Irregular Learning

A walk around the pond

I am really enjoying what we are doing for school. The children are learning so much, and I can see their progress.

The ones who are just beginning are already showing areas that are their strengths, and others that are their current weaknesses, but I am not concerned. I have learned that, just because I child is struggling in the area of reading or math at the age of six, doesn't mean that he/she will be struggling forever! I am a firm believer that many "learning disabilities" disappear as children mature.

Of course, some of us simply are weak in certain areas, and this can take some acceptance. The idea is to strike a balance between what we should expect and challenge our children to do, and what they are actually capable of doing.


The middle girls are both growing greatly. They are doing well in their McGuffey's, and they are moving steadily forward with their Ray's Arithmetics, both in different places in the Elementary book. The story problems can sometimes be a little difficult, but that is when we get out the chalkboard and make pictures.

Questions about math

Besides their regular work, these girls read voraciously, and one has decided to do a number of lessons in Long's Language each week, and she loves memorizing the little poetry as she is directed, etc. The other has been working through a writing curriculum from 7 Sisters which I won as a prize through the Homeschooling Blog Awards. She already gobbled her way through the poetry section, totally on her own, and now is zipping through the short story portion--and loving every minute! She definitely has the writing bug.

The older children have a great time with the McGuffey's and Ray's, the daughter of the two really, really loves McGuffey--she would do four lessons a day if we had the time. She not only likes to do the lessons, but she likes to share what she is discovering through them with all of us. She is very quick, and she loves to decorate the pages as she does her work in her copybook. Ray's is her favorite, though, and she would probably do that all day--she is always asking for more time to do it! She also excels in domestic skills, is learning to create a pattern on her own and sew her own clothes, has been doing little stitchery works, and will be baby-sitting her niece once-a-week. She is hoping to learn DSLR photography and put her photos on her blog.

Long's Language work

The son of the two is so full of artistic creativity--and yet he can also be technical. I hate to hamper him in any way, but I have to help him by goading him a bit now-and-again and making him do his lessons (well). He is sweet about it, though, and sees the wisdom of it himself. He can sometimes feel as though his creativity makes his mind wander from one wonderful thought to another in rapid succession, so I am trying to help him to learn how to discipline his gifts (the spirit of the Prophet is subject to the prophet).  He is working on learning to use the Adobe creative suite, and his handiwork is fantastic! Perhaps someday he will be selling them through our website, one that he is currently working on with much fervor so that we can launch it soon. Probably then this blog will end up there...

Meanwhile, both are also  reading, the Creative is often found with his nose in something from J.R.R. Tolkien (he wrote more than just the ring trilogy and The Hobbit) and the Dear Young Lady is searching for something to follow up after reading all of the popular classics.

Together we have finished a concentrated study of the etymology of the English language, fascinating and one which has enabled the children to have a better grasp of vocabulary, grammar, even spelling, with a greater appreciation as to how our Bible came to us. Of course, we studied all of this because I found it so fascinating, and the children caught my enthusiasm!

Sarah sewing

Our current studies together include an overview of all punctuation (I repeat this study periodically, using different methods, etc. to reinforce their own studies) and have daily short dictation exercises.
I have also begun to cover all sorts of very practical areas of living in greater detail, such as our current study of microbiology and keeping our homes and our lives healthy. I am planning on covering all sorts of growing-up skills, such as caring for clothing, nutrition and cooking, etc. I am taking these subjects on because I have often assumed that they just "know" because I have learned about these different areas and become skilled in homemaking slowly over many years, and I forget that this is a new group that needs to be taught and led more specifically.

Of course, I am enjoying each subject, even each part of each subject. Whenever I get feeling pressured, my loved ones will suggest that I put our little learning sessions aside for a time. What they don't realize is that I would gladly give up a lot of other things, but our learning times are the best parts of my day! My oldest daughter, who also home-schools her children, feels very much the same! 

Homeschooling When Sickness Strikes

A tiny girl's interpretation

There are times when everyone is so ill that all you can do is batten down the hatches and ride out the storm, and I have written of such an event on my other blog, Large Family Mothering, in case you are interested.

But there is something about having daily learning times that can make everyone feel better. For one thing, learning something new and interesting can keep everyone's minds off of their discomfort.

This is why we have decided to turn these "unavoidable delays" into times of "relative" enjoyment.

I have found that it's great to gather in one room together under some cozy blankets and read a book aloud; something that will keep all of the children's attention and still give us reasons to have some lively discussions.

This last bout of illness caused us to read part-way through Jean Fritz' book, Bully For You, Teddy Roosevelt. This man was larger-than-life, and gave us much to think about. I had also reserved and picked up numerous other biographical books On Theodore Roosevelt from the library, so I had each of the children sketch from the books as I read (one of the defining characteristics of our family is that almost everyone loves to draw).

Pretty good for 9-years-old!

After we tired of reading about this wild president, I cracked open Ray's Intellectual Arithmetic and everyone took turns figuring some problems. I jumped around in the book to accommodate all of the different levels of math we have going on. Using this book is like playing mental games with the children, and there is usually a lot of fun and laughter!

Then we finalized our morning with the reading of a few chapters from King Alfred's English, by Laurie J. White, and this time I had them practice taking notes. Then I gave them some time to write a brief narration of what we had covered, while I whipped up a stomach-friendly luncheon of soup and tea. Over lunch we had time for everyone to do a short presentation, which wrapped up the morning quite nicely and gave us all another opportunity for discussion.

Teddy as a Rough Rider

Our regularly scheduled plans for McGuffey's, Ray's and note-booking were not at all missed, and the children's education did not suffer, it was blessed in a greater way!

"Be not overcome of evil, but overcome evil with good."

"Cheating" in order to learn

God's Holy Commandments

There is a type of cheating that breaks God's law; it is stealing, lying, and coveting. This is done when we look at someone else's answers during a test, or reproduce someone else's work and hand it in as if it were our own, or when we plagiarize a writing assignment.

But there is another kind of "cheating" that isn't cheating at all; it's just an alternative way to learn, or to beat the "system."

For instance, I have often been stuck without a clue while working on a math problem, and peeking at the answers at the back of the book helped put me on the right track. This is not only allowable, this is expected, which is why textbook publishers have the even (or odd) answers included in the back. Most teachers expect students to show their work anyway, so it is really impossible to do anything unethical.

Working on a math problem

Since we enjoy using the Ray's Arithmetics on the discs from Dollar Homeschool, I've printed out the answers into helpful booklets and handed them out to my children--then they are free to look lessons up in order to to see if they understand what is being asked of them, or precisely how a problem should be solved, just as long as they know that they must show all of their own work.

There is another way to "cheat" that is often very beneficial; this is when one is supposed to read through a chapter of information and afterwards answer a series of questions in order to confirm comprehension of the material. The content of the reading assignment is usually the most important in the chapter, and the type that would most certainly be on a test. Now, if a person is extremely interested in the course of study, then he or she would probably want to read the chapter very carefully, and even follow up with a bit of additional research, but, unfortunately, most texts theses days are pretty dry, and the information they contain may be either irrelevant, slanted, or obvious propaganda. In such cases as these, a person just wants to grab the most pertinent data without clouding his or her mind with a lot of nonsense.

This is when the index becomes a student's best friend! By taking a key-word from the question and using it to look up the specific page, often the specific paragraph, in which it is contained, an accurate answer can be formulated. This is a great time-saver, and, especially when the class is required but is also full of a lot of hogwash, this saves brain-space for more important things!

Discovering the proper solution to a problem

Now, I have never used the "regurgitation" method of learning in my homeschool (reading a section and then answering several "canned" questions, or some fill-in-the-blanks, etc.) for about 20 years. In certain ways, this may leave my precious children more vulnerable, since they have never undertaken a subject that, for them, was not either vital or interesting to them, and so they have a tendency to take everything put before them very seriously. But they will need to learn specifically how to use this strategy whenever they are forced to take one of these courses, so I teach them how to perform well while hardly being influenced.

Regurgitation, as I call it, is one of the worst ways to really learn anything. It actually does very little for real retention at all, and is more about memorizing mere facts than in communicating important ideas that a student can then internalize so as to make a lasting impression on his or her reservoir of true and beneficial knowledge.

For instance, I might be able to rattle off the exact dates of the beginning of the Revolutionary War and some of the names of the major persons involved, but I might miss the actual reasons for the war, or the larger implications for mankind, or how the attitudes and ideals of the Founding Fathers could or should affect me in my thinking today. And even if I was made to memorize a statement or two concerning the reasons and effects, it would make very little difference if I was not able to think them through for myself and connect them with other lessons of history or the way I look at my life.

Besides, there are so many angles from which to view any event in history. There are often many different ways to answer even the most basic question of why something happened. Was the Civil War fought exclusively over the issue of slavery?--not hardly! 

A few of our own notebooking pages

Students need to have the opportunity to interpret and analyze the facts in their own way, from their own perspective. This is why the Charlotte Mason method of narration is so much superior to that of simply getting the answers to some "canned" questions. Of course, there are quite a number of different styles of "narration" for any lesson, chapter, book or subject. With my creative and resourceful children, we like not only to write, but to illustrate, act-out, or in some manner display what we are learning. Notebooking is one of the terrific vehicles for this, but there are many others.

What are some of the alternatives that you have found?

Ray's math, practical helps

Clarity, structure, brilliance; these are three words I would choose when describing the Ray's Arithmetics.

These are not glamorous books. They are not in color. There are no fancy diagrams. 

But my kids love them, and so do I. 

I have heard Ray's described as being "labor intensive," but nothing could be further from the truth! I suppose these books are not as easy to implement as the Saxon series for some students, but in some ways they are easier. 

For one thing, the instruction is direct, I would even venture to say that it is "economical" in a certain sense. Little time is wasted on anything that is not essential, and it is in the emphasis of the essential that strength is garnered.

The laborious part is at the beginning of instruction. But even this is pleasurable. 

The other day I was able to sit with my two daughters and teach them from the Primary book with a rare treat--candy corn! I simply spoke the problems to them and used the sweets as counters. I had their full attention! 

That's part of the brilliance. I can use any and all helps to reinforce concepts--there are no limits. 

For teaching to tell time I have an office clock-sign. This is not an official school-type clock, but it is perfect for the job. It's a real sign, used by real businesses; in fact, it's a left-over from one of my husband's old jobs. Using this communicates immediately that telling time is not just something one does to earn a gold star; it's a useful skill used in the real world. 

And here is a chalkboard. I made it by covering an old board with some chalkboard contact paper (much easier than chalkboard paint), and then screwing on an old clipboard clip. The kids love these when we do math together. There is something about working the problems out on a bigger surface that makes concepts become just a bit more clear. 

I have wipe-off boards and markers, but these things are always drying up and getting lost. Chalk is durable and cheap. Recently, I bought a whole box of it for just a dollar--something like 100 pieces! This way I never have to fret over markers getting ruined or lost--one less thing! 

You'll notice that there are ghosts of lessons past; isn't that just the charm of chalk? This particular exercise was all about finding the prime factors of a number. Ray's uses a method I have never seen in any other math book, unless I missed something. I love numbers, so learning this was a real treat--sort of like doing number puzzles over and over. I remember struggling with finding the primes of numbers as a youngster, and feeling so frustrated that I wanted to give up! The instruction I received was that one just needed to "guess" for the primes and use trial and error with nothing suggested as a way to keep track of your findings except for some silly "tree". Ray was too compassionate to be so vague; his methods are fun! 

Even if you feel a little overwhelmed and not sure that you can remember all of this math jargon, just jump over to Whyu and enjoy watching a slew of their videos with your kids--very enjoyable, professional and clarifying!