing my hair for children suffering from hair loss and in memory or honor of women and men that have suffered (or died) from cancer in my life. I've known Russell for almost all of those donations and he finally decided to curtail cultural acceptances and grow his own hair to donate. We didn't expect anything else and we definitely didn't prompt others to do it - we just allowed the conviction to work in our own hearts. But, over the summer, when I was lining Joey and Ezra up for their usual haircuts, Joey refused.

"No!" Joey said. "You can't cut my hair."

"Oh, I'll just trim it up then," I replied.

"No, I don't want you to." And, my five-year-old ran into the house.

When I found him, I asked why he was so scared of the trimmer and scissors.  I had given him haircuts for years without this type of reserve.

"I want to donate my hair," he said, with resoluteness in his eyes.

I told him that just because Mommy and Daddy were donating their hair did not mean he had to do it. But, my five-year-old refused to listen. Ezra was quite content to munch crackers while I buzzed and snipped his golden locks; but, months later, Joey still defies sitting in the trimming chair. He has felt a call, upon which I cannot impose.

Joey's conviction to show compassion and love to others is something we should encourage. I wish more people had as much gumption to allow their principles to guide them toward what's right, even in the face of ridicule and nonacceptance. But, it takes courage to do something against the normal flow of societal standards.

So, in this homeschooling journey, I try to take my son seriously and explore his questions even when they are inconvenient. If your child wants to learn a certain language (such as the German Joey wanted to learn), don't steer him toward something more "useful," let him learn the language about which he has an innate interest. If your son wants to learn gymnastics instead of football, let him. If your daughter wants to explore STEM subjects, be supportive of her. American culture has some long-standing stereotypes and biases that need to be confronted. Encourage your child to pursue the interests God is prompting in that precious heart - He knows far better than we do.

Complementary Color Monsters

Following our foray into the world of spectrums, Joey is still enamored with color. So, we've been savoring some basic concepts of color theory in our little part of the world.

Joey showing the color wheel - Ezra, all smiles.  senk 2013

As you know from reading a previous post ("Try, try again..."), we explored the primary and secondary colors during our look at how a rainbow is formed, which also involved Newton's study of spectrums and the color wheel. Joey created three different magnets - on each, he smeared paints on notecards to discover which primary colors produced which secondary colors. His delightful oohs and aahs were well worth the experiment. Seeing firsthand that red and blue combine to make violet in pigments was a joy not only for him, but for me too as an observer of Joey's experiment.

Mr. Blue and Mrs. Orange Monster.  senk 2013

We made good use of recycled materials and donated craft supplies (thank you, Grandma and JoEtta!) to create quite a parade of monsters, most recently. But, these are monsters with a meaning. The challenge? Joey and Ezra had to help me create monsters that display complementary color pairs. We studied four main ones - three based on Newton's color wheel (red - green, orange - blue, and yellow - violet) and white - black. The end result was an array of Complementary Color Monsters, constructed from toilet paper rolls and paints and myriad add-ons (glitter, goggly eyes, etc), that remind my little tykes of a basic color theory concept.

Although I did not get into the more complex ideas of subtractive vs. additive complementary colors, for an older audience, you can easily adapt and add to a unit on basic color theory. I found Ian Sidaway's "Color Mixing Bible" to be particularly helpful in providing illustrations for my Kindergartener and toddler. This book incorporates different mediums in art, too, which is great for showing how color looks with different textures resulting from various artist's tools.

Joey & Ezra, good playmates.  senk 2013

But another fabulous component to the Complementary Color Monsters exploration was the concept of complementary, itself. According to Merriam-Webster, "complementary" means: "completing something else or making it better; going together well; working well together." The very idea of complementary colors includes enhancing the color opposite on the color wheel. Thus, this lesson also includes concepts of ethics and relational matters. The boys saw the monsters as being complementary to one another in terms of being good "playmates" or being kind to one another. And, we were able to talk about how the boys could be complementary playmates, too - using kind words and actions toward one another.

There are so many ways to apply color theory in our day to day adventures. Hopefully you'll find some, too, and add a comment on how complementary colors enhanced your day.

Complementary Color Monsters.  senk 2013

It's not quite what you think: exploring Native American life

The boys squat in a woven wigwam.  senk 2013

I looked at the paper-and-stapler-based strategy More Than Moccasins: A Kid's Activity Guide To Traditional North American Indian Life by Laurie Carlson (1994:13-14) suggested for a wigwam and frowned. "Surely we can do a little better than that," I thought. So, we donned boots and sleeved-shirts and headed to the harvested corn rows in our garden. Then, together, we bent, tied, and wove corn stalks, Johnson grass, small okra stalks, large gourd leaves, and clumps of grasses to fabricate a wigwam, which the boys could play in rather than just hold.

Bugs swarmed, dust stuck to our sweaty arms, and our hands, hair, and faces were browned from dirt and crumbled fronds. It was mid-morning and the sun was just about the get hot. If Joey had been in a public school, the teacher would likely have chosen the simpler paper-and-stapler-based craft, which would have been constructed at his table and in air-conditioning while surrounded by tons of other friendly and happy Kindergarteners. But, in our homeschool setting, we mucked outside and created something life-sized that two brothers could enjoy for days. And, we needed a shower.

The Virginia History SOLs for Kindergarten includes knowledge of Indians - more specifically, Powhatan and Pocahontas. But, our family lives in the Shenandoah Valley, not along the coast, where colonists would have met Powhatan Native Americans. Here, Souian-speaking Native Americans inhabited. I want Joey to learn about Native Americans, but I want him to learn about those that lived where we are - or at least as close to where we are as we can get - in addition to other tribes that inhabited the areas coinciding to the United States of America. But, how do we do that when there was so little written about them?

I've pieced together a curriculum from what I can find. It's non-traditional and pulls from myriad resources: books to a living village to Internet sources. I try to pull together activities and learning that are as closely connected to what might have been going on in this area as possible. Of course, the Shenandoah Valley was prized foremost for its rich hunting grounds, which even yielded elk at one time. But, in the surrounding areas what would life have been like in a small village? Although my list of resources is by no means complete, it gives a springboard that may be helpful to other families looking for resources on Native Americans (beyond those encountered by the early settlers).

"Journey to 10,000 B.C." - Paleo-Indians were the first place to start after we briefly covered the history of the Earth (which will be revisited over and over). Russell actually found some fascinating videos on the history of the earth (one a time-lapse video; another an addictive music video). While there is so much more for Joey to learn about the Clovis culture, we have just started exploring information that will be helpful in his understanding of this culture. We're fortunate to live near the Thunderbird Archaeological Site in Warren County, which is a wealth of information - but, now to figure out how to tap into it.

A majority of our focus, though, has been on Native American groups more contemporary with the first European settlers. There are a variety of books I'm consulting. Some provide a broad conceptual idea of Native Americans in Northern America, such as Villages of the Algonquian, Siouan, and Caddoan Tribes West of the Mississippi by David Bushnell (1922:43-44), The Siouan Tribes of the East by James Mooney (1894), and a plethora of Archaeology books. Indian America: A Geography of North American Indians by Marian Ney (1977:4-5, 48-49) provides a a geographic distribution of North American Indians and, to my joy, of the Indian confederations of Virginia (including Manahoac, which was likely nearest the Shenandoah Valley). Other resources have provided activity ideas, such as More Than Moccasins, which I mentioned earlier, and History Pockets: Native Americans (which correlates to state and common core state standards). Yet other books have given a voice to Native Americans for our family: a huge handful of children's books surrounding legends, American Indian Myths and Legends edited by Richard Erdoes & Alfonso Ortiz, and Great Speeches by Native Americans edited by Bob Blaisdell.

Monacan Village at Natural Bridge.  senk 2013

Other useful resources have been on-line or in-person. That is, we visited the Monacan Village living museum at Natural Bridge in Rockbridge County, VA. The Monacan Indian Nation provides a good resource for historical and contemporary information on the Monacans, who constituted a second of the three confederations of Virginia (yes, you've probably guessed the third already: Powhatan). Virginia Tribes from Manahoac to Tutelo is an on-line resource with basic information on Virginian tribes.

With all that I pulled together, Joey and Ezra have been able to engage their senses as we explore the culture and history of Native Americans. They've worn clothing indicative of cultural attire. They've snacked on corn popped and drizzled with maple syrup, sun-dried raisins, and roasted sunflower seeds. We fabricated a wigwam in our yard. We've listened to stories and music indicative of Native American life. We've toured a Monacan village and made Native American games from shells, pottery, and sticks. And we continue to explore these fascinating lifestyles. Throughout the entire process, we've all learned that authenticity (or as close as we can make it) enhances learning.

There is so much to learn and so much richness in exploring Amerindian cultures. So, instead of just talking about Powhatan and Pocahontas, dare to explore more of what Indian America was (and is) like. Please feel free to add a comment about other resources you have found to be useful in studying Native American culture, history, and life.

Try, try again...

From Noah to Descartes to Newton, rainbows have fascinated people for years. And no less do they fascinate Joey and Ezra. During our prior-to-school's-start brainstorming sessions, when the boys revealed some of the topics they wanted to cover during their school exploration times (like volcanoes and bugs), the rainbow was second on the list. But, how do you cover such a complex topic of physics with such young children?

Recently, a line from Walter Lewin's For the Love of Physics has been resonating in my mind. He says, "What counts, I found, is not what you cover, but what you uncover" (2011:2). He continues, "Uncovering the laws of physics and making them see through the equations,... demonstrates the process of discovery, with all its newness and excitement..." His observations apply to any subject at hand. It's the passion, the discovery, and the applicable meaning that we harbor in our hearts during learning. And for young children, that means hands-on and up-close.

Obviously, I employ manipulatives in my teaching. The more experiments and activities (beyond worksheets and the ordinary), the better. But, any scientist-at-heart will tell you that experiments and trial-and-error go hand-in-hand. So, in order to cover rainbows, I turned to some great books* with experiments on light, prisms, and refraction. Some of these were major failures (yes, homeschoolers have those), but that's where the best parts of learning come in: perseverance and creativity. We worked together to brainstorm ways to make our experiments work and tried again, and even again. That's where the successes occurred (yes, homeschoolers have those, too).

Joey w/ his snap circuit color wheel.  senk 2013

We began our exploration on how rainbows are made with bending light. I wanted Joey to see how light bends, because that's how it happens inside a raindrop. So, we followed Science Lab: The Ultimate Science Pack and completed "Laboratory 6: Which Way Does Light Go?" This experiment worked really well and Joey had a splendid time using multiple mirrors and using his imagination to explore bending light. The next obvious step was to experiment with a prism and allow sunlight to create a spectrum on the floor, on the wall, on our hands. The boys were delighted to look for spectrums and Joey wanted to draw one. So, I introduced him to Roy G Biv, that scintillating character many of us learned about in Art Class. We combined paints so Joey could see how secondary colors were created from primary colors (here, I'm referring to the pigment-based primaries: red, blue, and yellow; and yes, we also explored the primary colors of light - red, blue, and green - too); and, we talked about Newton and explored Newton's color wheel. It took three attempts before we finally got the colors to vanish into the all-inclusive white, indicative of sunlight.

A closer view of his set-up.  senk 2013

With "Laboratory 5: Vanishing Colors" of Science Lab, we focused on the concept of white light being a combination of many different colors. But, this experiment was based on creating a top that would spin to blur the spectrum into white. While it's good in theory, in actuality, we could not spin the top fast enough for white to result. So, I spearheaded another experiment from The Optics Book: Fun Experiments with Light, Vision & Color by Levine & Johnstone (1998). The idea was to create a Rainbow Wheel that twisted on string between your fingers. Another good idea in theory, but we just couldn't twist the wheel fast enough to see white from the spectrum. So, what could we do? Then, the Eureka moment came: Joey's snap circuit set! Using the red rotating wheel, Joey set up a circuit that would allow the rotator to turn really fast. I taped our color wheel to the rotator; Joey placed it just right; then, he flipped the switch. The rotating wheel was spinning so quickly we easily saw a spectrum of color zip into white light. How dazzling!

Of course, Joey was thrilled and so excited. And, while I was thrilled the experiment finally worked, I was more excited that Joey saw how (even over the course of a few days) it pays to persevere. I know there are going to be moments of frustration, exhaustion, and confusion in homeschooling; however, I also know that we never have those feelings without their opposites. So, let's toss a little courage into the mix and see what happens.

* Examples of books we read or used for these lessons (nota bene: this is just a sample; there are other competent resources - this is by no means an exhaustive list):

Arvetis, Chris & Carole Palmer, "What Is a Rainbow?" A Just Ask Book. 1983.

Barton, Chris. The Day-Glo Brothers: The True Story of Bob and Joe Switzer's Bright Ideas and Brand-New Colors. Watertown: Charlesbridge, 2009.

Burnie, David, "Light." Dorling Kindersley Eyewitness Books. 1992, pp. 28-33.

Carle, Eric. Hello, Red Fox. 2001.

Levine, Shar & Leslie Johnstone. The Optics Book: Fun Experiments with Light, Vision & Color. New York: Sterling Publishing Company, Inc, 1998.

Lewin, Walter. For the Love of Physics: From the End of the Rainbow to the Edge of Time - A Journey Through the Wonders of Physics. New York: Free Press, 2011.

Science Universe Series, 1984."Sight, Light and Color," pp. 18-19, 26-27, 34-35, 47.

Stewart, Melissa. Why Do We See Rainbows? New York: Marshall Cavendish, 2009.

What are you doing?

Roof tiles fell and shattered to the floor. Lightning brooded in the plume of Mt. Vesuvius. And people remaining in Pompeii on August 24, 79 AD, fled as far as they could before the pyroclastic flows and ashfall finalized the fate of the Roman city. It was no better in Herculaneum and several other small towns near the base of the volcano. Museum Victoria in Australia provides a fabulous recreation of the experience of this natural disaster. Both Joey and Ezra were amazed by the visual effects. We all ducked when the pyroclastic flows proceeded on the screen!

Joey and Ezra pouring vinegar into the volcano.

Joey's first few weeks of homeschooling have included learning about volcanoes. He loves science and seeks for its inclusion in every day of the school week. As I mentioned in the previous post, A priceless picture, we investigated how pressure and heat are important to a volcanic eruption. Joey also got to simulate his own volcanic eruptions, from stratovolcanoes to shield volcanoes, via Discovery Kids' Volcano Explorer. And, smiles erupted as much as vinegar and baking soda in our paper mache volcano, complete with their model dinosaur toys.

In addition to how a volcano erupts, Joey was also curious as to where volcanoes are found. A globe, atlas, and maps were vital in showing Joey the location of The Ring of Fire, Italy, Indonesia, as well as myriad other site names associated with volcanoes. We read "Volcanoes" by Franklyn Mansfield Branley (1985), watched "Fire & Ice: Hawaii & Alaska" made by Adventures in America's Western Parks series, and perused geography books for pictures of volcanoes. And, for volcanoes associated with Virginia, I sifted through a website with tons of information, especially on Mole Hill in Rockingham County and Trimble Knob in Highland County. We discovered that the columnar basalt we always visit near Limberlost Trail in Shenandoah National Park are from ancient volcanic activity in the Blue Ridge Mountains (myriad other trails also provide glimpses at volcanic rock). It's always great when the boys can have a tangible experience related to their learning - so a hike was a must!

To round out Joey's first project exploration, we investigated the volcanic eruptions of Krakatau and Anak Krakatau. Again, Joey got to see where in Indonesia the volcanoes are (or in Krakatau's case, was) located, learn how other natural disasters (like earthquakes, tsunamis, etc) are often associated with volcanic eruptions (especially when they're really powerful and near water), and - throughout the entire few weeks - has applied terminology relevant to volcanoes (like lava, magma, crater, vent, et cetera). During play time, Joey took a break to draw in one of (actually my) journals.

"What are you doing?" I asked, a bit bewildered at his lines at first.

"Oh, I'm drawing Vesuvius about to erupt." Joey replied nonchalantly. 

"See, here's a theater with lots of seating. And, here's a house." Joey pointed out the buildings sprawled about the base of a volcano looming in the background.

"Oh, and here's the eruption!" Joey used his pen in powerful strokes to show the violent upheaval that would have resulted from a volcanic eruption.

As Joey's mother and his homeschooling teacher, it's extraordinary to see him connect his learning to everyday life. I have an unprecedented position to mold his education in a way that not only enhances his interests, but also builds on his knowledge base by incorporating life experiences that connect his learning in ways sometimes not noticed by the often disjointed reality of public education. Our family can maximize on the learning and on the fun - together! How does your family have fun learning? Share in the comments section.

A priceless picture

Joey (5 yrs) on his first day of school.

Opening envelops and reading words of encouragement on the cards we received from many family members and friends, Joey delighted in the love and support that surrounded his first day (and week) of Kindergarten. Although we did some basic assessment the first week of school, such as ascertaining his knowledge-base of the alphabet, numbers, writing his name, blending phonemes, rhyming, etc, Joey (and Ezra) had tons of fun amidst the learning.

No, the first day of school did not entail my son, loaded with a backpack, standing at the end of the sidewalk and waiting for a big yellow bus to appear on the horizon. No, the Pledge of Allegiance was not the first recitation of the day (or even a part of his day). No, my son did not experience the climate of a large-class environment.

Instead, he prepared for the day (even wearing a beaded necklace that he threaded over the weekend), helped clean up after breakfast, and then started the day with our usual morning worship service. He recited the Lord's Prayer with me, did a scavenger hunt to discover his Bible verse for the week, and then learned about the importance of volcanoes in creating the atmosphere for our planet in the early stages of Earth's history. Over the course of the first week, we compared the creation story with the geological time scale; and surmised from this highly-constroversial topic that God created the earth and all that is in it - regardless of how scientists and theologians hash it out. We made a paper-mache volcano (thanks to an Amazon packing box, Elmer's glue, shreds of Northern Virginia Daily, a recycled Stonyfield yogurt tub, and an empty spice container), painted it, and plan to "erupt" it as close to August 24th as possible (yes, I'm a classical archaeologist at heart). Joey learned that heat and pressure are two important necessities for a volcanic eruption to occur. We used the "Fountains of Fun" activity in Laboratory 13 of the "Science Lab: The Ultimate Science Pack Laboratory Manual" (1997:28). The experiment requires filling an empty plastic bottle 2/3 with water, shoving in a drinking straw, sealing the opening around the straw with modeling clay, and then blowing air into the bottle through the straw. The boys were delighted to see the jettison of water result when they moved their lips from the straw. This was a good way to illustrate pressure's importance in a volcanic eruption. To illustrate heat, I plan to melt red wax in a water-filled beaker - but, that's week two.

Ezra, the robot - up close and personal.

Amidst the science fun, the boys reviewed numbers, played Sequence Letters, learned the concept of one less and one more, and became more familiar with a globe, magnets, levers, and a balance. Joey is enjoying the beginnings of German, piano, and has art-infused into each day. But, there is still so much time for them just to have creative play. For example, during the second day of school, the boys claimed a larger Amazon packing box for the basis of a robot costume they wanted to make. I helped them by cutting out holes with an exact-o knife, but otherwise, the ideas were their own. They each had fun wearing the costume around the house and decorating the box with creative shapes and colors.

I had no idea what to expect for the first week. I definitely did not expect quite so much creative play and demand for learning. The boys are so inquisitive - and, I have to try to keep up with their yearning to know more. It was an exhausting week. And, I felt my public-school-learned self pushing against the more liberal way of homeschooled learning with less rules and more freedom. The best advice I received from an inspiring friend was to have patience with myself. Perhaps I have much more to learn than my boys do!

July is almost over

A jumble of activities and adventures have filled the summer! As Joey gears up for his first official day of school, I am busy working on preparations. But, so are the boys.

I have spent the last five years sometimes fretting, sometimes sweating over our family's take on schooling and the "right" way to homeschool. As a product of public education, schooling has meant: uncomfortable desks, no talking, no getting out of your chair without permission, cookie-cutter subjects, and did I mention no talking? So, the idea of homeschooling has felt a bit overwhelming. But, as I've studied and read and contemplated the subject, I have come to realize that there is no "right" way to school. Homeschooling is malleable in terms of how. The important thing is that the child is learning not only personal responsibility, but also a responsible way of life. 

So, as we prepare for Joey's first day of Kindergarten, brainstorming is a key component of the process. Joey is developing ideas for what he wants to know (a lot of it is about the life cycle of bugs, how a volcano erupts, and various science experiments). My job is helping to guide him through project-based learning that incorporates basic educational principles that he has to learn (like reading and writing, safety in conducting science experiments, and, for our family, spiritual formation). I also want to be sensitive to, but not bounded by, national and state-wide standards; so, I have familiarized myself with these (which are accessible by searching for your state's or for national standards in education). Virginia's SOLs are listed according to subject and then grade-level. National Common Core standards are especially easy to find for English and Mathematics. So, if you want to be mindful of these standards as you start your homeschooling endeavors, see what these links have to say - but, do not become overwhelmed by them or limit yourself by what they suggest. For example, in the Kindergarten standards, Virginia encourages its students to learn about Betsy Ross's involvement in creating the first American flag, when there is a tenuous link to her doing so. There are myriad better examples of ways to serve - and I would argue fellow man even more than one's country - such as Mother Teresa or Dorothy Day. Maybe you can research local philanthropists that have made an important contribution to the community. Or, look through newspapers or on-line news media for the names of women, in this case, but also men that have made positive differences with even small steps.

There are so many ways to form education to fit the needs of your child. Consider the strengths that your family can offer. For example, Russell plays bagpipes and has a lot of experience with Geology and Astronomy. We can incorporate these aspects of education into our children's lives, especially through an appreciation of music and scientific or natural observation. I have background in pottery and drawing, Classical Languages, Archaeology, basketball and softball - so, we can incorporate an appreciation for the arts, an understanding of other languages and cultures, and the importance of moving his body (not that he needs help with that) into his educational experiences. The Anglican tradition is an important aspect of our family life - so, faith and spiritual formation will be a part of everyday life and not just left up to Sundays.

Joey & Ezra at Frontier Culture Museum.  senk 2013

But, Joey's education won't be an amalgamation of what we know - it will rely strongly on what he wants to know, too. Children need to learn so much, but they especially need to learn the concept of love. When we harbor Christ-like love at the center of their learning, their growth is so much greater. May the upcoming educational pursuits of your children this year balance on just such a thread.

Creative Construction

Joey & Ezra designing a marble chute. senk 2013

Joey loves to construct. From Legos to blocks, recyclables to Lincoln logs, he follows diagram sheets to build or creatively designs his own constructions. Sometimes, his creations are circuit panels (using his set of snap circuits); other times, blankets and chairs and pillows become a Joey-sized tent or a rocket for blasting into outer space. Often, he invents a new contraption with Legos - such as a hover-craft lawn mower, complete with toilet; then again, he loves creating new wooden train track sets sprawled like a town across the floor. He has even sat in a box with a metal cookie sheet filled with movable gears - exclaiming, "Good bye, Mommy! I'm off in my boat to save a friend lost at sea." And outdoors, he often builds homes for caterpillars he finds.

Joey with one of his caterpillar homes. senk 2013

Some of my favorites, though, use recyclables from our pantry bins. He builds boats and submarines using straws, lids, and Joey-drawn paper flags. Then, either at bath time or using a large bowl of water in the shower, he tests their buoyancy or ability to go underwater. Gathering an assortment of quart jars, he's made his own water xylophone (similar to, but not quite as elaborate as the one created by the Tulga family). And, he's even written his first book - a copy of a handmade book his friend, Natalya, made for him - but using different recyclables to show opposites (such as hard vs. soft).

The boys' creative construction play spills over into ideas, too. We often play concept games at meal times or throughout the day. One of our favorites is brainstorming new ice cream flavors (yes, the boys inherited my love of ice cream). Some are interesting: cheese ice cream (I think of sweetened mascarpone cheese on chocolate chip scones, when they say this), gummy worm ice cream, chocolate pie ice cream, chocolate-bottom pumpkin pie ice cream; others are not palatable, but creative: electricity ice cream, lightbulb ice cream, train track ice cream, and then an assortment of really gross flavors which reminds me of Bertie Botts every-flavour jelly beans from Harry Potter.

Crayons from a diner. senk 2013

Providing time and access to an assortment of manipulatives and recyclables are key to creative construction and creative play. These are essential to any successful learning environment - whether in the home, at a school, in a community, or at special museums. It's important to realize that resources do not have to be expensive. A trip to a local children's museum at free admission times; cleaning and saving bottles, non-harmful scraps, and other recyclable by-products; visiting libraries, friends' homes, and gathering freebies wherever they're offered - these are all great ways to enhance the home (or any) learning environment.

What creative constructions do your kids come up with and where do you get the materials for those activities? Take a moment to share in the comments section.

Encouraging Acts of Kindness

Ezra gathering field daisies in The Shenandoah Valley, VA.  senk 2013

Joey and Ezra love to gather wildflowers and garden flowers, strawberries, sugar snap peas, and even eggs (from the chicken coop). But, they gather them for a purpose - usually to take to Grandmommy. 

Children have a natural propensity toward compassion. They love to create gifts for others and are quick to add hugs and kisses to the list, as well. Encouraging acts of kindness is an important part of not only homeschooling, but also life.

In our household, Joey and Ezra will find miscellaneous toys, wrap them in recycled newsprint, and then give them to one another. It's adorable to see them at such play. I keep bits of ribbon, wrappings, or bags that we got from previous gifts for them to use in their giving play. They use scraps of paper for notes; write "I love you" cards to friends and family; and make random phone calls to loved ones just to see how they are doing. I keep a mailable envelop for extended family that lives out-of-state and mail it when we've gathered a collection of their compassionate memorabilia. And, Joey is starting to type "I love you" e-mails to family with such addresses.

There are myriad other ways for children to demonstrate compassion. Perhaps you could make baked goods to take to neighbors or work at a food pantry together. Make a meal for someone in need of some tender, loving care and teach your child the power of prayer. Each morning and evening, our family has prayer time together and it's so powerful to hear them pray for friends by name. Another important skill that shows kindness is teaching children how to say a hearty "thank you" to those that bless their lives. 

How do your children show kindness? Are they gentle with animals and even bugs; do they show care for the environment? Do they offer a helping hand (such as a back scratch when it's needed) or want to make things for others? Share ways your family promotes compassion, too.

As simple as it sounds

Ezra learning how to brush his teeth.

As simple as it sounds, there are basic life skills we all need to learn how to do. Of course, this may vary culturally and geographically, but ultimately we have to learn personal responsibility. By separating children from the vary act of living while they're learning, we are doing a disservice to their education.

Consider this: how many public schools have time for flossing and brushing teeth after lunch? How many public schools allow children to help make their lunch? How many public schools encourage children to take an active role in cleaning or gardening or other necessary chores? How many public schools integrate daily living practices with the child's education?

Perhaps some public (and private) schools can tackle these challenges; however, a majority do not. Instead of seeing meal preparation or cleaning or other life routines as someone else's job, it's important for every member of a learning community to realize their personal responsibility in helping out. Neither messes nor meals nor memories are made alone - there is a process to each of them that requires more than ourselves for positive results. How important that children learn this as part of their education!

An Internet search will reveal myriad sources for knowing appropriate tasks well-suited to a child's age. But, common sense and observation will help with this - consider a child's dexterity, attention span, and cognitive development. A routine can be very useful to encouraging good living habits. For example, cleaning up after a meal is a great transition to play time or a learning activity or reading before a nap. Working together with a smile always helps. When children see that what they are doing will help Mommy or Daddy do something fun with them afterwards, they are more prone to help, too. Or, consider a treat for the family if you work on a task (particularly an unpleasant one) together. 

Another helpful tip: let the child choose the task to complete. Some life events cannot be delegated: brushing and flossing will eventually fall solely on the child for him or herself, for example. Other life events can be shared: cleaning dishes or laundry, setting and clearing the table for mealtimes, etc. There are a plethora of resources from lists to charts to apps that can help assign weekly and monthly chores - rotating to create a fair slate of tasks for each individual in the family. But, the most important thing to remember is to make it fun and to do it together.

Never underestimate the outdoor adventure

Joey finding fronds while hiking.  senk 2013

Our family loves hiking. Fresh, blue skies cheer our spirits even when clouds invade. Shapes, colors, and textures delight our senses. Opportunities for exploration never end. 

One of the saddest results of building-central public schools and standardized testing, is that in many ways we've ripped away the importance of outdoor learning. It's not just that recess is often drastically cut or eliminated from the curriculum, especially when teachers and administrators feel pressed for completing testing requirements - it's beyond that. Outdoor learning - tending gardens, observing natural processes, animal husbandry, learning the names of trees, drawing outdoors, etc - is essential to education. In many public schools, financial and testing constraints have made field trips nearly impossible. So, for primary and secondary schooling to allow students the full benefits of outdoor learning, it has to occur in either a private or homeschooling environment.

There are endless opportunities for learning in the outdoor setting. Here a few ideas to get you thinking; and feel free to add other ideas in the comments section.

The boys investigate a salamander. senk 2013

Look for local fauna. During a recent excursion along a hiking trail in Shenandoah National Park, our family saw firsthand the Shenandoah Salamander. We were able to talk a little about what the salamander eats, its ecological role, habitat, and distinguishing characteristics. Ezra exclaimed, "It's so cute!" clearly showing his fascination with appearance; and Joey was excited to talk about its diet. We also observed a herd of deer, watched and listened for specific birds (like the pileated woodpecker), and noted how a spider sat upon its web in the winds.

Joey identifying a tree. senk 2013

Relish in flora. Even if you don't know the names of every plant or tree you see, you can find out what it is by making observations while on the hike. For, example, Joey is often obsessed with cone-forming trees. If you're someplace that would allow you to take a small cone-sample (one that's fallen on the ground) or frond-sample (again, preferable on the ground), then do so. Otherwise, make rubbings, take pictures, or draw impressions of the bark, leaf or needle, and seed pod (or flower) so that you have information that can help you identify your tree or shrub with an appropriate identification guide (think, National Audubon Society, The Sibley Guide, Peterson Field Guides, Tree Finder, etc). This is particularly useful if you don't have the guide with you on the hike. I have helped Joey create his own field guide journal, in which he draws a picture of the animal or plant and then we write important information about each entry - like the common and Latin names, size, habitat, distinguishing characteristics, etc.

Give your child responsibility for a section of garden space and/or an animal. Russell built raised beds for the boys to use in growing their choice of vegetables and flowers. Joey and Ezra helped prepare and plant the beds and continue to help in maintaining them, as well. Just today, we harvested spinach, which was used for a family meal and for preserving for future use. The boys also help care for our chickens and dogs. Both are excited to spend time with the animals, as well as feed and water them. Responsibility is not the only benefit of these endeavors, however, for both boys are also nurturing compassion, which is a trait needed-more in this world.

Joey & Ezra resting along a trail. senk 2013

Life experiences in safety, human impacts on the environment, and so much more are also a part of bringing children to the outdoors. We have to realize that each person has an impact to make. If we encourage children to have a serious and respectful approach to the great outdoors, while also enjoying the beautiful gifts that nature gives to us - then, we're fostering characteristics that will help just as much with whole-self growth as with learning. Make the choice to get your kids outdoors more, today!

Resources for outdoor adventures

Russell with a heart-shaped treat. senk 2013

Earth Day should really be a part of every day. That is what I'm teaching my boys.

Messages of savoring nature's beauty, appreciating the hard work of gardening, and interacting with the real world out there are mingled throughout their homeschooling curriculum. But, it's more than just a curriculum; it's a way of life. Learning is as much a part of living as living is of learning.

No matter where you live, there are ample opportunities to enjoy (often free) activities that help your children get into the great outdoors. In the Shenandoah Valley, our family frequents Shenandoah National Park - hiking along paths that start along Skyline Drive's slow meander along the mountain crest. An annual pass pays for itself by the second or third trip, so we make that an anniversary gift each August. In addition to state or national parks, consider visiting town parks (which often splash natural colors and textures even amid cityscapes) or zoos or vineyards or living museums or farm markets, etc. For Earth Day, our family ventured to Stanley, VA, and helped to plant grapevines at Wisteria Vineyard. We relished the family time traveling over Massanutten Mountain. As enjoyable as the (free) event was, our family also learned (together) many valuable lessons: how to properly plant a grafted grapevine (which can be applied to any grafted plant), the importance of working together (many hands really do lighten the workload), how to follow directions and observe carefully, etc. By the end of the morning, Joey could properly stake a vine and Ezra was a master at gently placing grapevines into prepared holes. And, did I mention, the learning was free!

Joey & Ezra at Wisteria Vineyard.
senk 2013

It can be difficult to find those few good resources that yield information on fun outdoor events in your area.  But, be diligent - ask friends and family, surf the Internet, and ask proprietors of the places you frequent. Where I live, a great resource for upcoming events and places to visit is "The Shenandoah Valley of Virginia and West Virginia." Click on the "More events" link in the "Things to Do" box on the bottom lefthand side of the webpage. Then, peruse the plethora of opportunities which are listed in order of date. If you're visiting the Shenandoah Valley, this is a great place to start discovering events or locales in an area you may enjoy. 

Often, some of the most exciting outdoor excursions are unexpected ones. Just be open to new learning experiences - especially ones you can do as a family. Not only do you create meaningful memories, but you weave more closely the threads of learning, living, and loving.

Putting an "i" in culture

Culture refers to an exposure to intellectual training, fine arts, and a study of the humanities. It also includes the beliefs, customs, values, and way of life of people all around the world. Of course, I also think of the culture grown on a petri dish in the lab for scientific study. And, this time of year, I consider all the tillage happening.

Regardless, incorporating concepts of culture is an integral part of any homeschooling activity. This could include historical, anthropological, or archaeological studies of various peoples, as much as an appreciation for the arts. But, doing so requires some common sense and care. There are inappropriate ways to experience culture - especially when there are potentially negative consequences (e.g. nefarious rites - just Google human sacrifices to get an idea of what I mean). Careful and respectful consideration of culture, though, will provide your child with a well-rounded understanding of the beautiful variety among people.

One way I incorporate cultural practices into my children's lives is to expose them to ways other people celebrate certain holidays or traditions, while still being true to our own religious understandings. At Easter time, for example, the boys and I make lambropsomo, which is a flavorful bread loaf decorated with a twined Byzantine cross and topped with naturally-dyed eggs. We put our own delicate touches into the result by adding alpha and omega symbols, a vine of grape leaves and clusters, etc. Ezra was particularly enamored with creating his own bread roll - carefully rolling bits of vine for his baked good. Russell spearheaded dying eggs by cooking beets and soaking hard-boiled eggs into the colorful water until they glowed dark pink. The final result was quite delightful (and tasty, too).

There are so many ways to explore the wealth of meaning in the world. Find a way to incorporate culture into your family's life and share the results in the comments section. Maybe you practice the Greek custom of giving gifts on your birthday (in lieu of or addition to receiving them). Perhaps the Chinese practice of cleaning your home on New Year's Day is something you do. Or, then again, your family might find meaning in creating your own traditions (e.g. a long-ago friend's parents hid Easter baskets filled with goodies in unlikely places; to find the baskets, they had to follow wandering threads like Theseus in the labyrinth). However you decide to put culture into your family or you into the culture, have fun and share a passion for learning with your child.

Prayerful Pretzels Proffer Number Practice

Pretzels arranged from 1 to 10.

In a house full of little boys, I have found that having five or six smaller meals throughout the day (or three meals and two or three snacks, as others might call it) is almost a necessity. Thus, inadvertently, food is a daily learning manipulative in our household. Whether extravagant or simple, consider ways to turn your snack time into a learning experience, too.

Joey and Ezra love activities. They get so excited to learn - it's quite heartening. And, when music, food, or science are involved, they're doubly ecstatic! Perhaps your children love learning experiences as much as mine - or perhaps they dread them. Whatever the case, see if you can adapt these lesson ideas for your own experience.

During the Lenten season, my snacks have been

Joey's pretzel concept of three & his 3 card.

much simpler: apple wedges, carrot sticks, ants on a log, etc (all of which Joey shuns) - and, of course, the prayerful pretzel (which Joey doesn't shun). It's fun to find ways to make us of snacks for learning. So, in order to practice number concepts in 1 to 10, I had Joey write and cut out numbers and then use the correct number of pretzels to illustrate the idea. They had so much fun and even my almost-three-year-old Ezra got in on the excitement. Joey matched his personal set of number cards to pretzel displays, created his own arrangements, and organized them from 1 to 10. In fact, this activity was so successful, that we all got creative and started making the pretzels into the numbers themselves. Any time we have a fun activity, Joey loves to find ways to create his name, so those pretzel numbers soon turned into pretzel letters.

Although this activity is geared to preschoolers, there are ways to adapt it to older children. Introduce addition and subtraction into the equation and you can have a hands-on manipulative for mathematics principles. Have your budding spellers practice spelling words with this or other snack foods. Consider the gloriously-cuttable consistency of cheese, for example, or squeeze peanut butter through a plastic bag onto bread "slates." Delve into artistic endeavors by using an array of colorful diced fruit to build a mosaic illustration of whatever historical facts you're currently learning. The ideas really are endless.

From patterns to number practice and other creative learning opportunities, food is the perfect manipulative. Just think outside the box, consider what's in your pantry and fridge, and dare to let learning become a fun-filled experience at the kitchen table, instead of a desk. Take a moment and reply in the comments to give your ideas of incorporating food into learning.

Ample Opportunities

Joey with a lime green caterpillar.  senk 2012.

In life, exposure can lead along different paths. Ultimately, though, it either leads to an unhealthy saturation centering on apathy or to a passionate pursuit of learning, exploring, and sharing such joy of life with others. In any educational environment, exposures to themes, events, and activities need to be cognitively, emotionally, physically, and socially appropriate, as well as interwoven with the interests, strengths, and weaknesses of a child. When compassion and passion collide, learning becomes positively formative for a child...

And when it does not? If we are honest with ourselves, we all know what happens to the desensitized child. Just conduct an Internet search on public school shootings or violence in video games and cartoons to assess the ways in which humanity inappropriately manipulates a child's innocence. When our children are raised with excessive exposure to violence in any form - via media, commandeering conversation, entertainment, etc - we are subliminally approving of that behavior and promoting it. Do we really want to promote violence in a broken world?

Life has myriad beauties, too. Learning about other cultures (especially new food recipes), exploring nature's intricate delicacies, maintaining a positive familial environment deeply rooted in a tradition of faith, acquiring life skills that are equalized with intellectual development (such as balancing academic, technical, trade, and other avenues of learning), etc. A life well-lived is beautiful. That is what we should be promoting for our children.

I am not promoting naivety. We define our world by opposites, whether right or wrong. But, cultivating an honest understanding of humanity's sinful self, as well as providing examples of people that have fought for a positive change in the injustices that inadvertently bubble up in life, are key accompaniments to such exposure. Even more important is waiting to expose the child when s/he is ready for such exposure. It varies from child to child, which is why homeschooling can promote the most positive environment for a child's education. The public school system in America does not allow for anyone else to follow the education of the child more than the parent. As parents, we have obligations to do our part for our children. So, if you participate in a violent video game with your child and do not implement means in which the child knows killing for killing's sake is not appropriate, your child will become another spectator at a gladiatorial event - or even a participant in the ring. Do we really want a generation demoralized to violence?

Joey in Central Park, NYC.  senk 2012.

In all, each of us assumes too much. Parents assume children learn right from wrong in the school system; while, educators assume children learn right from wrong at home; and even media assumes it's someone else's responsibility. So, take a moment and assess the exposures your child has in life. Consider how many opportunities there are in your household for encouraging healthy dialogue, promoting compassion, and developing a love of life-long learning.

Promote exposures to life adventures that integrate compassion and passion for learning. Let your child explore the beauties of life, develop positive habits, and participate in acts of caring that will help them contribute to compassionate solutions, rather than enhance the problem. This will be different based on the opportunities where you live. But, look for them and get your child involved in ample life opportunities. Often, your child will lead the way in participating in compassionate activities - don't be afraid to embrace life (even the unfamiliar) and let your light shine, too.

Eggs-tra! Eggs-tra! Read all about it!

Last Lenten season, our family was caring for 42 fertile chicken eggs, which hatched into fuzzy chicks over Easter weekend. We had borrowed an incubator that gently rocked the eggs and bathed them in warmth. The last days of their incubation, the chicks' ovular homes rested calmly on the wiry base. As sharp bills cracked the white casings, Joey and Ezra shrieked with delight. Once hatched, dried, and energetic, the chicks provided endless fun for the boys to view, but more importantly, the entire experience gave them firsthand understanding of a chicken's life cycle. Today, some of those chickens are in the freezer (ready to provide our family with nourishment), a few found a home with others interested in raising chickens, yet others have free range over the yard and their own chicken condo in exchange for eggs, and one (Chanticleer, of course) protects the rest.

Although incubating your own fertile eggs may not be what you had in mind for a fun family activity this Spring, there are lots of alternatives. The key is to find something that inspires your family to learn as much as to have fun learning. Two such ideas are: the bounceable egg and all-natural dyes for boiled eggs.

Using a clear glass, an egg, and white vinegar, you can create a bounceable egg. Carefully, place the egg into the glass and cover the egg with vinegar. After allowing the resultant chemical reaction to work for a full day, you can remove the egg and gingerly bounce it. I carefully wiped the film from the outer membrane before letting my boys play with it. You'll notice I also made them bounce the egg in a container, so that when it did break (hey, I have energetic boys after all!), it was a contained mess. This science experiment led to tons of questions and the boys were eager do it again. Maybe your family could experiment with different types of eggs to see if various bird species have differing thicknesses to the outer membranes? Or, maybe your family could work out the chemical formula and consider what other liquids would work for this experiment? There are lots of other ideas - brainstorm how you can use this experiment in your homeschooling adventures and list them in the comments section.

Another grand idea is to make your own dyes for Easter eggs. Research the types of herbs and vegetables that create those glamorous colors you love to splash onto hard-boiled eggs and try them out. For example, beets are great for pinks, and boiled ground turmeric for yellow. For a unique idea, arrange wild violet heads and sprigs of dill, sprinkles of turmeric, and other favorite color-producing bits around a clean raw egg. Wrap the decorated egg with either yellow- or red-onion skins (the former produces a yellowish tint; the latter, a lovely bluish), and then swaddle with a square of simple white cloth, which you hold in place with rubber bands. Once you've mummified several eggs, place them in boiling water and cook for about 12 minutes. Cool them with cold water and carefully unwrap for a dazzling display. Experiment with the recipes and post your favorite results in the comments.

Marvelous egg experiments are sure to delight your children. I know I was just as excited by the results as my boys were. Ah - life-long learning is egg-cellent! I do hope you agree.