Tag Archives: parenting

Can We Homeschool At Night?

 

I recently had a chat with a friend about the flexibility that many homeschoolers enjoy. She prefers to work with her kids in the evenings because that is when the whole family is home and there are no errands to run. I told her that many clients of mine do the same thing. They look at scheduling their homeschool academics around other commitments such as work, therapies for special needs, and activities out of the home such as co-ops and park days.

Not all homeschooling has to happen during the hours when public schools are in session. Consider parents who work and homeschool. They may work during the week and choose to homeschool in the evenings or on weekends. This allows flexibility and allows working parents the opportunity to help guide their children’s education.

When clients ask if they can homeschool at nontraditional times, the general answer is “Yes”. You can homeschool when it is convenient for your family to do so. You can schedule lessons around the other events and appointments in your life. You can utilize weekends or evenings if you so choose.

Another consideration is that teens need more sleep and some children, teens or not, do better when learning academics in the evening. If parents allow evening learning opportunities, the kids who need to sleep in or who feel more centered and focused in the evening may benefit from academic instruction occurring later in the day. If your child pushes back when you try to teach or feels stressed, this may be one way to get past the roadblock.

My job is to work with you and your child.

The only time when flexible homeschooling hours are not an option is if your state specifically states the hours your children must receive instruction. Please do examine your state statutes and seek out guidance from your local homeschool support groups before using a nontraditional homeschool schedule.

Do what works for your family. You may find that with nontraditional hours, things go more smoothly. Then again, they may not go well and you may choose to go back to a more traditional homeschool day. Either way, you have options to do what is best for your family.

My Teen Doesn’t Want A Driver’s License

Sometimes clients ask if they should be concerned that their kids don’t want to get a driver’s license. In American culture many kids look forward to this rite of passage and are expected to want their license as soon as possible.

I think some parents also look forward to having less driving to do or help with younger kids. (I know I do.) It seems common for parents to be concerned if their kids are not yet interested in driving. After all, the other kids are driving, right? Why isn’t my kid?

Anxiety

Sometimes teens feel anxiety over new or different tasks. In this day and age where society pushes grades, tests, extracurriculars, and more, teens have a lot of demands on their plates. Adding driving to the mix can seem daunting to kids.

If your teen doesn’t feel ready, it may be wise not to push just yet. There may be other demands your child is struggling to deal with and though everything may seem fine, there may be big emotions at play. Worry over disappointing you, not being as advanced as friends, or concern over getting into an accident may be part of the issue.

 

Time and Commitment

Think about how many hours of drive time one needs to become a good driver. Being ready for any situation takes time and practice. Teens today have many goals and activities in their daily lives. Adding driving in can be difficult to do in between school, activities, and studying. Sometimes parents can work driving time into normal daily activities, but this may not be easy depending on schedules. Some teens see time needed to learn to drive as a roadblock. They may not want to start the process unless they know things will progress quickly.

 

Unconcerned

Sometimes teens just don’t care about driving. City buses, subway and above ground train options, friends, family, and other modes of transportation such as Uber have given teens and young adults more options for transportation. A few decades ago there were far less options but now there are many options, especially in cities and suburbs. Many teens see these options and decide that driving is not a necessity. They aren’t wrong. Depending on where you live, work, and go to school, you may not need a driver’s license. Plus, the costs of having a vehicle can be difficult to manage. Consider insurance, car payments, upkeep, and repairs.

While many adults prefer to drive, not all teens see this as a necessary part of life. If your child is not interested or wants to wait until later in life to learn to drive, try not to stress out. If there is anxiety in the mix, consider looking into ways to manage stress and anxiety. Overall, I encourage trusting your teen to let you know when they are ready to learn to drive.

How to Include Homeschoolers with Special Needs

As homeschooling families grow in number, so does the number of families with kids who have special needs. Homeschool groups and co-ops have opened their hearts to include students who may struggle with academics, medical conditions, or behavior issues.

There are, however, sometimes growing pains when learning how to include those with special needs as not all activities will be easy for all kids to attend without stress. Ideally, all events will work for all kids. Unfortunately, we sometimes have to open our ears and minds so we can hear what families tell us their kids need so that everyone can have a great time while learning and socializing.

Listen to the Issues at Hand

Make sure to listen to those who have special needs. They and their families will be able to tell you what helps and what doesn’t.

If a child is scared of water, make sure to host events that do not include water at least part of the time. This way the child can have opportunities to socialize and learn without fear of something that triggers them being present during an event. If a child becomes aggressive when an event includes competitive games, find out what activities would go well for the child and consider incorporating these into the event.

Consider how best to handle a stressed-out child. Would the parent be present and help or is this a drop-off activity where the organizer may need to step in? If you do need to step in, how should you react in order to help the child calm down or feel less stressed-out? Don’t assume you know what to do. Have the parent and child let you know what is best before attending events.

Think Outside of the Box

Many families deal with food allergies. If a child is allergic to dairy, try to avoid that food during events. Often there are alternatives available that will work for most or all group members (soy ice cream, almond milk, coconut yogurt). Another option is to have events without food or drink involved. This may limit the length of time you will meet but will also allow a child to avoid allergens or foods that behavior more difficult for the child to manage.

Remember that food allergies present in different ways. Just because there are no outward signs doesn’t mean there is no allergy. Also, allergies vary in severity. One child may get a rash while another may pass out and yet another child may have gastrointestinal issues. All of these issues are serious, though some require immediate emergency care. Considering allergens when planning events is extremely important because of these issues.

Accept Others

You don’t have to fully understand why or how something affects another person to be compassionate and inclusive. Sometimes special needs of others may seem odd or different to you or your kids. That’s okay. What isn’t okay is ignoring what those with special needs say is an issue for them. If someone only likes small events, then they may choose to attend small events only. This needs to be accepted in your group even if you prefer people to attend every event. If touching bothers a child, then do not play games where touching is required (tag, red rover, dodge ball) but perhaps try other games such as “Mother May I”.

Also, recurring events you host may have to change a little bit to better include all members. You may have to forego the loud music at a party and use a lower volume in order to help children with sensory difficulties. You may need to allow parents to attend field trips or be an aid to their kids with special needs during co-op classes rather than choosing only a few parents to help during this type of event.

 

Everyone is Special

Because you care, you want to help. This is a huge support for families whose children have special needs. Your support and acceptance is important to the success of each and every family in your group. Your patience and effort will pay off. In the end, your group of friends will end up stronger and more enriched because you learned who to help one another.

Our Trip to The Crayola Experience – Orlando

Our Trip to the Crayola Experience – Orlando

Location: Crayola Experience
8001 South Orange Blossom Trail
Orlando, Florida 32809

 

Recently my family went to the Crayola Experience. Imagine this, teen, preteen (is it tween

these days?), and elementary kiddo all being dragged away from the electronic devices for a day

of family time. As you can imagine, this was not automatically the first choice on everyone’s list.

But that wasn’t the case for long.

Once we got inside, ALL 3 kids were ready to check it out. Not one complaint. Not one “Can

we go now?!”. It was fantastic!

I can’t remember the last time we ALL had fun at the same field trip or theme park.

 

For those who have never been here before, The Crayola Experience has 26 unique

attractions to explore. When you arrive, you purchase your tickets and go past a ticket check

employee at a podium. When you buy tickets, they give you a bag for your art projects and

tokens for a couple of the attractions which require tokens. You CAN purchase more tokens and

I found this to be helpful as my children enjoyed the token vending machines.

Once past the purchase area, you go upstairs via stairs or elevator (yay highly accessible) and

proceed to have a BLAST! You walk in near the Wrap it up exhibit where you name and put the

label on your own crayon, then proceed though the other attractions at your own pace. The

Crayola Experience includes model magic, painting, mystery challenges, spin art, art alive, a play

structure, food, a gift shop, a place to draw ON the walls in Scribble Square, and more!

Because I am the mom, I have to add my two-cents. I LOVED the Melt and Mold area! You

choose a color and melt the crayon into a shape you choose from options currently available. I

chose a sea horse. My son chose a ring. Sure, you can use these to color, but I plan to save mine

as a keepsake.

My most finicky child love, love, loved the Doodle in the Dark area. We all liked it, don’t get

me wrong, but she LOVED it. I nearly had to drag her away when it was time to go. She cannot

wait to get back and draw with the neon colors in the blacklight area. LOVE it!

My littlest kiddo enjoyed creating a frog to put into the Rockin’ Paper show. He colored a

frog. The attendant added clips the bottom of the frog’s body. Then the frog danced! So cute! It

was a tiny bit loud so if you have kids with sensory avoidance issues, bring noise cancelling

headphones.

 

My oldest daughter loved nearly everything, including making her own crayon (name and all)

and the marker and crayon vending machines. The model magic vending machine was high on

her list, too, because we LOVE to sculpt with model magic at home, too.

The Crayola Experience is an awesome opportunity to practice social skills, map skills, learn how

things are made, practice working alone as well as on a team, practice using money and tokens,

and much more. Because this can be a loud outing, be sure to consider any special needs and

plan accordingly. If you have any questions, please give The Crayola Experience a call. They

were very, very thoughtful and kind during our visit and I am sure they would be willing to help

you as best they can, too.

 

 

Check out upcoming events like:

Screamin’ Green Hauntoween – (10/7 to 10/31) Halloween themed activities abound

during this event!

Crayola After Dark (for adults) – (10/19) Meet up with your friends or a date to sample wine

and make a craft!

Check the calendar for other activities and hours of operation.

 


Needless to say, we will be back.

 

Also, using this link and the code TRC, you will qualify for a special lower

price ticket for The Crayola Experience in Orlando, Florida. This code is not good at other

locations so be sure to follow the link to get your tickets to the Orlando Crayola Experience.

 

Also, homeschoolers can book a field trip in October 2017 for only $8.99 per

person, including parents or other chaperones for groups of 15 guests or more (kids under the

age of 3 are free). Please Contact Denise McKinnie for details at 407-757-1718 or

dmckinnie@crayola.com . She is a pleasure to work with and will help make your trip a

successful event.

 

Please note that this post is the result of free tickets given in exchange for my honest opinion of

The Crayola Experience,

 

 

7 Science Lesson Tips

Sometimes people ask how I deal with teaching so many different ages and grades when tutoring or homeschooling. They have a point. There are a lot of ways to make teaching easier, though. Lets talk about how to plan for science lessons and NOT give yourself a headache.

1. Plan ahead.

Planning lessons in advance and having the correct tools on hand makes life so much easier. But with busy lives and multiple children, I know this is a challenge. It may help to take a day or two off and plan a week or month in advance, create lists of materials needed, and even set up folders or shelves with the items for each experiment on them assuming nothing dangerous is in the reach of kids.

 

 

2. Safety first!

Post and review safety rules often. Include pictures of items like safety goggles so your kids are more likely to remember the rules. Remember to set the example.

If they need goggles, you need goggles.

If they need to walk while holding a beaker, so do you.

If someone breaks a rule, refer back to the rule and it’s matching image. Make your own or buy one like this.

 

 

3. Practice using tools.

I don’t know about you, but when I get a new thing, I want to check it out. This holds true for science tools like beakers, bunsen burners, pipettes, etc. Kids ALWAYS want to play with new items.

ALWAYS.

The question is, have they had enough time to play safely, then practice using the materials responsibly? If so, then you are ready for lessons. If not, well, let’s just say broken glass isn’t fun so let the kids practice A LOT under your supervision before beginning lessons.

 

 

4. Stop for safety.

If your students are not focused or are being unsafe, stop. You can always start again later or on another day. Sometimes it takes a brain break or time outside to get those wiggles out and refocus on the lesson.

 

 

5. Ask your kids.

Ask your kids what they want to learn. Ask them how they think a scientific inquiry should proceed. When you use open-ended questions and student-chosen lessons, when possible, it helps your children to internalize the information because it will likely be more important and interesting to them.

 

6. Try it again.

Try experiments more than once. Scientists do this, so why can’t you? Consider changing one thing in the experiment such as the independent variable and see how that changes the findings. Ask the kids to decide what to change and how. Record the results each time and compare them in a log book like this one.

 

 

7. Have fun!

It’s also okay to have fun! There is no reason that science should be boring. Science is always open to change and to new questions. If an experiment sounds bor-ring, consider doing a different one. The goal is to learn how to make a scientific inquiry and go through the scientific process to ensure results are unbiased, reliable, and valid. It’s okay to have fun while you do it!

If you want some ideas to help you get started, check out the options below!

Keep in mind that I reserve the right to use affiliate links throughout my website.

About Melissa, The Reading Coach

Melissa Packwood, M.S. Ed. Photograph by Alexandra Islas

Melissa Packwood, M.S. Ed.
Photograph by Alexandra Islas

Several years ago, I left my teaching job to spend more time with my children. I was sad to go, but am thankful for the experiences that classroom teaching provided. My educational experiences paired with real world experiences give me a unique perspective when working with families to achieve their behavioral and educational goals.

I earned my master’s degree in reading and literacy as well as an ESE graduate certificate. I hold a current teaching certificate and am working on my PHD in general psychology. As a consultant and reading coach, I focus on early childhood education, elementary education, reading and literacy, study skills, thematic units, and social skills. I look forward to putting my teaching experience and degrees to work for you. Please contact me with questions or to request services.

You can also contact Melissa, The Reading Coach at

407-712-4368

 lissa_kaye54@yahoo.com

7 Ways to Recharge Your Homeschool

The feeling is all too familiar. The school year is almost over and you feel like you are crawling toward a finish line. Lessons have become monotonous and your kids are less enthusiastic than they were a few months ago. That burnt out feeling is upon you. I totally understand. I think everyone has that feeling from time to time. The question is, how do you get past it? Below are a few ideas that may help.

Are you hitting an end of the year slump?

  1. Take a day or two off. Go on a day trip, relax at home, or visit a local park. This will take the edge off and help relieve some of the tension that was building as you worked hard all year.

 

  1. Consider not focusing so much on a calendar date, but rather in understanding of the information your kids need to know. Remember that everyone learns at a different rate and not every child will know how to read at age 4 or 5 or have a full understanding of algebra in ninth grade. Less pressure can equal more freedom to take risks and be wrong, then learn from the wrong answers.

 

  1. Have your kids choose lessons and activities. You can still guide this process, if needbe, or give rules for what types of things are acceptable. But, consider giving your kids a chance to speak up more often. They might surprise you with what they want to learn.

 

  1. Focus on the positive. Keep a list or jar with all the fantastic things you have accomplished this year. Do the same for the children. List fun trips, interesting facts learned, and skills mastered. Looking back at accomplishments can be the extra push needed to refocus and finish up the task at hand.

 

  1. Take time out with your support system. Go to a mom’s night out, lunch with a friend, or coffee with others who have similar concerns. Chat about your worries or talk about anything but your stress. That’s up to you.

 

  1. Consider donating your time in service of others. Donate time or organize a donations drive. Focusing on the problems others have, and creating solutions for those problems, can help put personal issues into perspective.

 

  1. Education matters, but don’t take every second so seriously that you forget why you are putting in the time and effort to educating little humans. The goal is to help them become productive citizens who care for others. By taking time to be thoughtful, patient, and kind, we encourage these goals in our children.

 

 

Everyone needs a break from time to time. Sometimes in the last leg of the school year “race”, we get tired and that’s okay. Take time to recharge, then finish up your year.

 

If you want more specific information to help with your homeschool or reading instruction roadblock, feel free to contact me for a consultation or at 407-712-4368. Feel free to leave a message if I am with another client. I’m happy to help and will get back to you as soon as possible.

Melissa Packwood, M.S. Ed.
Photograph by Alexandra Islas

Dear Teachers: Step Away From the Elf

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It’s that time of year, again. Time to break out the tree, ornaments, and other Christmas décor. Sometimes I get so wrapped up in my own bubble, complete with traditions and expectations, that I forget that there are other winter holidays.

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Back when I taught in public schools, there was a rule about holidays and cultures. If you teach about one holiday or culture, you must give equal time and effort to all holidays and cultures. The other option was skipping this type of social studies topic unless it was present in your basal textbooks due to state or common core standards. Easy enough. Each year my team worked together to provide social studies units throughout the year. It was fun and promoted multiculturalism and the idea that we all ought to help one another.

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Because this is the standard in most schools, districts, and states I was shocked to find out that many teachers use Elf on the Shelf during this time of year. I thought it was a joke! Nope, some teachers use this little fella for décor while others (MANY others) use the elf to coerce children into behaving certain ways. Unfortunately, this doesn’t work long-term and is far from a positive, respectful discipline plan.

Using the elf creates kids who are always watching out for anyone with the power to punish them, including bullies. Which, sadly, leads to children following a bully’s directions due to fear rather than making wise choices via an internal compass.

On top of that terrible social skills lesson, the elf doesn’t honor all religions and cultures making the classroom a negative influence on multiculturalism and, sadly, fostering a “we are better than you” bully mentality. This is a form of racism.

I realize this seems like a stretch to those who do not live the daily realities of institutionalized racism, which are often not as obvious as racism from years in our past. However, this type of racism is still very much a reality and teachers do need to be aware of this fact. Keep in mind that some parents are extremely watchful, as they should be, and will report racism to the department of education in their state or to local districts because the elf does violate anti-bullying rules in schools and anti-racism laws. Yes, this can put jobs on the line. Is the elf worth the risk?

Though I know people mean well, it is time to ditch the elf. No Elf on the Shelf needs to be in our public schools. Not even if the elf is free. Not even if parents and kids ask for it. Not even if it’s “cute”. The ramifications from this “cute and harmless” tradition are harmful and have no place in our public schools.

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There’s also the issue of telling lies. Yes, many parents lie about Santa, the elf, and more. But should teachers lie to kids? Some kids don’t mind, but others feel betrayed and that can break the bonds of trust they need so they can more easily learn.

Also, children with anxiety often have heightened anxiety if they think someone is spying on their every move. Think about the last time a police officer was driving behind you when you were at the wheel. Did you overthink every move you made even though you follow the rules closely? If so, then you know at least a little about the anxiety a child feels when put under a spotlight because a teacher uses the elf in an attempt to manage classroom behavior. If your classroom behavior management is respectful and effective, then you won’t need a crutch like an elf who spies on children anyway.

Child Reading

Fellow educators, I ask you to do away with the Elf on the Shelf. It isn’t worth the messages the elf sends to our students. It isn’t worth the time explaining the elf, moving the elf, and using the elf to force compliance from students. It isn’t worth someone complaining to DOE because a teacher chose to focus on one holiday or character. Just say no to the elf. Our kids deserve better and nobody needs more stress this time of year. We can achieve more without the elf than with it.

A Word on Safety and Judging Parents

I have been trying to organize my thoughts about keeping children safe since I heard the story of a boy who climbed toward, then fell into, a gorilla exhibit at a zoo. This has happened before and, sadly, could occur again. What’s done is done whether we like it or not and regardless of whom we blame and to what degree we blame them (if we blame anyone at all).  So the question remains, exactly how do we keep children safe?

There are people who complain about “helicopter parents” who do everything for kids. There are people who complain about “free range” kids who are thought to have the run of the area where they live. I suspect that most of parents fall somewhere in between these two parenting models. I have definitely met free range parents, who by the way have great kids. I have not yet met a helicopter parent, though I have worked with children and families in varying capacities for close to 20 years. I suppose they may exist or they may be parents who have children with some special needs. As long as you are not enabling harmful behaviors, I wouldn’t worry about that label anyway.

sleep 2

Back to the point, how do we keep children safe? Start by recognizing your limits and your child’s limits. If your child is a runner, find ways to prevent running or allow it within a safe boundary. Think about the what ifs because, unfortunately, your “not a runner” may become a runner at any time. I have been known to scout a location before scheduling a play date to be sure there is a fence that closes with a latch that is taller than my child so I had more time to get to the gate before a kid could run. This won’t prevent an “escape”, but will buy you more time to get to the child if necessary.

I once had a student who ran quite often, if angry. (I had a few different runners, but this particular student ran due to anger.) Now, you cannot always stop someone’s feelings, but you can provide replacement behaviors that are more safe. However, this takes time, energy, and consistency. It does not happen overnight. So a runner may run even though you are implementing a (soon to be successful) solution. Sometimes they run off though you are looking right at them and some kids are faaaast.

beacha

Most parents have more than one thing on their minds. Dishes laundry, schedules, groceries, dinner options, traffic woes, and other issues cloud my mind at any given time. Plus, having more than one child can cause even the best multi-tasker to miss a potential issue when considering a situation. Maybe you are at the park pushing a child on the swing, then, seeing that adorable smile on her face you feel like you have to take a photo. So you do, but as you go back to the swing, your precious little one falls off and gets hurt. We cannot be by a child’s side 24 hours a day. We don’t always anticipate things that may happen. We cannot protect them from everything. There are no guarantees, but we can try to minimize issues brought about because they are young and not yet ready to make big decisions.

If you have a runner, climber, or other similar normal behavior in your child, practice following directions regarding safety well before you have to be in a certain situation. Practice safe versus unsafe and remember that it may seem like it takes forever for a child to catch on. That is because they have different priorities than we do. Also, kids do not always notice the danger involved in certain decisions. Their brains are not yet completely mature which means they cannot always think about the future possibilities of current behavior choices. It is not that they don’t know it is that they can’t know the long term repercussions of some actions.

Some people leave children at home with a sitter if they must go out. Others use a toddler carrier or bring along help. The problem is that not everyone has a village of support nearby. If you see a child doing something that will injure himself, act. Call the parent, call a security guard, call 911. I hate to say you ought to pick up the child without permission, but in extreme circumstances, that might be appropriate. I would certainly prefer that you pick up my child before he jumps into shallow water, if no alternate is available, instead of letting him hurt his legs.

Parents cannot plan for every possible situation. We may not always have help. I get that. I have been there, too, on many occasions. All we can do is our best. And before we say “don’t judge”, why don’t we make an appraisal about behaviors we observe. It is not about who is a better person or parent. It is about improving ourselves based on our own previous behaviors. Maybe we should think about how we can do the same things as another parent, if it is safe, healthy and effective. If the parenting choice was not very safe, then how can we learn from it? How can we improve ourselves so we are safe, kind, and effective parents? It is my opinion that we should be thankful for the opportunity to learn from another parent’s mistakes or accidents. We should also embrace our own shortcomings and try to improve them. It may take some time to figure out, but there is often a way to minimize the chance of an unsafe scenario.

One final thought, please, let’s bring back a village of support. Let’s get to know one another and figure out how we can help so that when a parent is exhausted, there is someone safe who knows the child that can help with cooking, cleaning, childcare, and more. It seems that many mistakes happen because parents are not part of a village that helps when times are tough and parenting gets overwhelming. Let’s bring back the safety of a village.

 

Sidenote: I may change this a bit as I process my thoughts more thoroughly. <3

 

A Lie, A Loose Tooth, and Sensory Issues

A Lie, A Loose Tooth, and Sensory Issues

I had forgotten how distressing change can be for someone living with sensory issues sometimes diagnosed as full blown SPD or Sensory Processing Disorder. My middle child has some of these issues and was weirded out by body changes like loose teeth. She said they hurt. So this week I asked my son, now 5 years old and the third child in our lovely family, if he has any loose teeth, yet. When my son said he didn’t have any loose teeth, I assumed he was being honest and said,”OK”.

tooth 2

Who doesn’t want to lose teeth and get money from the lovely socially encouraged tooth fairy? Oh, wait. My kid. <3

Keep in mind that we already prepped for this change by talking, reading Tedd Arnold’s book titled Parts, and I answered questions. (Yes, you NEED to read this book. It is hilarious and a helpful introduction to our changing bodies without a lot of scientific jargon. Then, you can graduate to other books about senses, body functions, anatomy, etc. when your child is ready.)

Fast forward to yesterday. As I was brushing his teeth, I noticed a huge movement in my son’s mouth. You guessed it. There is at least one loose tooth, though it seems the one beside it is going to come out fairly soon as well. So why did he lie? He wasn’t getting into trouble. He isn’t usually overly private about things like this. Why would he lie to me? (I could add the gross things or weird things he does tell me, but I really don’t want him to see this later in life and be embarrassed. My point is that he is not at all private about most things.)

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Denial can be a coping technique when something concerns us. This is very true for some children living with sensory issues and/or SPD.

My middle child hated this type of body change so much that she would go into a kind of denial sometimes and ignore the issue as if it was not happening or she could stop it. I thought that maybe my son was trying to ignore or deny the issue. So I asked him how he feels about the loose tooth. Sure enough, once he finally answered, he said it was weird and scary. I am no fan of lies. However, I can see why he would not be honest with me. He was struggling to understand and be okay with this inevitable change.

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Sensory issues can affect how we respond to stimuli.

So today we will break out the Tedd Arnold book again, chat some more, and hopefully find time to look up information online depending on what his questions are. Hopefully he won’t be so weirded out by loose teeth once he has the experience of this one coming out. I did have to warn him that sometimes there is a little bit of blood and because he flips at the site of blood, I am a little worried this may send up back a few paces. But, hey, it’s okay to be a work in progress.

What On Earth Do Unschoolers Do All Day?

I am often asked what exactly unschooled students do all day long. After all, they are not forced to comply with a particular curriculum or program. State standards and Common Core are not chosen by the parents. So what do unschoolers do all day?

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Unschooling is the practice of student-chosen, student-led learning. The unschool educational model encourages lifelong learning rather than a race to a finish line or a race to a test score. A parent who allows unschooling encourages a child’s interests even if that means the child is not doing book work and tests.

So what does a day in an unschooled child’s life look like?

Some unschool students like to be outdoors playing, climbing, and exploring. Other students ask for worksheets and classes. Sometimes children choose to use a computer game to learn coding skills all day. However, most children choose a mixture of activities. The idea is that parents support a child’s choices rather than the parents choosing for the child. This not only gives the student power to follow his interests, but also enables the pursuit of learning without the constraints of testing or a one size fits all curriculum. Read on to see a few examples of unschool life.

Example 1

Joey likes to play Minecraft. He joined a club so he can learn to code. He wants to create his own mod for the game. He also joined a club where he works on pixel art. He wants to design graphic t-shirts and create his own website. Joey recently went to the library to check out books about coding. His mom cannot understand coding, yet Joey has already mastered Java utilizing books, his classes, and YouTube.

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Example 2

Elise wants to be a chef. She thinks about foods, recipes, and dish presentation all day long. She chose to take a class about making sushi recently. She then began a website with a blog. She now reviews restaurants, writes about new recipes she creates, and uses her blog to explain fractions to younger children. Elise found reading difficult when she was five years old, but by age eight she had renewed interest and read through several chapter books each day. Her mother chalks this up to waiting until she was developmentally ready and interested in reading. After all, everyone develops at their own pace.

Example 3

Trevor loves to be outdoors. He paints, sketches, takes photographs, and more. He also enjoys hosting small meetups with other students to discuss plants and animals native to his area. He often brings examples of leaves for others to try to name. He recently used his birthday money to buy a microscope and guidebook. Trevor now enjoys gathering soil and water samples, then deciphering what is in each sample. He hopes to be an environmental scientist one day. Trevor will begin dual enrollment courses at the local college once he is old enough.

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As you can see, there is not one way to unschool. Unschooling does not mean doing nothing. Parents may be involved in supporting the child any number of ways. Paying for classes, having discussions, driving a child to the library, and other similar actions are supportive of an unschool education. Students choose. Parents support. That is unschooling. Unschooling is not a lack of education, but a lack of forced education where a student cannot choose topics and activities.

Check out my pre-recorded webinar or contact me below to learn more about unschooling.

 

 

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