Ironing Out First Week Wrinkles

Wow! 

I didn't anticipate today!

How about you?

We read year round; even practice a few math problems throughout the summer. So, when today was a little wrinkled, well let's just say I had to iron faster to work on the creases.

Dad headed back to school this week and we pressed forward, beginning where we left off at the end of May.

Today was hard. I moved from learner to learner feeling like I my body needed roller skates and my mind was a million places at the same time!

First there was math lesson #1. The learner didn't remember the solution process of multiplying two 2-digit numbers. Review! In ten minutes, she was on her way. On to math lesson #2, dividing a decimal by a decimal. Ten more minutes of review and assigning ten problems. She was on her way. Little learner needed a snack.

Learners #3 and #4, high schoolers, needed assistance editing Spanish essays. Only ten sentences, but IN SPANISH! An hour later, though it felt like all afternoon, they were ready to move onto the concussion video (honestly it's called a course!) mandatory for their participation on the district high school sports team. I must admit, I was wondering how many students actually watch this "video".  My athletes wondered the same thing. We watched. Why? Because we have to sign a form saying we complied. A life lesson of integrity.

While editing Spanish essays there was another request for a snack, another question about a math problem, a "How do you spell?" request, the dryer buzzed, the baby needed a diaper change, dinner needed to be started. Should've used the Crockpot, but it's our anniversary and I wanted to do something special. Phone chimes. Two text messages regarding the wedding our family will celebrate in a few short months. Oh, and the question about grad school (we have a learner filing application), and two high school transcripts to update for above mentioned athletes!

Those are just glimpses into a few hours of the day. There were several more with similar wrinkles.

How was your day? Many of us have days like this. 

To make it through the day, for it to be as successful as it could be, I had to keep perspective. I reminded myself to be intentional, moment by moment.

I had to work with the day instead of against it, even when there were more wrinkles than anticipated.

I was tempted to quit, to defer to the easier choice, but I knew the days ahead would be more difficult. Pay now or pay later. I pressed on.

The beginning of the year is like this (well, even days mid-year are like this sometimes) for home educators and for classroom educators. When I was a classroom teacher I remember wise words from a veteran teacher, "Hang in there and hang tough! If you give up early, ease up, the rest of the year will be even harder."

Yes, we read through the summer; even practiced a few math problems. But today was still a bit wrinkled.

It's okay. I am not alone. You are not alone. Many teachers, whether in the home or in the classroom are ironing out first week wrinkles, too!

Hang in there! 

                        

Intentional High School Years- Part I- Transcripts

Intentionality has paid off in the high school years. 

Before I began the high school journey with my oldest, I was determined to start it off "right". I attended everything from panel discussions with home school grads and moms to transcript seminars with guidance and educational professionals...before my first son ever started checking off credits. I know, perhaps a bit intense.

There were many reasons for my jump start before the high school years. 

Perhaps the first reason was my interest and passion for all things education. Even with my confidence in what I knew about education there was, down inside my mind, a nagging voice: "you will mess up your first-born, home-educated guinea pig". Regardless the main reason for my jump start, the varied motivations (right or wrong) along the journey made me seek answers.

Empowerment: one of the greatest gifts I have given myself as a mama of high schoolers

This remains true today as I journey with my third high school young adult. Yes, some information remains relevant, however, legislation, college admission trends, unique interests of each student, change. So, even after two home graduates, I still seek answers.

Most of what I learned in 2003 when I began the high school journey (wow, has it really been 12 years on the high school journey?) about the layout and contents of transcripts has remained constant. I haven't had to adjust my approach to transcript design and development, thankfully. (Though I will admit, I changed layout a bit for the current student to highlight specific strengths.)

The challenge today, however, is not a lack of information or empowerment. 

Instead, I now fight full days and the looming end of a semester...and it's time to update my current high schooler's transcript! WHEW!

This week, I need to pull up my boot straps and make room in my schedule for what I have learned-- and now advise others to do when I teach workshops or do individual consults. Sometimes it is hard to follow our own advice...ugh!

What have  I learned (and still intentionally apply) regarding keeping transcripts up-to-date? 

After my high schooler and I map out a four-year plan in pencil, I create a template for that young adult's transcript (a snapshot of the high school years) as soon as my student begins high school level classes, if possible. I add courses as they are started and fill in credits and grades as they are earned (or at least try to keep up as best I can- you never know who will ask for this important document)

With one of my high schoolers, due to the birth of a new baby, I got behind on recording, and oh my, it was hard to catch up. Catching up, however, is still easier than starting from square one when the local sports team or auto insurance company request a copy. YIKES! Been there, too!

As our first eighth grader enrolled in high school level courses, I began the process of researching transcript formats and contents. Once I had compiled a list of "transcript essentials" colleges were requiring, I typed anticipated courses into the document in progress. This intentional preparation was a great help as the semester and the year ticked on. I was tired and spring baseball season was in full force. The last thing I had time and energy to do was to sit, research, and create with a clear mind. After all, in the spring of that year I was already planning for the next school year.

When summer break arrived, I finished adding grades and credits to the document. As we discussed courses for the upcoming year, I added those anticipated courses to the document, later deleting and reformatting as the semester progressed. This was a valuable lesson for me to learn, especially when I had littles learning to read or middle schoolers who needed a paragraph edited. The little work up front paid dividends in the end. 

I have learned the transcript is gold when applying to colleges. It is typically the first document in the college application pile and sets the tone for the entire stack of paperwork. If admission officials like what they see, or are curious about those out-of-the box courses no other applying student has completed, the college application stands a better chance at a second read. With that weight of importance, my intentional efforts are worth the early start and purposeful additions each semester. 

Creating a professional, concise, clear snapshot of your young adult's high school years is worth the time and energy of research and document design. When I speak to parents about transcript creation, some of the least common questions relate to the intentional steps of keeping the document current. Most parents want to know the nuts and bolts of the "must haves" which we cover in my workshops. However, when time comes to sit in front of the computer and get it on paper, fear resurfaces and often causes procrastination. 

Empower yourself! Go to workshops. Search online for example templates. However, also be intentional to take time to add, delete, and making necessary, timely changes. This document deserves your attention, and you will be thankful for your intentional steps forward. You can develop a transcript of home learning that catches the attention of future college officials and employers. It is possible and you are able!

*The information in this blog post is not intended as legal or educational advice. It is simply a journal of what worked for us. Parents are responsible to oversee their child's home education. 

Natural Learning, Intentionally - Part II

Intentional. It is my mantra, whether teaching my littles (and bigs) or embracing life. Intentionality has served me (and my family) well. 

How can I be intentional this minute to make a difference in the minutes yet to come?

The word intentional means (back to definitions):

From the 1957 Webster's New 20th Century dictionary, intentional was defined as

• Having to do with intention or purpose
• Intended; designed; done with design or purpose; not accidental

According to Dictionary.com, intentional is defined as

• done with intention or on purpose
• of or relating to intention or purpose

What proceeded the afternoon (minutes, hours or years before) contributing to the fruit of the day featured in Part I?

These were all lessons in and of themselves.

• Art supplies were purchased, then organized and stored in a manner accessible to the children with the developmental ability to determine appropriate use for said items (don't want acrylics on my walls, unless it is first on a canvas).

• Prior expectations and boundaries were set as to where the acrylics could be used (easel, kitchen table).
• Prior instruction was given as to how the brushes and tools were to be cared for, cleaned, and stored (otherwise brush hairs would be haywire and my house would become a paint palette). 
• Painting was an intrinsic interest I observed and fostered, something that mattered to them with the ultimate goal of spending time with my Dad (who loves to paint with them) and entering arts and handcrafts into the local county fair. 
• A library visit was scheduled and carried out where children checked out books of interest.

• Prior to that visit, children were given a tour as to where their books of interest would be shelved. For one child instruction was "this is where you will find animal books". For another, "this is the biography section". 
• Years ago, we discussed choosing appropriate materials, library etiquette, and check-out procedures.

The end result of many intentional decisions: I scheduled appointments, two learners finished fair projects, and two learners created three entrees in their writing notebooks. 

So, though natural learning occurred last week, there was intentional thought and instruction that proceeded the fruitful afternoon.

Natural Learning, Intentionally Part III coming soon!

This Week's Learning...Not At All What I Expected!

This week's learning took a different path than I had envisioned. I planned math lessons, phonics, an audio book, and several read-alouds from varying content areas. But here is what actually happened...

Monday was a holiday. All eight of us had breakfast together. Then our college sophomore worked on a paper, our high schooler caught up on some math, and the girls planned and packed for Nanny's. All eight of us went to Nanny's to enjoy dinner with extended family, the girls swam. One of the girls told an older brother she loved him! The boys headed to a youth event.

Tuesday was the day I thought we would jump right into the school week. As we finished cleaning up breakfast dishes, I overheard, "Let's make melt beads and sell them!" Well, okay? I listened more intently and heard furniture moving! Peeking around the corner, my living room had been rearranged by those who had managed to sneak away from breakfast duty. "You be the seller. I'll be the buyer. Then we'll trade. Let's use the cash register and those old gift cards. We'll have a whole store!" I had a choice to make: my plan or theirs? We took a break for lunch, sat for individual reading time with mom (while the others continued to work on their inventory), mom took the high schooler to baseball, returned to make dinner, and read a few books to the girls about small mammals, comparing eating habits and living preferences. Mike and I surprised the girls with a treat.
Wednesday we spent the morning caring for our cousin. It was amazing! The girls played with her, painted with her, made play dough sculptures with her, and encouraged her emerging vocabulary. Each daughter had individual reading time with mom and worked on math. My older daughter worked eagerly sewing several aprons she had sold. In the evening we read several books about seasons and small mammals and the older ones joined Mike and I to watch the President's speech on health care. We discussed the contents and answered questions until it was way past bedtime.

Thursday the girls drew a city on the driveway. Someone had the ingenious idea to make parking spaces and charge rent. Out came the cash register (again!) and profits were calculated. I spent time with the high schooler reviewing Chemistry. Later, the the art easel came out, accompanied by thirty brushes and twenty paint colors. One of my favorite moments was the three year old leaping onto the lap of our college student (he commutes) and giving him a huge kiss. I worked with the girls individually with reading and math. My older daughter orchestrated baking chocolate chip cookies with her sisters (I reminded myself the time they spent together was more important than the flour that was mounding on the kitchen floor). In the evening we went to the library.

Friday...that is today. We just finished pancakes. Makes me want to read our favorite pancake book and go maple sugaring. That would require a vacation in Vermont. Guess books will have to take us there. It's raining. Perhaps we will play in it. Our cousin arrived. We'll nurture her. The high schooler needs my help with school. New books from the library..YEAH! A church event this evening. I have an article deadline tomorrow. Can't wait to meet each event of the day.

Why am I sharing my week's events with you? Several reasons. As moms (yes, that includes me) we have a horrible habit of comparing ourselves with others. If the First family completes 5 lessons of math one week, we try to complete at least 5, maybe 6, the next. If the Second family fills their week with field trips and excursions and their children burst with joy, we try to pack our coming week with field trips and excursions. The same can be said about co-ops, art classes, sports, theater, dance, horse riding lessons, and on and on. There's one problem: their kids are not your kids. Their family is not your family. Some Dads have to travel. Others work at home. Every aspect of family life is different for different families. God made it that way. He gave us our kids, in the order He gave them, with the gifts He fashioned, for a purpose. It does us no good to compare what we should be, could be, or will be doing during any given day. Chasing after other's successes never gives us joy! It makes us frustrated and tired.

How does this all relate to why I wrote about my week's events? Because many times I was tempted to stop whatever was happening (the melt bead store, the development of parking spaces, the baking of the cookies, the sewing of aprons, etc.) and pull out all four levels of the math book, the phonics book, the science book, the journal, the health book, the whatever we were "supposed" to be doing. Had I interrupted the process, life lessons would not have learned, relationships would not have deepened, and previous learning would not have been applied. For me, in those moments on those days, I had to make choices, not based on what other people thought was right, but on what was needed in our home.

The other reason I am sharing this is more personal. I need to remember Who orders my day. I make plans, but God orders my steps. Plans are good, flexibility is a must. I have no doubt my children learned something this week, and in some regards more than I could have envisioned. Yes, they learned and practiced academic skills, but more importantly they initiated getting along with one another, allowed one another to take turns, worked out conflicts, built vocabulary and conversational skills, asked questions, pondered answers, communicated with people older than they, built a city (if only in the driveway), took care of the dog, worked together to accomplish a task (emptying the dishwasher)...the list is endless.

Am I happy about how the week unfolded? Absolutely! And, it wasn't at all what I expected.