Posts Tagged ‘Homeschooling’

  • Being a selfish #homeschool parent

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    From the time The Wast was born, he puzzled us. Here was a child who could not go to sleep for the first four months of his life if he wasn’t resting on my chest. As a result, I learnt how to sleep while half-reclining in bed, holding him loosely in my arms as I dozed. It was strange and we didn’t know how to deal with it until we stumbled across the term “attachment parenting”, which is a philosophy that prioritises parent-child bonding above everything else. In fact, you could say that The Wast actually set the pace by demanding attachment parenting from us. He was much more content (and quiet!) if he slept near us, was breastfed on demand, carried about in a baby sling and generally handled more than not.

    Being an attachment parent can be very demanding but The Wast trained us so well that we fell into it again very naturally when Little Dinosaur arrived. It became normal to hold them at every opportunity, to check on them while they slept. Their beds were in our room and we co-slept until our move to Singapore. We eschewed baby monitors, pacifiers (dummies) and commercial baby food. And boy, it was tough. There were days when I was t-h-i-s close to a frazzled nervous breakdown. But we persevered because we had a long-term goal in mind, and that was to bring up children who considered us friends and who would themselves develop into caring, responsible adults.

    When they started “normal” school, J and I hated it, although it took a few years to figure out why. Was it because we didn’t get to see them for the best part of their day? Was it their exhaustion when they finally walked through the door? The hours and homework that ate away at the time they could spend with us? But we kept them at school because that was how we thought it worked. We thought we had to put aside our own reservations for the good of their “education”.

    Then, all the problems started and I won’t repeat them because I’m sure you’ve heard enough about them, and we made the hard choice to homeschool. And it’s turned out that homeschooling is exactly the right choice for us as attachment parents.

    Our children are our friends again, and we share plans and projects with each other. We share our lessons and interests with them (the Byzantium Empire, cooking and publishing) and they share their lessons and interests with us (mathematics, movie-making, and computer animation). This is all apart from the satisfaction we get from crafting an individual educational framework for each of our children, one that’s seeing them move beyond their peers (and kneejerk diagnoses of “autism”, “nervous system disorders”, “severe retardation”, etc.) to achieve at a level a year or two beyond their age group.

    Now, I sit back and wonder how I ever thought of education in any other terms. We’re not religious or dogmatic people. We homeschooled our children at first out of necessity, but are now finding it a joy because, in addition to the academic achievements, we’ve rediscovered our children and they’ve proven themselves to be wonderful, resourceful humans. We know they’ll go and find their own way in life — they must do — but, in the meantime, we’re proud to be sharing part of our life’s journey with them.

    ADDITIONAL: One of the links I’ll be putting here is from a report by Bonnie Rochman, who says:

    As I understand it, attachment parenting puts babies first and mommies and daddies trailing behind in a distinct second/third position.

    While that may be how it looks to an utterly disinterested observer (and let’s not even start on the patronising “mommies and daddies” term! Jesus frickin’ Christ!), that’s not how the dynamic actually works. To me, attachment parenting is about respect. Just because you’re in a position of power over a child (and, as a parent, you are) doesn’t give you the right to dictate particular actions without respecting the child’s opinion or perspective. That’s it in a nutshell for us. And if you can’t do that (respect your child as another growing human being), then don’t have kids.

    To learn more about attachment parenting, try Attachment Parenting International

    You can read the opposing case from Ms. Rochman and Erica Jong at Healthland 

    Can I just say…Jong seems to think that caring for a child 24×7 “shackles” me, as a mother. Yet, not only do I do almost all the cooking at home, as well as homeschooling, ferrying the kids to a lot of their external classes, and seeing to the other domesticated animals, but I also find time to write for a few hours, chew the fat with J over a couple of glasses of alcoholic beverages, watch a movie almost every night, and get some recreational reading in. Not to forget my 8-9 hours of sleep. Admittedly, I couldn’t do all that with toddlers, but kids are only at that stage for a little while. Take it from me, attachment parenting is not a death sentence.

    I’m back to writing BALANCE OF TERROR and am a little over 10% done. 90% to go!

  • At the coal-face with the children

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    As you know, stalwart reader, I’m homeschooling the kids. Part of their curriculum includes the use of technology and the concept of blogging. For their very first blog, I asked the kids to write a short post on anything that took their fancy. This is Little Dinosaur’s 9yo effort. After she came up with a title, being about herself (yes, she’s a vain little thing), she goes on to say:

    I wake up in the morning to eat my breakfast.

    If there is noting to do on my computer then I go up stairs to watch TV[.]

    I watch Animal planet, Mhtbusters [sic] and and TVIQ so that[']s what I watch.

    Okay, we’re working on her punctuation and a bit of her spelling. Ahem. You’ll notice she doesn’t say anything about school though! In any case, here is her 11yo brother’s comment to her post:

    The whole family knows what you are doing. It’s not like we don[']t pay attention.

    They have wonderful arguments and all J and I can do is try to stifle our laughter as we listen to them. Ah, kids. I know I keep threatening to sell them but I think I’ll hang onto them for a little while longer. Hope your weekend is an entertaining and I’ll catch you next week.

  • WAR GAMES ready for 1 August release! / Society-FAIL

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    Well, it’s been a long haul so far…and it isn’t over yet. BUT, I can tell you that WAR GAMES is on schedule for official release on Monday, 1 August. And the fully-edited Prologue is up at my site for your reading pleasure.

    Cover for War GamesThe main problem with telling you that it’ll be released on the first of August, however, is that it takes time for the uploads to propagate to various etailer sites, so I wouldn’t go looking for the book on the Monday, if I were you. Best to leave it a couple of days.

    By now, stalwart reader, you would know the history of this novel. It’s been more than two years in the making. The book has gone through increases and decreases and now seems to be settled happily at almost the 90,000 word mark. I’ve taken out scenes and fleshed out others and I’m pleased with the result.

    WAR GAMES is also important because it’s my first self-published title and the first release for my own micro-press, so I had to dot many more “i”s and cross many more “t”s to ensure that things fitted together well. But we’re not done. There are still other plans in the works, other books, other offers, other enhancements. I am the ultimate tinkerer.

    For now, though, looking towards the end of the month, it all appears doable. And, for that, I’m very happy.

     

    ***

     

    I don’t always do this. In fact, I can’t remember ever putting a section break in my blog posts, but I had to share something with you. I was taking The Wast through English and he had to pick the appropriate verb in order to satisfy subject-verb agreement. (That is, single subject, singular form of verb; multiple subjects, plural form of verb, that kind of thing.) I won’t go through the exercise with you but I do want to share the output. A case of English-pass but Society-fail, if you will.

    Darren told Alan, “Walking is a good form of exercise. We have to exercise to stay healthy.”
    “You have been telling me that for a long time,” replied Alan, who is used to other activities like playing football. “Jenny and Liza were out walking yesterday when they were robbed. It’s really not safe to walk on your own.”
    Darren said, “They were foolish. They chose to walk at night. Plus, they were not paying attention to what was going on round them. And it’s not like they don’t know about safety measures. Whatever it is, everyone is responsible for his and her own safety. They should have been more careful.” *

    Of course Malaysia can’t be described as libertarian-leaning by any stretch of the imagination. But I’m sure the average Malaysian knows just how, um, hard-working the local police are. They are paid for with public money but, as you can see from the above passage, they are absolutely NOT responsible for public safety.

    I’m not sure what revolts me more about this passage:

    (A) The fact that women’s safety is so easily glossed over
    (B) The “blame the victim” mentality inherent in the piece
    (C) The absolution of police from any kind of behaviour to protect the public
    (D) The fact that two out of three authors of this Guide are women (see below)
    (E) The inculcation of contempt for women being woven into education from a tender age
    (F) The complete incomprehension of locals to the heinous nature of this drivel
    (G) All of the above

    With this in mind, I hope you have a  better weekend than me and I’ll catch you next week.

    * Taken from “Longman Essential English Form 2 Revision Guide” (2011) by Sheela Prabhakaran, Doreen Da Costa, K. N. Vasanthy

  • By George, I think she’s got it!

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    I’ll be honest and say I thought it was a long shot.

    You’ll remember that, when discussing Little Dinosaur’s dyscalculia, I related that I had tried everything I could think of—writing, reciting, standing and reciting, standing and writing, writing and reciting—to get LD to remember her times table. All to no avail.

    Then, in a Learning Aids email, I read that:

    Traditional methods just won’t work for these kids, so put your flashcards up. Remember about the right-brain dominant student? This child needs pictures and color to learn and remember. Also, I have found these kids to be weak in visual memory skills.

    What is visual memory? It is simply the ability to hold a picture in your mind. I find it odd that these kids are weak in visual memory but still need pictures and color to learn.

    However, I have found that if you add color and a picture to a math fact as well as a tactile substance such as shaving cream, then the student has a better chance at holding this information in long term memory.

    With no other strategies in place, I decided to give it a go. For the two times table, I got LD to use a tube of toothpaste (hoping to also riff off “two” and “too”-thpaste) as her tactile stimulus. J wondered what his toothpaste was doing in the library, blinked a few times when I explained what I was trying to do, and let us get on with it.

    I told LD to feel the toothpaste between her fingers, smell it, even lick it if need be, while reading through her two times table, written in blue on orange paper. After doing this for three days, I then gave her a pop quiz in the car while we were coming back from shopping. She answered. Every. Blasted. Question. Correctly! So, right about now, I feel rather like Professor Higgins here:

    Have a good weekend and I’ll catch you next week.

  • On homeschooling and learning difficulties

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    Last week, I updated you a little on our homeschooling activities but added that it hasn’t been all beer and skittles. Read on….

    We had a problem. Little Dinosaur is a whiz at maths. She can be playing with her dolls, colouring in a picture, essentially not paying attention to the teacher. But, when the teacher asks her a question, she’ll answer it. That was the surprised revelation from one of her pre-primary teachers. The woman didn’t want to believe it, but had to admit that LD’s mathematical ability was above average.

    As you can imagine, as a result of this, we were feeling pretty confident putting her in school. Then her Maths marks started to drop. And drop. And we were facing a cliff. We didn’t pull our kids out of traditional school because of this, but for other reasons. And when I took over LD’s math instruction, I found something horrifying. At the age of eight, she didn’t even know her two times table.

    I queried her more closely about what happened at school and discovered that (a) even in exams, she used to copy answers from a friend of hers, and (b) the teacher ignored a whole swathe of the class, concentrating instead on the brightest students. With no attention and no motivation, LD just stopped caring about a subject that she was having difficulties with anyway.

    The first six months of homeschooling were filled with drills. Multiplication tables written down, recited out loud, five times, ten times. She’d be able to do complex long division and then, one week later, not even know what three times two equals. It was driving me insane! Until J intervened one morning, pointed out that our little girl was not doing this just to get a rise out of me, and suggested I do a bit of research to get to the bottom of the problem. And so I did.

    The problem, as far as I can ascertain, is dyscalculia and we should’ve seen it coming. LD was born two months premature and was in Intensive Care for a month. The doctors constantly told us that she might face developmental problems when she got older. Seems they were right.

    Just as dyslexia is a learning difficulty associated with language, dyscalculia is a learning difficulty associated with mathematics. Although there can be a genetic component to the disorder, J and I have ruled that out because we both come from families with strong mathematical abilities. We think there’s a physical, neurological deficiency in LD’s brain that’s causing the problem, linked to lack of long-term retention of core mathematical concepts.

    Let me speak plainly. Education in Asia is primitive, geared to mountains of rote learning and resistant to innovative paradigms. Within that environment, if you’re not smart, you’re “stupid” and the school’s Maths teacher plainly regarded LD as being “stupid” and, therefore, not worthy of his attention. This is a prevalent attitude in Asia. I’m glad we pulled LD out of school because she would never have been correctly diagnosed in such a rigid learning environment. The thing that really bites though is, once she’s mastered a maths skill (whether it’s adding improper fractions, long division, rounding), she aces the tests. She takes real pride in being able to complete the questions accurately and quickly. Yet, two weeks later, and she’s lost it all, not even remembering what the long division symbol is supposed to look like.

    So what are we doing about it? We’re trying several strategies, with several more waiting in the wings.

    I’ve given LD her “back-up brain” (BUB for short). Because she likes the colour pink, it’s a big pink notebook. Every time we do something new in Maths, she has to explain it to herself in her BUB, using colouring pencils. At the front of the book are all the times tables, because I don’t think she should be forced to remember them AND whatever she’s learning.

    J is buying more games for us to play as a family, so look out for reviews of Mille Bournes, Dixit, A La Carte, and others in the future. We also play mah-jongg (Malaysian rules) regularly. In this way, we’re hoping to stimulate LD’s maths sense through other paths in a fun, yet slightly competitive, way.

    LD is learning violin (her choice of instrument) because there’s a strong link between maths and music. Again, we see this as a way of stimulating the neural pathways and boosting her self-confidence. And, speaking of self-confidence, both kids also take part in Wushu classes. (Wushu is like a martial arts ballet.)

    Still on my list are neuro-sensory therapies, although it appears I inadvertently stumbled across part of them when instructing LD to write in her BUB with colouring pencils.

    And lastly, in class, I use a smartboard (more on that in another post) and different colour pens to illustrate mathematical concepts. The kids love the technology and they laugh at Sausage (aka The Teacher’s Assistant) who dutifully watches every movement of the cursor projected onto the wall and barks if nothing moves for a few minutes. Anything that makes learning fun, even if it’s taking time out to watch Sausage chase the laser pen, is a plus in my book.

    I am pained by LD’s difficulty. I love maths, I believe “God is Mathematics”, so this one bites particularly hard. But, with luck, effort and hard work, I’m hopeful that we’ll get through this.

    UPDATE: I found a site called Learning Link Technologies and am exploring it at the moment to see if it’ll help. If anyone has any experiences with this site and their products, I’d be most grateful for some feedback.

    I have also joined the Dyscalculia forum in an effort to find more things I can do to help LD with her difficulties. If you’re there as well, please say hi!

  • An update on the homeschooling situation

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    It’s been a while since I wrote about homeschooling, so I thought I’d rectify that today.

    For those of you just joining us, we decided to pull our kids from a local private school this time last year (or was it July?) due to a number of reasons, including the fact that we were paying a hefty sum per month only to find our children jammed 37 to a class and being taught nothing.

    The education system here in south-east Asia is very (did I say “very”? I meant “extremely”!) dependent on tuition centres, which follow a particular school’s curriculum lock-step. Therefore, it’s expected that the teachers at schools will do a piss-poor job because it justifies them taking up spots as tutors at the tuition centres, teaching the same thing all over again and essentially making double the money. If you think this is a scam of the highest order, you’d be right.

    I don’t play nice in such situations. So rather than give the school (that had its own tuition centre) double money, we gave them nothing and decided to take on educating our kids ourselves.

    One year on and how is it working? Well, I had the kind of super-obsessive, “Asian tiger” parents that I detest but I have to admit they did a good job on brainwashing me. So I had to get rid of all that “it’s A’s or it’s nothing” shit (including the classic “you only got 99% for that exam; I refuse to talk to you for the entire day”) that made my own childhood such a misery. Forming new disciplinary pathways in my brain took months, to be honest. Months to relax into the kind of attitude that put comprehension, fostering an air of exploration, and questioning above 100-question drills on how to add mixed numbers. (Not that I don’t do that, but that’s usually at the end when the kids can do all that in their sleep!)

    I also put down a curriculum and haven’t strayed from it too much. One year on, this is what our schedule looks like.

    Maths – 3-4 times a week
    English – 3-4 times a week
    Science – 3 times a week
    Music (external provider) – once a week, practice every day
    Wushu (external provider) – once a week, practice every day
    Touch-typing – they’ve learnt the basics, so now it’s about 2-3 times a month
    Mind mapping – once a month
    Art appreciation – twice a month
    Art – twice a week
    Foreign language – once a week

    In addition to this, the kids have asked that I teach them TurtleScript (a simple programming language) via KTurtle, so that will be twice a week starting next week. (I’m now learning it myself.)

    In Living Skills, they have begun Knife Skills with real knives, not those plastic kiddie-safe knives. They are constantly supervised. I also get The Wast to cook the occasional curry while I prep ingredients. While shopping, I get them to check labels and choose what brands of food to buy while comparing prices.

    They have both completed an Electronics ECA (Extra-Curricular Activity) course, including putting together their own simple robot kits using breadboard soldering. Little Dinosaur (9yo) is very methodical and is turning out to be a fine engineer. She can also fix things that her father occasionally breaks.

    The Wast (11yo) designs game levels for one of his favourite games, Hamumu’s “Dr. Lunatic Supreme With Cheese”. His first world is currently being tested and is due to go up at Hamumu within the next two weeks. He’s very excited about that.

    But it hasn’t always been beer and skittles. More on that next Friday. In the meantime, have a good weekend. I’ll catch you next week.

  • Morals and where to find them

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    Little Dinosaur and I were tackling a tale recently in English. Here it is:

    Lu Tong was a poor woodcutter who only owned one axe. Every day, he went into the woord to cut tree branches to sell.

    One day, after he had cut enough wood, he went to a stream to get a drink. He tucked his axe into his waistband, squatted on the bank and bent over to scoop up some water. His axe slipped out and dropped into the water.

    Hearing sounds of Lu Tong’s distress when this happened, a fish came to the surface, asking why Lu Tong was crying. When Lu Tong told him, the fish dived down and brought up a golden axe.

    “Is this yours?”

    Lu Tong shook his head.

    The fish dived again and returned with an old axe. “Is this one yours?”

    Lu Tong was delighted to see it. He shouted, “That is my axe!”.

    The fish gave the axe to him. Then it surprised Lu Tong by giving him the golden axe too.

    There was a comprehension test following this tale (I truncated it for your reading relief) and it included asking what the moral of the story was. And Little Dinosaur replied: “Don’t drink from a stream.”

    Ah, the practicalities of the young mind.

  • Stanisław Lem and homeschooling

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    I’m reading Stanisław Lem’s The Cyberiad at the moment. It is brilliant and hilarious. And just to show how influences come from places you’d least expect, I’ve used a couple of the concepts in The Cyberiad to teach Little Dinosaur how to do numeric rounding.

    The Cyberiad chronicles the adventures of two marvellous robots, Constructor Klaupacius and Constructor Trurl. The two are capable of any feat in the universe and constantly try to one-up the other by creating something unique…usually a multi-storeyed robot. And usually with disastrous consequences.

    Little Dinosaur loves robots. So, for rounding, I gave her a series of robots. The Model 10-RR (Ten Rounding Robot) can only count in tens, so it only understands the numbers 0, 10, 20, 30, and so on. And whenever you ask it about a number, it can only round to the numbers it understands. The Model 20-RR counts in twenties, and only understands the numbers 0, 20, 40, 60, 80 and so on. The Model 50-RR…well, you can see where this is going.

    LD is the programmer who has to figure out what all these robots will answer, given a particular number. She has to have one more tool if she’s to successfully predict the outcome and that tool is calculation of the mid-point. In these cases, the mid-points are 5 (for rounding to ten), 10 (for rounding to twenty) and 25 (for rounding to fifty).

    So, how will the 10-RR respond if LD gives it the number 14? What about the 20-RR? And what about the 50-RR? Using three numbers, we came up with the following table:

    - Number – - 20-RR - - 10-RR - - 50-RR -
    14 20 10 0
    49 40 50 50
    34 40 30 50

     

    “All the robots got into a huge argument,” I told her, “because they each thought their own numbers were right and the other two were wrong. So, who was right?”

    And LD thought for a little while and said: “They’re all right. It just depends on what numbers they understand.”

    This was also a subtle lesson in morality. Sometimes, everyone’s right and you just have to recognise that. But, for now, we’re just working through rounding so well done, sweetheart! And thank you, Mr. Lem.

  • Continuing our adult education

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    Have you met them? Sure you have! Those people who are convinced that, the moment they stepped out of school or university, their education ended. Don’t need to learn any more, they seem to be saying. Even doctors have this attitude. Oh, they “keep up” with all the latest journals, but I’ve met several who believe that, this onerous task to one side, there’s no need on this Earth to learn anything new ever again. How am I supposed to trust such closed-minded people with my health?

    When J and I were discussing how the homeschooling was getting along (a weekly review), it started with the gripes. I wonder if I’m teaching them an expansive enough curriculum. I wonder if I’m hitting the correct concepts in the correct order. I worry about the dismal lack of quality in some workbooks I’ve bought. I wonder how to work more innovation into our schoolwork.

    J is worried about the sheer amount of time it takes to homeschool kids. The critical importance of an even temperament in the face of “how the hell did you manage to do that?!” moments. Whether he’s pacing things correctly in the ECA (Extra-Curricular Activity) he supervises with them. (Electronics, in case you were wondering.) What else he can think of to keep things interesting.

    Then we started moving into the positives. The ability to offer our kids a more holistic view of education, where chemistry mixes with cooking and physics mixes with discussions of the weather. And, one of the most important intangibles of all, our own attitudes.

    I told you before that The Wast is learning piano and Little Dinosaur chose the violin. What I didn’t add was that the start of this year meant that both J and I took up instruments as well. I’m learning the piano, which is a switch from my previous instrument of flute. And J, who has never learnt a musical instrument in his life and worried terribly that he doesn’t have a musical bone in his body, is learning the tenor saxophone.

    The effect of us parents actively learning is, we feel, a good one for our kids. They see that we practise every day, and there’s never a single squirm or upturned lip when I tell them it’s time for their own practice sessions. They know full well that we’ll start ours the minute they finish theirs and that we’ll practise for longer.

    When we make mistakes in our music, we stop, re-read and try again. They’re learning to do the same and will repeat troublesome passages several times until they get it right. Nobody told them to do that, or stood over their shoulder to make sure they take instrument in hand. They’ve done it all by themselves.

    J and I originally decided to take up music as a way of keeping our minds active. (I swear, I can feel the neural paths being formed in my brain. The image it conjures up is an explorer deep in the jungle, hacking a path through the greenery with a machete. About as slowly too.) But we’re finding an unexpected pay-off in the kids’ education. With homeschooling, you can’t lie. What you are and what you show is what the kids will pick up. So far, the good seems to be outweighing the bad. So far.

  • Not a blog post

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    There will be no blog post today because I’m still in post-Chinese New Year mode. I made big promises to myself, oh yes my preciousssss. Promises that, as the kids were on holiday, I could use the homeschooling time to get some Real Writing done. To break the back of my current novella. To sprint to ten thousand words and beyond.

    Alas, in the end all that happened was that I just moved my laptop from room to room. In fact, J moved it for me and I didn’t even notice for a day and it was moved from the kitchen, which is where I am a lot of the time! LOL

    I treat writing as a professional job. I write during the week but, unless there’s an emergency looming, I take the weekend off to concentrate on family. And thus my subconscious must have taken this philosophy to heart because I Couldn’t, For The Life Of Me, Get One Word of writing done during the long weekend.

    I slept. Almost an entire day, which is unheard of. I read. I cooked. I drank. Copiously. But I did not write.

    And so here I am on Monday morning. We’re starting a new school year at homeschool. The Wast will be beginning a Primary-7 syllabus and Little Dinosaur will be tackling Primary-5. I’m revving up with new workbooks and some new technology to use (but more about that anon). My writing laptop beckons to me and I know that I’ll have to knuckle under. It’s a working day. Time to work.

    But, in the minutes in between, the precious minutes I spend with you, stalwart reader, I’m just savouring the laziness. And that’s why there is no blog post today. Just fyi. ;)

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