This week, May 6 through May 12, is Teacher Appreciation Week, and I would like to show my deepest gratitude for the very important role all of you are performing. Whether you are the main home teacher, a co-teacher, or a provisional teacher, you need to be acknowledged, honored and thanked. You are sharing an amazing gift with your children/students!
Parenting and teaching children may be two of the hardest jobs ever experienced. It’s not always easy to share knowledge with enthusiasm. It’s not always easy to provide guidance with inspiration. It can be difficult to promote self-confidence when we may not be feeling completely confident in ourselves. It can truly be challenging to instill the love of learning and to offer wisdom while helping to prepare children for living to their fullest potential.
Journeys are never completely easy. We will be challenged with hard times and frustrating moments. However, amid the challenges, we will also experience those shining moments of complete joy and satisfaction. If we approach our teaching skills by developing a quality relationship with our students, then we will be approaching our teaching as a positive, transformative journey for all who are involved.
Not only do we need to honor our role as teachers, we also need to honor our children, for children can be our greatest teachers. They allow us the opportunity for personal growth. Children help us to remember our dutiful role in continuously providing the best and offering the most we can in every learning moment. We need to find that crucial balance between a loving heart and a determined mind. Being the best teacher is not the goal, because we are all humanly imperfect and incapable of such a title. However, if we strive to do the best we can, then we are being the best teacher possible in that moment. This striving is a strong testimony to the Oak Meadow’s educational philosophy of the process vs. the goal.
In all my years of teaching and guiding students, I have discovered that the most important lessons we can instill in our children is the joy of learning, the balance of life, and to never give up just because it’s hard.
I was recently reading through Oak Meadow’s guidebook, The Heart of Learning, written by Oak Meadow’s founder, Lawrence Williams. It offers such amazing insight, inspiration and guidance. If you haven’t read it lately, I highly recommend perusing it. If you don’t own a copy of the revised and updated 40th Anniversary edition, it is available through the Oak Meadow Bookstore.
The “green things growing” whisper me
Of many an earth-old mystery.
–Eben Eugene Rexford
Earth Day is an annual event celebrated on or near April 22nd. This special day was created and first celebrated forty-eight years ago in 1970. It was founded by Wisconsin’s U.S. Senator, Gaylord Nelson, who strongly believed in the need to support environmental protection and to provide environmental awareness.
2) Up-cycle trash into an eco-friendly craft by creating a craft from recycled material.
3) Take a family hike or bike ride.
4) Build a bird feeder and feed the birds.
5) Open your windows to the fresh spring air and listen to the sounds of nature.
6) Get outside, pick up trash, go on a scavenger hike, or plant some flowers.
7) Cook with local produce and grow your own vegetable garden.
8) Conduct a science experiment that teaches about the greenhouse effect.
Celebrating Earth Day is a beautiful way to demonstrate your love for the planet. Remember to make every day Earth Day, and teach your children the values in recycling, reusing, and reducing. Practicing the three R’s of the environment helps to restore and replenish this beautiful world in which we live. No matter what the ages of your children might be, loving and protecting the planet is one of the most important lessons we can teach to them. Oak Meadow offers nature-inspired art and craft projects in the book, Oak Meadow Crafts for the Early Grades, such as the “Leaf Print Tiles”.
I’d like to leave you with a story that offers inspiration to me. It is called “Being Green“. This is a lesson in conservation that we all need.
Checking out at the store, the young cashier suggested to the much older woman that she should bring her own grocery bags because plastic bags weren’t good for the environment.
The woman apologized and explained, “We didn’t have this ‘green thing’ back in my earlier days.”
The young clerk responded, “That’s our problem today. Your generation did not care enough to save our environment for future generations.”
She was right — our generation didn’t have the ‘green thing’ in its day.
Back then, we returned milk bottles, soda bottles and beer bottles to the store. The store sent them back to the plant to be washed and sterilized and refilled, so it could use the same bottles over and over.
So they really were recycled.
But we didn’t have the “green thing” back in our day.
Grocery stores bagged our groceries in brown paper bags, that we reused for numerous things, most memorable besides household garbage bags, was the use of brown paper bags as book covers for our schoolbooks. This was to ensure that public property, (the books provided for our use by the school) was not defaced by our scribbling. Then we were able to personalize our books on the brown paper bags.
But too bad we didn’t do the “green thing” back then.
We walked up stairs, because we didn’t have an escalator in every store and office building. We walked to the grocery store and didn’t climb into a 300-horsepower machine every time we had to go two blocks.
But she was right. We didn’t have the “green thing” in our day.
Back then, we washed the baby’s diapers because we didn’t have the throwaway kind. We dried clothes on a line, not in an energy-gobbling machine burning up 220 volts — wind and solar power really did dry our clothes back in our early days. Kids got hand-me-down clothes from their brothers or sisters, not always brand-new clothing.
But that young lady is right; we didn’t have the “green thing” back in our day.
Back then, we had one TV, or radio, in the house — not a TV in every room. And the TV had a small screen the size of a handkerchief (remember them?), not a screen the size of the state of Montana . In the kitchen, we blended and stirred by hand because we didn’t have electric machines to do everything for us. When we packaged a fragile item to send in the mail, we used wadded up old newspapers to cushion it, not Styrofoam or plastic bubble wrap. Back then, we didn’t fire up an engine and burn gasoline just to cut the lawn. We used a push mower that ran on human power. We exercised by working so we didn’t need to go to a health club to run on treadmills that operate on electricity.
But she’s right; we didn’t have the “green thing” back then.
We drank from a fountain when we were thirsty instead of using a cup or a plastic bottle every time we had a drink of water. We refilled writing pens with ink instead of buying a new pen, and we replaced the razor blades in a razor instead of throwing away the whole razor just because the blade got dull.
But we didn’t have the “green thing” back then.
Back then, people took the streetcar or a bus and kids rode their bikes to school or walked instead of turning their moms into a 24-hour taxi service in the family’s $45,000 SUV or van, which cost what a whole house did before the “green thing.” We had one electrical outlet in a room, not an entire bank of sockets to power a dozen appliances. And we didn’t need a computerized gadget to receive a signal beamed from satellites 23,000 miles out in space in order to find the nearest burger joint.
But isn’t it sad the current generation laments how wasteful we old folks were just because we didn’t have the “green thing” back then?
Bluebell Field in England (photo used under Creative Commons license)
Happy March Equinox Everyone!
Humankind’s imagination is as vast as the solar system we live in! Out of our imagination comes tools for working, farming, and building. If we let our imaginations soar we become inventors. In fact, inventive thinking and problem solving is something we do everyday. We see a problem and come up with a solution. In the Oak Meadow 5th grade science curriculum, students study technology and design and work on their own inventions. It’s so much fun to see what they imagine and bring into the world! They construct things that help with a job around the house, create toys for pets, and design many other practical and useful items. Humankind just seems to long for answers to questions!
Long ago astronomers sought answers to the many questions about the universe. When an answer wasn’t in sight, they imagined and created stories or guidelines for their lives. They imagined stories about the stars they saw in the night sky, imagined the sun went to sleep each night, and imagined the world was flat. In future years we have come to understand more about the universe through observation. In observing the rising and setting of the sun, astronomers imagined a great dome over the Earth’s sky and called it the celestial sphere. They imagined the celestial equator as being in the middle of the north and south poles and right above the Earth’s equator.
During the March equinox, when we have twelve hours of daylight and twelve hours of darkness, “the sun crosses the celestial equator, to enter the sky’s Northern Hemisphere. No matter where you are on Earth (except the North and South Poles), you have a due east and due west point on your horizon. That point marks the intersection of your horizon with the celestial equator, the imaginary line above the true equator of the Earth. And that’s why the sun rises due east and sets due west, for all of us, at the equinox. The equinox sun is on the celestial equator. No matter where you are on Earth, the celestial equator crosses your horizon at due east or due west.”
Oak Meadow’s k-8 teacher, Sarah Antel, shared this wonderful article on her thoughts regarding the tapping of maple trees. I hope you enjoy reading her wit and wisdom on the subject of the “Sugarin’ Season”!
It is hard to imagine on a subzero day, but trees will soon be ‘waking up’ as their life-giving sap starts to flow from the roots, where it was stored in the shortening days of autumn, to the leaf buds awaiting to unfurl. One tree in particular in the Mid-West and North Eastern United States and Canada provides more than beautiful scenery.
The Sugar Maple, Acer saccharum, is tapped this time of year so humans can harvest its sap; the liquid will ultimately be boiled into maple syrup or maple sugar. The Sugar Maple is tapped because its sap has the highest sugar content relative to other tree species (2%-3%). North America is the primary producer of maple syrup. The weather is ideal for this sap flow; the nights are below freezing so sap stops flowing, and the spring days are warm and often sunny, which encourages sap flow. A weather pattern such as this prevents the tree from turning sugars to starch. Once the nights are above freezing, and the days warm into the 50s, the sap will turn and is no longer ideal for making high quality maple syrup.
The modern maple sugaring industry has made sugaring an efficient and scientifically driven business. However, many of the tools used now still have distant roots in their ancestry. The Native Americans were the first people to make maple syrup. There are many stories of how this wonderful tradition was discovered. One story tells of how a warrior sunk his tomahawk into a tree trunk and water flowed out; his wife then boiled meat in the water and it made syrup. Another legend tells of a Native American finding a sweet icicle formed from the liquid of a broken maple branch.
Native Americans’ methods of making syrup were rather ingenious. Some tribes collected the sap in birch bark baskets or hollowed out logs. They allowed the liquid to freeze overnight, then they removed the layer of ice as the sugar did not freeze. Several nights of freezing and removing the ice left them with a much sweeter liquid as the sugar content became higher. Another method, which may have been paired with the ice removal, involved adding hot rocks to the sap; this would cause the sap to boil and the water to evaporate. The sugar again became concentrated and the liquid thicker.
Today, no matter a person’s level of technology, the methods of making maple syrup remain essentially unchanged. If you live in a part of the world where the weather allows for maple sugaring, you can make your own syrup with just a few buckets to collect sap in. If you do not live in a maple producing region, you can still include this rich lesson in your curriculum. Sugaring has so many cross curricular connections; one can explore density, history, measurement, botany, nutrition, geography, etc. The list goes on!
Whatever you choose to do with the information, enjoy sugaring season where ever you are, and the next time you put maple syrup on your pancakes, you will know a bit more about where your food came from.
“Parents need to fill a child’s bucket of self-esteem so high that the rest of the world can’t poke enough holes to drain it dry.” ― Alvin Price
For many students, the first semester is finished and the second semester begins the advancement towards the end of another school year. For parents and home teachers, this is a perfect time to look at ourselves and our behavior. We might ask ourselves: How can we resolve to be a better person, parent and home teacher? As homeschooling parents and the primary influence of our children’s lives, it is especially important for us to foster good self-esteem. Bonnie Williams, co-founder of Oak Meadow, shared some thoughts on the appropriate way to do this in her archived article, “The Opportunity of Children”.
As homeschooling parents, we are in the position of primary influence upon our children’s lives. We can therefore insure their self-esteem is not damaged in childhood. In turn, we can feel confident that our children will grow to be happy, contributing members of society. Good self-esteem leads to responsible behavior.
We learn to love and accept ourselves when we are loved and accepted by those closest to us. Children who must compete with their peers and sit in a classroom of 30 children every day very often do not learn to love and accept themselves, but rather learn to judge themselves harshly. This in turn can lead to crime, anti-social behavior, obsessive-compulsive behavior, depression, anxiety, and disordered thinking. When we are starved physically or emotionally, we do desperate things. Most children (and adults!) have a tendency to look for external factors to resolve their desperation. Drugs, food and other abuses arise out of this internal experience of emotional malnourishment. In addition, a child with low self-esteem often hides this lack of self-confidence behind a mask of bossy and aggressive behavior.
We can see, from the effects noted above, the absolute necessity to protect our children’s self-esteem. I would like to suggest two things that we, as homeschooling parents, can do to help our children maintain good self-esteem:
Teach age-appropriate material in a manner suited to the individual learning style of the child. If your child is not yet ready to read, don’t panic and try to drill him or her. This will only cause your child to feel like a failure. Trust in your child’s innate intelligence and curiosity, and know that he will read when the time is right for him. The same is true for math. Some children take longer than others, but as adults, nobody will ever ask them how old they were when they learned fractions! In addition, if the material that you are presenting does not seem interesting to your child, try presenting it in another manner. Many, many children learn best through doing rather than reading.
When we find a quality in a child that we are unable to accept, it’s important to ask ourselves why this quality disturbs us so much. Is it a quality within ourselves that we don’t accept? For example, a child may be hyperactive and drive us crazy. If we were able to focus patiently with that child, would he find it easier to focus? Is it our own inability to focus comfortably that makes us so impatient with our child? When we criticize him, are we really chastising ourselves? Perhaps the child is unable to express his feelings positively and bursts into expression through temper tantrums. We have to look to see how well we express our own feelings, then ask ourselves if we encourage the child to express his. If we don’t express our own feelings positively, then we set an example for him that ultimately drives us crazy.
Not only are we in the position of being able to foster good self-esteem in our children, but we are also able to recover ourselves in adulthood. As our children push our emotional buttons – and they always will – we cannot send them off to school for a respite every day. We must live with our children 24 hours a day. Therefore, it is a little more compelling to find ways to resolve some of these personality conflicts that exist between ourselves and our children. This is “recovery of ourselves in adulthood”. We must take this opportunity to discover more about ourselves and the state of our own self-esteem. Do we love and accept ourselves, are we free to love and accept our children, or are we still reacting to the way in which we were parented? Is it time for us to make new decisions about how we want to parent? These new decisions will flow forth as we become aware of our old reactionary patterns that are no longer appropriate. Each of us deserves the opportunity to create our family unit as a work of art, adding colors of our choice and not somebody else’s!
Yesterday was my mother’s birthday. When I woke up that morning, I decided I would call her to wish her happy birthday over the phone, then secretly make plans with my dad for a small surprise celebration we’ll have a few days later. But I had an email in my inbox from her, asking if … Continue reading "Where Have You Come From, Where Are You Going?"
Yesterday was my mother’s birthday. When I woke up that morning, I decided I would call her to wish her happy birthday over the phone, then secretly make plans with my dad for a small surprise celebration we’ll have a few days later. But I had an email in my inbox from her, asking if I could look over some materials she had written for a theatre workshop she was going to teach the next day. My mother is very talented – an expert in her field – and very humble. She is skilled at deflecting the conversation away from herself, even while she brings her whole self – her mind, her heart, her listening abilities, and her skills – to every conversation and interaction. This has always inspired me in my teaching. My mother and I love to connect over the fact that I have pursued teaching like her, in my own unique way, and that we bring a similar student-centered philosophy to our work. It’s exciting and humbling for me now, as an adult, to help her proofread her materials and share our thoughts and ideas about ways to bring student interest and engagement to the center of teaching and learning.
My mother’s area of expertise is Arts Integration – designing workshops and programs for classroom teachers to integrate the elements of drama with the subjects explored in history, math, science, language arts, etc. This approach keeps learning active for students and collaborative for teachers, building to a more meaningful and memorable learning experience for everyone involved.
I was first introduced to these methods as a young student in my mother’s drama programs, and the experiences have stayed with me (not only because my mother is around to remind me!). As someone raised by two teachers who became a teacher herself, I’ve always been interested in the ways our upbringing influences the decisions we make in our adult lives about our relationship to teaching and learning. While my area of focus is different than my mother’s, I see our process as essentially the same: provide a student-centered framework for learning, identify student interests, and scaffold a process for growth and creative and intellectual development.
And so I wonder–what influences from family and education are shaping the worlds of our OM high schoolers? What experiences with teaching and learning gained through the family feel most important to you now – feel like the things you will take with you as you go off into the world and into your adult life?
Oak Meadow middle school students submit their lesson work to their teachers with such variety! Some students neatly type most of their assignments, others handwrite each page, while most submit a combination of both. As a teacher with Oak Meadow I love seeing the little extra bits on these pages of lesson work. I’m referring to the egg stain from breakfast, the rips from the new puppy, the notes that the student did the assignment but lost it somewhere, and the special little doodles (designs or scribbles) in the margins! These little extra bits can be clues for me as to how a student may be getting assignments done. I’m especially fond of the doodles.
Recently a doodle caught my eye on a student’s vocabulary page. It interested me, not because of the doodled design, but because I was interested to know what she may have been thinking about when doodling the design. What vocabulary word made her stop and doodle? Did the doodling help her to concentrate? Why did she choose to use this design?
I’m a fan of doodling so doodles on pages fascinate me! Through my research I’ve found that there are different types of doodlers and many are quite famous. I’ve read that President Obama preferred to doodle faces, while Kennedy doodled words, and J.R.R. Tolkien doodled things from the natural world. Some doodlers just draw designs that are formed randomly as they doodle.
Very little research has been done on why people doodle as they are working or listening. There may be many reasons for doodling as you work, but I think that it helps us to concentrate. If you are looking for ways to concentrate, take a look at these 7. (Number 7 is doodle!) So, I’m all in favor of doodling if it helps with the concentrating on an assignment! Doodle away and you may find that you can pay attention better to what you are doing.
What types of doodles do you do? Share some with us!
A seed of love, when planted in the tiniest of hearts, can grow to lead a life to that which happiness imparts. – Unknown
It is important to recognize that one of the major tasks for a home teacher is to create an atmosphere in which real learning can occur. Such an atmosphere exists where the children are nurtured and supported to explore their own personal interests, as well as the world around them. As we are all well aware, this best happens where there is a warm, loving relationship between the child and the parent.
Sharing love is like sharing a treasure. Whether it be through expressing warm thoughts towards one another, opening up and sharing feelings with each other, or just spending some pleasant moments together, it is the essence of the learning process. In a loving relationship, we also discover that communication becomes greatly enhanced. When communication comes from the heart, be it verbal or nonverbal, it allows the opportunity to better understand and accept the thoughts, ideas and actions that are shared with each other. This form of communication may come through a special hug, a quiet conversation, a wonder-filled nature walk, or even in the sharing of a favorite art exercise or baking activity. Whatever the form may be, grabbing these wonderful opportunities will truly aid in deepening the bond in our relationships.
When we are sharing these treasured times together with our children, we are spending true quality time with them. Quality time certainly does not mean planning a special activity at a particular time, but rather means experiencing quality moments that are unscheduled and spontaneous. All of us, as parents, have had our children rush to us with enthusiasm and bright faces saying, “Come quickly! I have to show you something!” How do we respond to our children’s excitement? Do we reply, “In just a minute.” Or do we say, “Later, I’m really busy right now.” Or do we not even hear them because we are so absorbed into our own work? If we could just keep in mind that, when we give our complete attention to these unexpected and unplanned moments, we are also acknowledging how important they are and how wonderful it is to be a part of the joy in their lives. If for some reason, you can’t drop everything and attend to your child’s request at that very moment, you can still express your eagerness: “I can’t wait to see it! First, just let me _______ (finish making your sandwich, hang up the phone, take the sleeping baby to bed, etc.) and then I’ll come right away.” Of course, then you have to do that, as quickly as possible.
I once asked my sweet little seven year old friend, Anna, “What do you think of when you think of love?” She replied without any hesitation, “My family.” This immediate response would be the same answer for most children. Family plays a very integral part of life for the child, which is certainly another valid reason why family-centered education will flourish most in a healthy, happy environment.
As your family ventures through homeschooling, please remember to keep in your heart that when you clear time and space to focus completely on your child’s lessons, when you teach the lessons with personal interest and enjoyment, and when you introduce the new material with sensitivity towards your child’s skill level, you are sharing love that will provide not only a sense of fulfillment for your child, but will also give you great satisfaction for your own teaching endeavors.
This is a guest post by Hannah Westbeld, a homeschooling mama of 3 who is active on Instagram as @myheartshomestead. She lives in Tennessee and her whole family loves using Oak Meadow curriculum, especially the math gnomes. Thanks, Hannah!
Sometimes I wish I could rewind time to bestow upon my earlier self the elusive gift of perspective. Having a healthy perspective is an incredibly powerful viewpoint that, once attained, can change our approach to almost every aspect of life. But in homeschooling particularly it is a tool unlike any other. It gives the parent, as the teacher, the ability to see and connect with their child’s unique learning abilities. It releases them from the constraints of mainstream educational standards and frees the child and the parent to learn together in a setting and at a pace that best suits their individual needs and interests, while allowing the process of education to unfold in a beautiful and natural way.
A few weeks ago, my oldest son asked if he could read to me from his current favorite book. We snuggled up, side by side on the couch, his head resting on my shoulder, as he read his favorite passages aloud, one by one. I listened intently to his words, my mind flashing to images of the times we had spent together just like that in years past. The earliest images were, of course, reading to him when his little fingers couldn’t yet turn the pages of his favorite board books. I saw him as a toddler pointing to his favorite images in picture books, slowly mastering the pronunciation of words. I saw us side by side on the couch when he began kindergarten, staring down at the pages of our first book of reading lessons. I saw the tears of frustration and sadness on his cheeks over the following two years when he simply couldn’t master the art of reading. I felt the anxiety I placed on my own shoulders as I questioned what I was doing wrong and wondered if I was qualified for this important role in his life.
But then I remembered how it felt as I allowed my own mind to change, grow, and adapt to his needs. I saw myself tucking away the lesson plans, gently wiping away his tears, and assuring him that I would read to him for as long as he needed. For the next several years I read to him and his younger siblings every chance I got. We lost ourselves in entire imaginative worlds, we discussed fairy tales, we read silly picture books. We read through novels. We stumbled across the power of phonograms and spent a few moments each day learning their sounds. And then one day he flawlessly read a street sign. Another day he read an entire paragraph of C.S. Lewis’ writing on his own. He began pulling familiar picture books from our bookshelves and reading them with an ease and excitement that stunned me. And then one day, not long ago, he read through his very first novel entirely on his own.
We’ve been on quite a journey together, he and I. Even though I look back wishing for better perspective when he first began Kindergarten, we were both given the gift of “the process” together. Together we learned what was best for him as an individual, and gifted each other one of life’s most beautiful things – perspective – and along with it the knowledge that learning is not defined by one moment or one grade level, but is, rather, a journey that occurs over the whole of our lifetime.
The winter season is my favorite time of year to curl up in my coziest reading chair by the warm fire and indulge in a good book. I have especially fond memories of snuggling in the oversized chair with my children and reading storybooks as the snowflakes fell softly outside the window. Perhaps this scenario is also familiar to you and your family.
When I hear the exciting news that a child has just begun learning how to read, it brings a great joy to my heart. This child has now entered a new realm of learning and a new way of discovering the world. Learning to read is like receiving a gift of a lifetime!
We are fortunate that our modern-day world makes books so readily available. There is a numerous assortment of amazing classics for children, including many Newbery and Caldecott Award winner and honor books. The American Library Association recently announced 2017’s Caldecott and Newbery Awards.
Each year the Association for Library Service to Children (ALSC) also creates a “Children’s Notable” list that identifies the best in children’s books, recordings, and videos.
I recently asked some of my local homeschool students to share the names of their favorite books. It was both entertaining and educational for the other children to hear which book titles were selected. Many were familiar favorites, while the new titles sparked interest in a desire to read some of these unfamiliar books. It was also delightful to listen to each child’s oral summary of their favorite book. We even discussed how our “favorite” books often change because there are so many unknown books that are just as fantastic as the ones that have already been read!
In Oak Meadow’s fourth grade syllabus, a suggested activity for Natalie Babbitt’s book, The Search for Delicious, offers doing a poll for the most delicious foods. It could be inspiring to poll the choices your children and their friends’ favorite books. We can even create a list of your children’s favorite books right here on the blog. My all-time favorite children’s book is Gwinna, beautifully illustrated and written by Barbara Berger. If you haven’t read this story to your children, I highly recommend it!