Tyrannosaurus Rex, the Velociraptors, and turkeys? Huh?

I’ve been thinking a lot about turkeys lately! If you are in the United States, you might be celebrating the Thanksgiving holiday on Thursday. It is a celebration of thanks commemorating the first harvest feast the Pilgrims had in 1621. Today families often gather to have a big feast of foods and that meal might … Continue reading "Tyrannosaurus Rex, the Velociraptors, and turkeys? Huh?"

I’ve been thinking a lot about turkeys lately! If you are in the United States, you might be celebrating the Thanksgiving holiday on Thursday. It is a celebration of thanks commemorating the first harvest feast the Pilgrims had in 1621. Today families often gather to have a big feast of foods and that meal might include a roasted turkey.  So, I’ve been thinking about turkeys.

One of my first thoughts led me to wonder where the word “turkey” originated. Why are they called turkeys? An article in the Atlantic Monthly had a good explanation. You can read it here. I was pretty surprised to find that the origin of the word is debated by etymology experts.

Then I was wondering if turkeys can really fly and I started to investigate. Sure enough, they can fly! This investigation led me to thinking about the wishbone in the turkey at our family Thanksgiving celebration. It’s the “wishbone” that is the bone that connects the wings of birds allowing them to fly.

So what do Tyrannosaurus Rex, the Velociraptors, and turkeys all have in common?  I was amazed to find out that many dinosaurs, including the newly found “Mud Dragon” had wishbones. Yep! The wishbone is actually called the “furcula” and is found in birds and in DINOSAURS!

Next time you eat a turkey and find the furcula, remember that scientists have found that the wishbone dates back more than 150 million years!

HAPPY THANKSGIVING!

Homeschooling and Joy

Photo Credit: Lisa Kates White

“The gloom of the world is but a shadow; behind it, yet within our reach, is joy.” – Fra Giovanni

The following article, “Homeschooling and Joy”, was written by Oak Meadow co-founders, Lawrence and Bonnie Williams. It was sent in a newsletter to the Oak Meadow teachers and staff in October 1991. After personally experiencing a joyful occasion with homeschooling families, friends and fellow colleagues at last month’s Oak Meadow Open House, I am reminded of the true value of the message in this archived article. Twenty-six years later, these words of wisdom are definitely worth repeating and sharing with all of you.

One of the best tools a homeschooling parent can use for successful teaching is Joy. Joy is as natural to a child as talking and walking. When there is joy and laughter in the home, children will quite naturally want to enter into learning relationships with their parents. Not only does laughter create an atmosphere of receptivity toward learning, it also triggers the productions of chemicals in the body which have positive health effects. 

Joy can be expressed through singing, dancing, funny stories, and poking fun at ourselves. It’s very important not to take ourselves too seriously. Life can be serious enough at times without adding our own weight to it. When we are able to poke fun at our own mistakes and idiosyncrasies, children will be more likely to admit their own mistakes and weaknesses – an important first step in the learning process. 

At times, however, the challenges of life seem to be too great, and joy seems out of the question. How can we experience joy in such times?

Photo Credit: The Zietz Family

First, it helps to put the affairs of our lives in perspective. Most of what happens to us is not nearly as serious as we make it out to be. What makes it seem so serious is that it shatters our concepts about how things should be. If we can let go of our expectations and just embrace the experience as it is, we can usually find joy hidden in the very heart of that experience. 

Second, we have to remember that joy isn’t something that happens to us – it’s something we create. Visitors to third world countries are often surprised to find children laughing and playing games in the midst of oppressive poverty and hunger. Even in the midst of the most crushing circumstances, joy is always alive within us, but it remains hidden until we make a conscious choice to express it. When we do this, not only do we bring it to those around us, but we experience it ourselves. 

As we experience more joy in the homeschooling environment, we will find that we have more energy as well. Researchers have found that laughter actually stimulates the adrenal glands and triggers the chemical production of endorphins in the brain. These endorphins act as tranquilizers, which leave us feeling calmer and less anxious about the events happening around us. So we can see that laughter is not only beneficial for us emotionally, but physically as well.

As Lawrence and Bonnie Williams emphasized in their article, a healthy learning environment should be full of joy. Therefore, as each new day springs forth, we need to keep our hearts open to the gift of joy.

Thus, take joy and enjoy…with joy!

 

The Nobel Prizes

International Campaign to Abolish Nuclear Weapons

In November of 1895, Alfred Nobel passed away and left a very large amount of his money to go toward a variety of prizes. The prizes became known as the Nobel Prizes. It was a generous beginning to yearly honor work in the sciences, literature, and those people working for peace throughout the world.

I am always most interested in The Nobel Peace Prize. Alfred Nobel’s will stated that the Peace Prize would go to “the person who shall have done the most or the best work for fraternity between nations, for the abolition or reduction of standing armies and for the holding and promotion of peace congresses.”

The 2017 award went to an organization, rather than one person. The Nobel Peace Prize 2017 was awarded to the International Campaign to Abolish Nuclear Weapons (ICAN). This is a world-wide partnership of organizations dedicated and focused on a nuclear weapon ban treaty for the world. What an honorable intention to free the world’s people from the use of a nuclear weapon.

In 1904 Ivan Pavlov won the Nobel Prize in Physiology or Medicine. Some of you may have already studied about him and his ideas. You may be studying Pavlov’s work in the Oak Meadow curriculum. On the Nobel Prize website there are educational pages that have some fun facts and games to play. The one about Ivan Pavlov is great!

It is also fascinating to watch the lectures and the award ceremonies. You can view them at: http://www.nobelprize.org/

My Dictionary is My Best Friend!

dictionary, collegiate, college, book

A classic dictionary, photo via Wikimedia Commons

“I’m very sensitive to the English language. I studied the dictionary obsessively when I was a kid and collect old dictionaries. Words, I think, are very powerful and they convey an intention.” Drew Barrymore
https://www.brainyquote.com

For those of you in 5th-8th grade, I hope you have your very own dictionary! I don’t mean a digital one. I mean a dictionary that you can hold in your own hand, turn the pages, mark it up, and carry it around with you. Get a dictionary to keep next to you as you study. Make it your constant companion and it will serve you well!

With a dictionary you can find the proper spelling of a word, what a word means, how to pronounce it, the part of speech that it is, and where the word originated. If you are looking for a good dictionary that will last you through the junior high years and into high school, find a Merriam-Webster’s Intermediate Dictionary. Also recommended is the Merriam-Webster Collegiate Dictionary. (Try to get the most recent addition.) For a good thesaurus, try Merriam-Webster’s Collegiate Thesaurus. Both the dictionary and the thesaurus will become your best friends as you go through the year.

Also really useful will be a good atlas for discovering new places in the world. I like Rand McNally’s Goodes World Atlas, but look through a bunch at the bookstore or library until you find one you like. These three items will serve you well for many years to come!

While you are using the dictionary, why not make a dictionary of your own? Keep track of the new words you looked up or found while you were reading:

Get a notebook or put some lined paper into a binder. 

Mark a page with each letter of the alphabet leaving about 10 pages in between each letter.

Make a beautiful cover to your dictionary.

Start filling in those pages with the words and their definitions!

Enjoy learning new words~

 

 

The Benefit of Traditional Tales – Part Two

Photo by Cindie Young

“I know you, I walked with you once upon a dream.” – Sleeping Beauty

Fairy tales and other traditional stories offer children many chances to witness the struggle of “good” versus “evil”. By introducing this in oral story form, children can connect with the parts that are important for their individual development at that point in time. When told in a matter-of-fact way, and from an adult who believes in the story’s merit and its place in child development, children will naturally relate to the underlying, archetypal themes of the stories. With this approach, the child’s imagination will not be taken to a place that is too frightening or disturbing, or be forced to focus on elements that are emotionally-charged in the adult perspective.

Fairy tales provide a reference for all the fears conjured up in a child’s world. Facing these fears at a young age can help the child to move through different challenges in later years and stages of life. Fairy tales are a way for the child to imagine—in the safety of the mind’s eye—what it feels like to be scared, honorable, brave, selfless, selfish, frustrated, wicked, embarrassed, silly, giddy, left out, confused, and more. This is one of the ways in which social and emotional intelligence is fortified. Many parents feel the need to sanitize stories to remove all the challenging elements, and yet stories that are grounded in archetypal themes can help children grow into strong adults.

Photo by Brooke Doughty

Parents can often be at odds with the fairy tales because the characters are narrowly defined, known for their beauty, cruelty, foolishness, cleverness, or other singular attribute. Their actions are also, to the adult mind, frustratingly stereotyped: a princess waits for her prince, a simpleton loses his way, a wicked person tricks an innocent. While it’s tempting to attach these characters to their genders, orientations, or race, it is important to remember that archetypes speak to the universal traits that all human beings have within: the valiant solider, the trickster, the loving nurse, the wicked witch, the noble prince, the sweet and caring mother, the beautiful maiden, the knowledgeable father, and the lonely hero. We all are every character inside.

Fairy tales and traditional stories show that good overcomes evil, and provide children with an unconscious sense of empowerment when they face their own personal struggles. It is important for children to have an inner sense that good will prevail. We want young children to believe and embrace that the world is good.

Of course, not every story will resonate with every student or every parent. For this reason, Oak Meadow parents are asked to read the tales before telling them to their child and to modify or substitute when necessary. In addition, you are encouraged to read and choose stories that will meet the needs of your individual child. That’s the challenge of teachers in any educational setting: to meet the children where they are and to encourage them forward from there.

This post was co-written by Leslie Daniels and DeeDee Hughes, Oak Meadow’s Director of Curriculum Development. 

Loving Teen Read Week!

From: https://pixabay.com/en/books-book-pages-read-literature-1082949/

“Teen Read Week™ is a national adolescent literacy initiative created by the Young Adult Library Services Association (YALSA). It began in 1998 and is held annually in October the same week as Columbus Day. Its purpose is to encourage teens to be regular readers and library users.” http://teenreadweek.ning.com/

It’s Teen Read Week! October 8-14, 2017! Support your local library!

I love this! If you have read any of these books vote for up to three that are your favorites. You have until the 15th of October to vote.

http://www.clipartkid.com/teen-school-cliparts/
http://www.clipartkid.com/teen-school-cliparts/

If you are in the 8th grade with Oak Meadow, you have the opportunity to choose a place to volunteer in your community as a community service project assignment. There are a variety of ways to provide service in a community.

My students have done projects as simple as picking up trash in their neighborhood, walking their neighbor’s dog, or playing cards once a week with a grandparent. Others have reached a bit further into the community by volunteering at a local Red Cross, community kitchen, or recreation center.

If you are wanting to do some community service and are undecided as to what to do, I encourage you to find the nearest public library during Teen Read Week and ask if you can volunteer. If the library doesn’t have positions for students your age, substitute your volunteering assignment with joining the teen club at your library. Most public libraries in the United States have teen clubs. Read for the fun of it!

 

The Benefit of Traditional Tales – Part One

Photo Credit: Cassell Family

“If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.” 
― Albert Einstein

Fairy tales and other traditional stories are an essential part of childhood development, which is why they have lived on for centuries as a rich oral tradition and have remained in the Oak Meadow curriculum. Oral storytelling is a flexible art that allows stories to be adapted to the audience. Many stories that we know from our childhoods were adapted from stories our parents heard as children. In the same tradition, we encourage Oak Meadow parents to tell the stories in their own words rather than reading them verbatim. This lets each parent make changes that reflect their own values and life situation. This is the true spirit of oral storytelling.

Telling the stories aloud with no pictures accompanying the story helps children develop listening skills as well as the ability to create the images in their minds. Repeatedly retelling the story allows opportunities for children to join in telling the story, which enhances the personal images and allows them to focus on story elements that have personal relevance. The home teacher can also incorporate into the stories nature, family members, friends, and neighbors as a way of making them more personal and meaningful. The underlying themes of a good story are never gender- or race-based, but embody archetypes that are part of the human experience. Changing superficial elements of a story to make it more relatable will not affect the archetypes of the Nurturer, Leader, Jokester, Hero, Mentor, Innocent, or Villain. Retelling stories, drawing pictures, acting out the stories, putting on puppet presentations, or creating dioramas offer opportunities for children to absorb and reflect the underlying themes.

Another tip for telling an archetypal story is to verbally share without too much of an emotional tone ~ especially the emotions in the home teacher’s voice that might instill fear, anger, resentment, etc. As an adult with a rich history and varied experiences, you will respond to the archetypes in a story very differently than a child will. Telling the story without adding layers of your own emotional expression of the story events will allow your child to filter it through a childlike lens.

It’s also invaluable to allow children to absorb the story without interruption, both during the storytelling and afterwards. Talking with a child about every little detail of a story is an established habit for many adults. In fact, it’s practically a cultural norm now for children to be asked to talk about their feelings, impressions, and opinions. This may originate from the belief that we need to encourage children to be more aware and continually teach and quiz them to “make them smart.” It might stem from the efforts to treat the child as an equal voice in the family to build self-esteem and confidence. When a parent is conditioned to “discuss” a fairy tale’s disturbing images with children, this focus on specific elements unnaturally emphasizes details over underlying themes. Discussing the tales afterwards only brings an adult perspective and awareness to story elements and prevents children from developing and using their own filters, based on their developmental stage. Letting the story rest in the child’s mind and heart, and than asking for the child’s interpretation of the story the next day will be of greater benefit.

This post was co-written by Leslie Daniels and DeeDee Hughes, our Director of Curriculum Development. 

Guidelines for Home Teachers

Photo Credit - Porco Family

Photo Credit - Porco Family

Oak Meadow founders, Bonnie and Lawrence Williams, believe that, in order to manifest a child’s education successfully, certain guidelines must be followed. Here are detailed guidelines for helping in the teaching process:

Clear a physical as well as psychological space: There should exist a particular spot where the student does work. It should be well stocked with supplies: main lesson book, additional paper for first drafts, crayons, pencils, pencil sharpener, erasers, highlighters, folders, notebooks, etc. In addition, it should be organized in some designated way so that order may be restored at the end of the learning period. Most importantly, it should be a pleasant place to be and one that is well lighted, with maybe an appropriate poster on the wall. There should be a comfortable chair with back support; however, chairs that encourage lounging are to be avoided.

A time must be set aside so the student knows not to plan other activities for that period of time. It does not work well to choose the time on a daily basis. The brain needs a rhythm and will come to a focus more easily as the lesson time approaches if it is a consistent time each day.

When a physical as well as psychological space have been cleared for schoolwork, half the battle with the undisciplined mind has been won.

Focus: If a student is having difficulty with focusing attention or understanding, the home teacher should sit beside the student and act as the “grounding agent” to bring the student to a point of focus. Ungrounded students must slowly be drawn into their lessons. For example, in grade 4 (and higher), a new sense of independence is encouraged in the coursework. However, this does not mean the student does everything independently. At the beginning of a new lesson, the home teacher should ask the student to read a paragraph, then ask the student to share the main idea of the paragraph. Highlight the word or words which are the main idea. Proceed to the next paragraph repeating the process. At the end of each page, the student should read back all the material that has been highlighted. Then putting paper or books aside, the home teacher should ask the student what was just read.

It may be slow and tedious at first, but as the brain stretches, the student will pick up speed. Always emphasize quality understanding over quantity of work done. Perhaps the student only does a fraction of the assignments while learning how to focus and organize the brainwork, which is fine. Accept this and praise the student for the fine progress. The only requirement is that you witness sincere progress.

How long each day should a home teacher focus with a student? At least one hour a day should be set aside for this kind of focused attention. The home teacher should not be in and out, but rather seated with the student for the whole hour without interruptions. Perhaps the home teacher may cover social studies and language arts three days a week and science two days a week in this manner for half an hour each day; and math for half an hour every day. Then the student should be left alone for another hour every day to do the assignment that can reasonably be done independently. This time should be eventually lengthened to three hours a day for a total amount of time spent on school work, with two of the hours being independent learning. More than that would be discouraging for the student who needs lots of time for physical activities.

When learning is difficult and a student is asked to spend more than three hours struggling through without help, it leads to burn out and the student shuts down altogether. Balance is very important. After each hour, the student should get up and do something physical. If the student has low blood sugar, offer at least one snack during the three hour period. The most important consideration is the rhythm of the schedule. The student should not be allowed to get up and go outside and get involved and forget the schoolwork. It should be more like a fifteen minute recess with an expectation that the work will be continued until the work for the day is completed, even if it is short of the assignment in the curriculum. (If enrolled in the school, Oak Meadow teachers are always willing to work with a student who needs a reduced load.)

Caring: Children need to feel that somebody cares about their work each day. The home teacher should read over the work and discuss it with the student. Praise and celebration for victories won are very important for all students, but especially the unfocused student. They need constant reminders that they are progressing and doing well. It is important to remind students where they have come from and how much they are accomplishing.

Accept your student with the present abilities: Do not present material the student is not ready for. Pressure creates negative stress and causes the mind to shut down. Begin with a review of material the student already knows, to get the mind moving and flowing. Then present the new material.

Remedial Students: If your student needs remedial work, choose one thing at a time to work on. For example, when working with reading comprehension and writing, do not be concerned about grammar initially. Then when the student is comfortable with the daily process, add grammar. Work with one grammar rule at a time. Start with each sentence beginning with a capital letter and ending with a punctuation mark. Proceed to capitalization rules, then punctuation, expanding sentences with adjectives and adverbs, then conjunctions, etc. If a student is a poor speller, present five words a week from the Dolch list. Also provide many ways to learn these words. Focus is the key to success.

Physical Activity: Emphasize the importance of daily physical activities to help the integration process. The martial arts are a wonderful tool for integration, as are walking and dance. Studies indicate that academic performance improves with daily vigorous physical activity. Discourage TV watching during the day.

Learning Styles: Become aware of your student’s learning style. Some people learn auditorily, others visually, and some are bodily kinesthetic learners. The best teachers use all three modes of teaching.

If your student is a visual learner, drawing pictures or diagrams will help to remember information. If your student learns best through hearing the information explained, share an hour each day with your student and explain the material being covered. Make up songs and jingles to remember key points. Some students learn best by teaching it to somebody else. Be a willing student and let your student teach you the material. Skits are great for learning.

Purchase a lap-size white board with marker (fruit flavored without the toxic fumes) so your student can draw, diagram, write jingles, and teach. Use it daily and you will be amazed at its effectiveness as a teaching tool.

I hope these guidelines will be helpful in making your home schooling adventure a very successful one. Wishing you all the best for an exciting year of learning!

Monarch Migration

Photo Credit: US Fish & Wildlife

Monarch Migration

Oak Meadow’s science coursework in grades k-4 includes various studies of the butterfly. In addition to the suggested lesson activities, you might include a guidebook, such as Robert Michael Pyle’s book, National Audubon Society Field Guide to North American Butterflies. Perhaps you would enjoy sharing a butterfly story, such as Alan Madison’s Velma Gratch and the Way Cool Butterfly or Eric Carle’s The Very Hungry Caterpillar or Bruce Coville’s The Prince of Butterflies. 

Help track Monarch migration!

Photo Credit: The Liljegren Family

Awareness of the threats to pollinating insects is growing, and these beneficial pollinators need our help now more than ever. The Monarch butterflies have seen a population decline over 90% in recent years. Researchers and citizen scientists have been tagging the beautiful, graceful Monarch butterflies for many years. In fact, back in the late 1970s, tagging led to the discovery of the Monarchs’ wintering ground in Mexico.

Oak Meadow students have the perfect opportunity to participate in a Citizen Science project that can help to monitor an important population of pollinators. Here are a few sites that offer ways to assist in this exciting Monarch migration:

https://www.learner.org/jnorth/tm/monarch/AboutFall.html

https://monarchjointventure.org/images/uploads/documents/citizen_science.pdf

Photo Credit: The Liljegren Family

The Plagiarism Sea!

http://www.clipartpal.com

This blog post is brought to you by our Oak Meadow teacher, Michelle Menegaz. I think you’ll enjoy it!

Hello Middle Schoolers!

This is a very important alert about the shark-infested waters of the Plagiarism Sea into which many middle school students dive at one time or another. It always starts out as a search for treasure…the quick path to a wonderfully phrased and well-edited essay or report, but quite soon, the unsuspecting student becomes tangled in strands of broken copyright seaweed and the sharks begin to circle!

From Smithsonian Magazine

As an Oak Meadow teacher, I often notice that some of a student’s writing is almost word for word the same as parts of material in the sources used. (This, by the way, is one of the reasons for including citations for all sources. If no sources are cited, I can not be sure the work is original.) It’s really important that you always write in your own words and not copy sentences or paragraphs from other sources. Copying from other sources is considered cheating, and is taken very seriously at Oak Meadow. The first time it happens teachers give a warning, and if it happens again, it will more seriously affect grades.

Please take time to read more in the Oak Meadow Parent Handbook in the section called “Original Work Guidelines.” This can go a long way towards ensuring that you avoid the weeds and sharks on the way to the true treasure…an original, well-crafted piece of writing or research. I can also recommend the Purdue OWL website. It has some very good content that you could use.

Plagiarism is a very tricky thing to define at times, since excessive paraphrasing can also be considered copying of a sort. There is definitely a learning curve about plagiarism in all its forms, especially with use of the internet. There are many reasons that students plagiarize their work. Using three reliable sources at all times and taking very brief notes from these sources can be enormously helpful. Another possible path to try would be to do the work in your own handwriting, in your own words of course, so there are not cut and paste errors.

It is extremely time consuming for an Oak meadow teacher to verify plagiarized work. Once the first warning is given, any further work that is plagiarized will need to receive a failing grade. Let’s avoid this!

In summary, here is what to do:

*Review the Original Work Guidelines in the Oak Meadow Parent Handbook

*Read the bibliography piece called Citing Your Sources

*Discuss with your parents how to use your own words

Warmly,

Michelle Menegaz, Oak Meadow teacher