- Why does homeschooling feel like a good idea? What needs are not being met well in other ways, and how might homeschooling help best meet those needs?
- What is my child expecting homeschooling to be like? What am I expecting homeschooling to be like? How do those two things line up?
- What areas of learning are easiest for my child? What areas are most challenging?
- What are my child’s passions and interests? How will they fit into our plan for homeschooling?
- What are my biggest worries about homeschooling? What are some strategies I could use to work through those things if they happen?
- What struggles do I predict we might have as we add homeschooling to our parent-child dynamic, and how can I anticipate and prevent them?
- How will I meet my own need for self-care so that I am able to give all that my child needs?
- What will I say to family, friends, neighbors, or strangers who are skeptical about our decision to homeschool? How will I prepare myself for such questions?
- Who are my homeschooling support buddies? Do I have friends, neighbors, or relatives who homeschool? If not, do I know where to find local and/ or distant homeschoolers to share experiences and ideas with?
Here in the Meadow, we celebrate student poetry throughout the month of April with our annual Poetry Extravaganza. We invited our enrolled students to submit their favorite original poems, and we’ll be sharing some of them here over the next few days. Enjoy!
by Benjamin Almquist
Oak Meadow, Grade 9
A game of strategy
Where made prodigy
Is calmness and skill
Comes through movement
can be a mere
Game of peer-
S with everyone
of the Castle above
Side to side
With death far and few between
For their are only two
When moves are void
No way to avoid
The impending deaththrill
“I wrote this poem for an experimental poem assignment.”
If your only emotion was happy
by Katherine Almquist
Oak Meadow Grade 9
They have emotions
I have but one
Feelings of sadness
I know none
Surprise…. I can not understand
Anger…. Passes through me as a wind through a ghost
feelings of many I know not
Happiness I know only
People of many feelings are emotionless
Unless happiness is sensed
Wenst it is seen on the faces of theirs
This happiness which lights the faces of theirs
Is routine on the face of mine
Free are they
Chained am I
Solitude (created by a single emotion)
Surpasses (the rest)?
The answer? I have not.
For only in I lives happiness
Emotions, I do not have
“I was inspired to write this poem for a Oak Meadow literature assignment. I was required to write an experimental poem and I decided on a topic that I had written about in an essay before, but made it more professional and put the concept into a poem.”
by William Aldredge
Oak Meadow, Grade 9
High in my perch,
I gaze upon a room,
Like a monkey in a tree,
But i do not utter a sound.
For a cat has entered the room,
And like a jaguar,
It will climb up here,
And take me away,
To a world of solitude,
An icy moon,
Somewhere far off in the universe,
And then i fall asleep.
My dreams take me even further,
To a new place,
Dusty and red,
At first it seems abandoned,
Then a lone robot comes,
And sends my picture to the space people,
When the skygate opens,
And i am sucked away,
Back to the bunkbed of dreams,
Except it is a jungle,
And there is a jaguar,
And the jaguar jumps up,
And asks me,
“Are you ready?”
But then i awaken,
To a persian cat licking my face,
But it is not an awakening from the dream,
Merely an awakening to another dream,
Angels surround my bed,
And carry me off to the clouds,
Where i lay down to sleep.
But then i awaken,
To a cat licking my face,
I think it is a dream,
The cat is there,
I feel its hot breath,
So i let it be,
And it stops licking me,
Something strange happens,
It says to me,
“Come, you are not dreaming”,
So i go with it,
Off to an eternity of wonder,
But then the eternity ends,
With 42 bees,
Who sting me back to reality,
And now i am,
On a small green planet,
With a hole at the poles,
And i look inside,
To see a lamp,
It is a lampshade,
With nobody but me,
31G-350125 is here,
And he shoves me into the planet,
I expect heat,
And receive a hard thump,
on the lamp,
So i call for the cat,
And arrives mystery,
Who takes me away,
back to the bunkbed,
And stays a while,
But then leaves,
Here comes the cat,
Who licks me to sleep,
I awaken once again,
To the cat licking my face,
I sit up and look at him,
“Your secret is safe with me”
by Claire Kern
Oak Meadow, Grade 9
I twist the cap of my pen
between my teeth, ink
stains on molars, the page
still blank, void of words,
still lacking the power,
still failing to affect change.
Wanting, wanting, wanting to affect change,
Trying to force revolution out of my pen.
Building weapons to battle the power
hungry war-machine, but my ink
spills over to form broken words,
broken images on the page.
Frustrated, I rip the page
into pieces, that’s my change.
I reach for a new sheet, that new words
might follow. Afraid my pen
cannot erase the ink
of others, the permanent stench of the power.
Lead boot prints of power
tear holes in my page,
black and blue ink
bruises beat me, no change
they scream, breaking pens
and banning new voices, new words.
The banished words
hold all the power,
and the gunpowder pen
burns my palm and page,
demanding I write the call for change
demanding I carve new voices in fresh ink.
Progress is marked by ink
lines drawn in blood, battle words
and wounds whose mouths cry change.
Bury the patriarchy, power
drunk bastards with blood pages,
scar their rank flesh with my pen.
Ink tears bleed power,
and I craft words on torn pages,
changing, changing, changing the world
with my pen…
My father is about to turn 94 and consequently, we go all out for his birthday parties! We have a tradition of having him tell us what he was doing at the present age of each member of the family. This past year the youngest among us was a great grandson just 13 months old. It was fun to hear my father speak about what he was doing when he was 13 months old. The oldest at the party was 68 years and that too was amusing!
We decided this year to list many of the things that had been invented in the years since our father (grandfather or great grandfather) was born. Each family member brought a description of the invention to the party. Wow! He has certainly seen many, many inventions in his lifetime!
I think we take for granted some of the inventions he saw in his lifetime, such as the color TV or the black box flight recorder. Lithium batteries and the pocket calculator surprised all of us as just being invented in the 1970s.
Not only do I think we take these inventions for granted, but I think we also pay little attention to the people that invented them! Physicists, biologists, chemists, carpenters, farmers–you name it and you may find a profession that has an inventor. Where do these inventors come from? “From 1900 onwards, on average about 10% of Americans have been first-generation immigrants. Yet first-generation immigrants have won 33% of all American Nobel prizes in the sciences since the award began in 1900, representing thirty-five countries from six continents.” (https://m.facebook.com/notes/neil-degrasse-tyson/science-in-america/10155202535296613/)
All this talk about past inventions got me wondering what is being invented (and patented) right now! I found out about The Lemelson-MIT Program which strives to celebrate “outstanding inventors and inspires young people to pursue creative lives and careers through invention.” It is so interesting to read about the most recent inventions that are being awarded!
Do you have something that you are working on that will one day be an invention that will benefit us all? Join an inventor’s club! Here’s a list of them by state: http://www.freeinventorshelp.com/Organizations.html#states
by Antony Yaeger, Oak Meadow teacher
Having studied poetry with amazing teachers in my life, and having honed my own craft at Sarah Lawrence College, it is a joyful and enriching experience to teach poetry at Oak Meadow. What makes poetry so unique is something discussed in our poetry course: Poetry is a universal art form that can be found in all aspects of human life and can hold within it elements of all other art-forms. Poetry is not bound solely to the page. The famous phrase “poetry in motion” is a purpose of graceful fluidity, such that moves with tactful elegance throughout. Abstract, yet direct and completely beautiful to all 5 senses. We live with poetry every single day, even if we don’t have time to pick up a book.
To find poetry in the world, we often look to nature. To try to create an essence or impression of nature in art, we often turn to poetry. In my teaching, I try to teach in a way that takes into account my student’s developing mind as well as their heart, blending the two with their imagination. Poetry is one perfect way to do this. Each student brings their own unique perspective to analyzing a poem and their own special voice to the crafting of their own poems. Poems can be successful in any number of ways, but calling on the senses of our readers is crucial.
What makes poetry even more incredible is that the reader is welcome to read between the lines, to string together their own meanings and ideas, to bring their own working palette of comprehension to the experience of reading. I feel this way with my students in this distance learning course and in the monthly poetry workshops we have created together. In these workshops, students celebrate their classmates’ poems and give them the gift of constructive feedback. It is amazing to see how perceptive each student becomes, how kind and selfless they are in making another poet’s poem better.
Poetry exists around us all, and you can read into that statement all that you want! For it’s not simply an abstract or ambiguous thought, but a truth waiting for us all to discover.
Antony Yaeger received his undergraduate degree in Poetry and Theatre from Sarah Lawrence College in New York, and his Masters of Science in Education and Waldorf Education from Sunbridge College, New York. Antony spent four years at the East Bay Waldorf High School in Berkeley, CA teaching poetry, photography, literature, and directing school plays. In 2009, Antony graduated once again from Sarah Lawrence College, this time earning a Masters Degree in poetry and creative writing. He encourages students to use writing as a tool for self-exploration and to gain clarity and perspective on world events by examining issues from new angles.
For more information on enrolling in Oak Meadow’s semester-long high school Poetry course with Antony Yaeger, click here.
For more information on purchasing Word: The Poet’s Voice curriculum for independent use, click here (on sale for the month of April 2017 in honor of National Poetry Month!)
Have you ever wondered how homeschooling works for ordinary parents? It’s true: Most of us do not have advanced degrees in education or child development. Most of us are just ordinary people who went to school like every other kid we knew and never imagined we’d be homeschooling our own children someday. How can an ordinary parent possibly be qualified to be a home teacher?
Good news! You certainly can successfully teach your children at home. You are already doing it. Home teaching is a natural extension of parenting. You’ve been a teacher since the moment your children arrived to join your family. You’ve simply followed your instincts to figure out what they need and figure out how to best meet those needs, whether the solution is something you do on your own or seek outside help with. This is what teaching is all about.
As you go about your daily life, you teach through example and by explaining what you are doing and why. You answer questions and challenge your children to come up with some of the answers themselves, sometimes, too. You pay close attention to them as you explain many things and support them as they try things on their own. You bolster their courage as they grow in new ways. You know more about them than anyone else in the world!
Although you may not have an advanced degree in education, you do know how to tell when your children are open to learning something new and when they are not ready. You know when they are feeling confident and when they need extra support. You know how to tell when something really isn’t working for them, and you know just when to switch gears when that happens. You can read their signals better than anyone else can. And using a packaged curriculum can give you the peace of mind that, pedagogically, you are offering an optimal learning experience.
As a homeschooling parent, you are an educational coordinator, especially if your family takes advantage of teaching resources such as in-home tutors or classes outside the home. If you don’t feel capable of teaching French or Calculus because you never learned it yourself, you can engage a local or distance learning teacher to handle that subject with your children. If you are afraid your lack of confidence with math will interfere with their ability to develop a love for it, don’t worry – just get some help from someone who really does enjoy teaching math. If your children are learning primarily at home, even if they are also taking classes or lessons here and there, you’re their home teacher – and in the best position to support their learning.
For a homeschooling parent, sometimes a little boost of confidence can go a long way. Seeking outside help when you need it is important. If you would like to learn more about tools and techniques that can help you be more confident as a home teacher, Oak Meadow’s Foundations in Independent Learning course is a great place to begin. One or more homeschool support sessions or the ongoing support of an accredited distance learning program can also be a great help. Most homeschooling parents do not have a teaching certificate or an education degree, and yet most homeschooled students learn what they need to learn and grow into capable adults.
Consulting outside experts who might be helpful to you doesn’t mean you aren’t qualified to be a home teacher, but that you are capable of being a very effective home teacher. And as the home teacher, you are the one who most aware of what your children needs. You are the primary expert on your own children, and you are capable of homeschooling them!
As we move through the years of parenting and homeschooling, maintaining our connection with our children is essential. Nurturing this connection is the most important thing we can do as parents. We sometimes hear parents lamenting that they feel they’ve lost the connection with their child and are not sure how to get it back. Sometimes, especially when transitioning from school to homeschooling, we want to deepen the connection but aren’t sure where to start.
How can we as parents invite and strengthen a healthy connection with our children at all stages of development? Here are a dozen suggestions to foster a strong connection with your child:
- Listen to your child with the attention and focus you would give another adult. Be fully present – make eye contact; stop multitasking; concentrate on what they are trying to say. Show with your body language that their words and thoughts are your priority in that moment. If they have a hard time getting words out, let them take the time they need, without giving up on the conversation. Attention is a big part of connection.
- Let your child take the lead sometimes. It may mean things will be slower, messier, or less efficient. Give your child the gift of your patience and the opportunity to spread their wings and feel your trust in them. As their confidence grows, so will their effectiveness. Believe in them and they will believe in themselves.
- Have fun together. What brings you both joy, makes you both smile, leaves you both feeling great afterward? Find shared interests and spend time doing them together. If you have a hard time finding common ground, start by sharing things that one of you enjoys and hopes the other might like. Ask your child for ideas, and be open-minded about trying them out. You might be surprised by the things you enjoy together!
- Support your child in their passions (even or especially when you don’t share them) and invite them to honor yours. Each person in the family is a unique individual, and passions may vary widely among family members. Even if you’re not interested in something for its own sake, learn to appreciate how it is important to your child. In this same way, give them some insight into the passions you have so that they can gain an appreciation for differences in relationships, not just similarities.
Create opportunities for conversation. Car rides can be great for this when children are old enough to ride up front. Working quietly side by side at dishes or yardwork, or a leisurely walk outside, can also set the stage for talking and listening. Allow for quiet and potentially long pauses as you wait for each other to fill the space with thoughts and feelings. If nothing is forthcoming, ask an open-ended question and listen to your child’s response without interrupting or overriding their viewpoint.
- Be humble. When you make a mistake, recognize it and own it. Show your child the side of yourself that is a lifelong learner. Embrace the opportunity to show them ways to make things right when you’ve erred. Apologize gently and thoroughly, and allow them to see that nobody is perfect, not even the most capable, experienced, confident people. By inviting our children to connect with the less-than-perfect side of ourselves and see us recover from a setback, we reassure them about their own vulnerabilities and their capacity for recovery.
- Be accountable. Hold yourself to the same standards that you expect your child to meet. Hang up your coat and put your shoes away. Clear and rinse your dishes after a meal. When everyone in the family shares and participates in the work of the household, it is clear that everyone’s contribution is valuable. Working together for the good of the group is a bonding experience and helps to keep family members connected with each other.
- Allow your child to disagree with you. Children need to feel secure in having their own opinion, and they may need to experience this over and over as they grow. You may need to help them learn to express their differences appropriately, and practicing this with them helps them grow into young adults who can remain connected and secure even through difficult conversations.
- Make time for one-on-one. Spend individually devoted time with each of your children, no matter how many you have. If you have many, particularly small ones, this may be quite challenging. Think creatively. Perhaps an older child can ride along with you to an appointment, or one child at a time can walk with you to the mailbox and back each day. Or plan a simple “date” to read a favorite book in a comfortable chair together without interruptions from other family members. Any length of undivided attention lets them know they are important as an individual. That time is precious to a child, and it’s most effective when there are no other pressures or distractions. It is in these moments that a child will be able to open up their heart and connect with you in a way they ordinarily cannot.
- Learn your child’s Love Language and find ways to use it regularly. Does your child need physical touch or words of affirmation? Do they thrive on one-on-one time or have a deep-rooted need to receive gifts? Are they most affirmed when someone does something helpful or thoughtful for them? Discovering the nature of your child’s need and how they best “hear” love from others can help you facilitate connection most effectively.
- Encourage developmentally-appropriate independence. Every time your child heads off on their own, they will feel the pull to return to you, thus strengthening your connection with each other. Sometimes a little time apart, especially in the case of older children and young adults, helps both child and parent find new perspective to appreciate the other’s strengths and contributions.
- Be a thoughtful role model. We model how we wish our children to connect with us, whether we are aware of it or not. If we are present, respectful, supportive, and open-minded in our interactions with our children, they will reflect those things back to us as well.
Staying connected with children throughout their childhood and into adulthood takes commitment, patience, and an open mind. It is worth the effort and will go a long way in making your family’s homeschooling experience enjoyable for everyone involved.
Working from home while homeschooling at the same time, even with children who are older and fairly independent, can be a challenge. There are as many ways to work-and-homeschool as there are different kinds of families. Here are some tips and tricks:
- Maximize flexibility in your work situation. When possible, organize your work around your family’s needs and child care opportunities. Save less critical tasks for times when distraction is likely, and reserve more high-stakes assignments for when you are distraction-free. If you share parenting and homeschooling responsibilities with a spouse, divide and conquer – one works while the other parents, and vice versa.
Embrace a relaxed homeschooling style. Roll with whatever each day might bring. Time often feels short when you’re working and homeschooling. If things don’t go the way you planned, make the most of what you are able to accomplish and pick up any dropped threads the following day.
- Expect the unexpected. Take regular breaks from your work to check on your child and assess how things are going. Expect interruptions and unanticipated shifts in priorities. The hot water heater will leak and the dog will get sick and the entire bin of beads will get tipped over and you’ll discover you’re out of easy lunch options — all in the same day. A big deadline will get moved up, your wifi will mysteriously stop working, and your inbox will be flooded with “ASAP” requests. Breathe, prioritize, give your child a big hug, and do the best you can. Some days will be harder, but some days will feel easier, too.
- Manage interruptions proactively. How can family members best communicate with you to minimize distraction while you are working? For older children, a spiral notebook can be turned into an “Ask Me Later” book, where questions and thoughts can be written and kept safe until work time is over and you are able to address them. Teach them your parameters for urgent vs. non-urgent situations, and give them a helpful way to remember when it is okay to interrupt you during a focused work period. Remind everyone of how you would prefer they get your attention if it is unavoidable. (Stand at the door and wait for your attention? Say “Excuse me…” Write a note on a slip of paper and hand it to you?) Of course, in a true emergency, all rules go out the window. Help your children understand how to tell when it really is a true emergency!
Offer your attention and presence whenever you can. When you are not working, be as fully present as possible with your children. Let them know that they are the priority during your non-work times, and make the most of it for everyone involved. Celebrate when you are done working for the day. Put away your phone and laptop, and go about the very important business of reconnecting as a family.
- Communicate, communicate, communicate! Calendars, homeschool planners, chore charts, and reminder lists can help ensure that everyone knows what to expect each day. At breakfast or dinner, check in about the upcoming day’s plan so that everyone is on the same page about what needs to happen. Review the times when an adult will be available to help them and when they will need to be on their own. Discuss which tasks are expected to be done independently, without much or any adult help, and which may need a collaborative effort. Be clear about your expectations and encourage suggestions from all family members about how to make things go even more smoothly the following day.
- Give your child tools to use when they must wait for your attention. Be clear about when you are working and not working. If possible, stick to predictable “work hours.” Set a timer or alarm so your children will know when you will be all theirs once again. Younger children might need a clear visual, such as a specific hat on your head when you are “at work.” Older children might appreciate a list of go-to activities (such as free-reading, art projects, or journaling) to do when can’t move forward without your help or when they are waiting for your attention. Let them know how much you appreciate their patience.
Help children learn how to help themselves. As soon as they have developed the ability to prepare food for themselves as needed, give them access to easy-to-manage breakfast, lunch, and snack food. No-cook options and healthy pre-prepped food are ideal; make them in advance with everyone’s help if possible. Set up routines and systems so your child can independently handle situations like replacing the toilet paper, sharpening a pencil, or feeding the family pet. Encourage siblings to help each other first before calling for your help. Responsive helping skills can take some time to develop, so start now.
- Divide household responsibilities in a predictable, easy-to-follow way. Everyone can be responsible for something important in a way that balances their capabilities with the needs of the family. Routines and loving reminders help everyone get their jobs done. If something is falling through the cracks, have a family meeting to sort it out and find a solution. If an older child has responsibility for younger child while you are working, factor that in as you find a fair way to balance things.
- Keep craft materials, games, books, and toys within easy reach as much as you feel your children can handle without supervision. Leave OUT the things you want them to access and use, and put AWAY the things you don’t want them helping themselves to or using without supervision. You will learn through trial and error which things need to be stored out of reach until you can help with them. Be sure to have plenty of clean-up tools and materials handy if your children like to create with wild abandon! Plan for family clean-up time each evening to tidy up anything that they weren’t able to handle on their own.
Work smart! Do your very best to be organized and efficient. Set some time aside each week to plan. Keep an effective planner and a working to-do list (such as a bullet journal). Minimize distractions in all reasonable ways. Plan more work time than you actually need to get the job done. Have a comfortable workspace and an efficient routine for getting back into your work if you’ve been pulled away.
- Lean on others. Negotiate swaps and playdates with other parents to help create some kid-free time each week that you can use for long stretches of focused work. Look for win-win situations. Two friends and I have a recurring arrangement where one mom teaches three children for a few hours while the others work. A tutor might be a helpful investment. Engage a “mother’s helper” for children too young to be left unsupervised. Drop-off activities for older children can help create pockets of work time. And, of course, naptime for younger children can be a helpful time to get work done.
- Take good care of yourself. Put your own well-being high on the list of priorities. Working at home with children around requires a lot of patience and flexibility. Take care of yourself by getting enough exercise, eating right, staying hydrated, and making sleep a priority. Ask for and accept help from others. Take time off to recharge in whatever ways make sense in your situation. Give yourself due consideration!
- Remember why you are doing this. You have undoubtedly made home learning a priority for good reasons. Revisit those reasons when you are tempted to reconsider. Working from home is not for everyone, but it can make learning at home possible in families where the at-home parent must also be a working parent.
Do you have experience with working at home while homeschooling? What would you add to this list?
This is a quick note to all Oak Meadow students:
Feel free to create your own responses to the many assignments you have in the Oak Meadow curriculum. FEEL FREE to create~
Use your creativity to complete some of your assignments. Just do it! Record a song, paint a scene, attend a lecture, create a chart, read a relevant book!
There are many ways to complete an assignment other than the way it is written in the text. I receive photographs, poems, videos, illustrations, and paintings for many science, English, and social studies assignments. The integration of your knowledge with your creative endeavors is well worth it! If you are concerned your teacher may not accept it, email the teacher and ask for permission to do the assignments the way you have chosen. I’m pretty sure your teacher will say,
Click on the link below to watch how Nehemiah Mabry, an engineer, creates poetry to reveal his knowledge of engineering.
It is so easy to send a message these days by way of cell phones or the internet that it is hard to imagine that at one time there was no way to communicate with other people a distance away unless you used the postal mail. When Samuel Morse invented a way to send messages that were a code of electrical impulses, our lives changed forever! Those dots and dashes could be sent and translated over a distance making it possible to send emergency messages to places throughout the country. Many Oak Meadow 7th grade students in the first semester of their world history lessons have the opportunity to learn about Morse and his code. I found this fun website that translates a sentence that you write into Morse Code. You can then click “play” and hear the dots and dashes of the message. Send something to a friend! Here’s the Morse Code Translator.
by June M. Schulte
When we began homeschooling in 1982, our eldest was just over seven years old, the legal age for school in Vermont. Although we were doing a lot with our children – reading aloud, making crafts, singing, dancing and so on – we weren’t quite sure which things might count as education and what was needed that we didn’t even know about. The day we received word from the State that we were okay to homeschool, our five children were ages 7¼, 5¾, 4, 2, and 10 days old. John Holt spoke to homeschoolers nearby that week, and we were encouraged by his words about the natural way children learn by doing.
We had searched for a good curriculum to use, and felt the one which best matched our view was offered by Oak Meadow School. Based on exchanges with cofounders Bonnie and Lawrence Williams, our eldest was placed in second grade and our daughter in first. We also bought the kindergarten curriculum to guide the younger children and, in truth, to reassure us in case our eldest had missed something important. We felt ready and excited.
Execution of the curriculum was another story altogether. Our fifth child was a newborn and a robust 10lb-er; however, he also startled very easily and had rapid respirations for his first two weeks. In years to come, we would discover he had attention inconsistencies, but in those first months of homeschooling, it translated into needing to keep the household relatively quiet (in Winter) so the baby wasn’t over-stimulated. Also, as a nursing mother, I had a series of breast infections not easily quelled with antibiotics, as we eventually discovered there were two germs involved, not one. It was a challenge!
By the time we were sending our first quarter report and samples to Oak Meadow, I was quite concerned, as it seemed to me we had failed miserably. I felt that the most academic thing we had done all season was make a leaf mobile! We had also written a poem about the season, read aloud, sung songs (things that can be done with a babe in arms), and played a lot. But there were few lessons of any kind. At least I had kept a journal of what learning I noticed, and sent it along. I braced myself for the response from Oak Meadow.
What came was a beautifully encouraging letter from Bonnie Williams herself, highlighting the many learning opportunities she found evident in my journal. Being a mother of four, she had read between the lines. She noted that my older children had learned that babies come first, to make their own sandwiches, and to help one another. She assured me that there would yet be plenty of time to accomplish the paperwork in the curriculum and recommended we simply stay with it.
We did, and I am so grateful for that. Bonnie was right. By the end of the year, we had completed the lessons in the curriculum, and our State Certified Teacher (who later opened a Waldorf school) confirmed it, giving me the greatest sense of accomplishment and peace!
Our children are now ages 41½ , 40, 38, 36, and 34. They all made the Dean’s List their first semester of college, graduated, and have been gainfully employed since. They are not social misfits. In fact, our eldest is a company manager, 5th-degree black belt and international TaekwonDo referee, dad, and co-owner of a horse farm with his spouse. Our daughter graduated Magna Cum Laude with a B.S. in Mathematics and is a partner in a worldwide firm, a mom, and owner of a large house in Maine. Our third child has a Ph.D. and is a wildlife biologist who headed up shorebird recovery in the Gulf of Mexico in the wake of the BP oil spill; he is a dad, town selectman, marathon runner, and 3rd-degree black belt who teaches TaekwonDo. Our fourth child has a degree in Computer Science, works in customer support, and founded a non-profit focused on sustainability that grows food for food shelves. Our youngest has a degree in Networking and Website Development and makes websites for a good living; he is a dad, records local bands to get their music out to the public, and owns a house with his spouse.
Moreover, they are happy. They care about the world, the nation, and their local communities. They play with their children and are good friends. The many fears we had in those early days (and along the way) have been allayed. Our six grandchildren, currently age 10 years to 10 months, are intelligent, funny, sweet people.
I wish I could have known at the outset how it would be now. But, really, we just had to take it one day (sometimes one hour!) at a time. I’d say keeping a journal was the most important work I contributed, because it not only recorded the moments for which there was no paperwork, but it helped me notice and appreciate their slow and wonderful flourishing. On the tough days (and there were many), it was sanity-producing to read back over the last month’s journal and know for sure that we were making progress. It was what I drew from to create our end of year reports.
Note to former self: If a child is loved deeply, is given good resources, great art materials, lots of trips to libraries, field trips when possible, hands-on exploration, and heaps of fun, they cannot help but thrive. The curriculum itself is secondary. There is no way we can give a child all the knowledge they will need in life. So we need to teach them, largely by example and conversation, to mull and articulate, to explore, discover, invent, and create; give them the tools for doing their own research, creating their own art, writing their stories, and living as caring citizens. Give your heart to it and don’t second-guess yourself too much. If something isn’t right, trust that you’ll recognise that. Turn a deaf ear to naysayers and listen to other homeschoolers who share your philosophy. Have a small group of homeschoolers you can get together with or at least some homeschooling pen pals (for you as well as the children). You are all going to be just fine.
June Schulte completed her college degree as an off-campus student while homeschooling her children. She applied for and was granted the maximum three semesters of Life Learning credits from Goddard College (known for its progressive approach), earning a B.A. in Home Education and Religious Studies. She then completed a three year Diocesan Study Program as well as some seminary studies. A lifelong contemplative, June also completed the two year Shalem Spiritual Guidance Program, and for 20 years has been meeting with people who are seeking spiritual guidance. Guidance seems to be most of what homeschooling was about for June, and she feels that her children taught her more than she taught them. June and her husband, Bill, have been married 42 years so far, and are the delighted Grammie and Grandad of four granddaughters and two grandsons. As the Irish saying goes, “Children are the Rainbow of Life; Grandchildren are the Pot of Gold!”