Jump to content

Menu

scheduling high schoolers and kindergartener


Recommended Posts

This yr, I will have 2 11th gr., an 8th, a 5th, and starting K with 5yo ds. For the 4 older girls, we use ToG, Saxon, CQLA, and RS Spanish. Each is doing a separate science: Marine Bio., Concept Chem., Apologia Bio., and Detective & Spy Science, respectively. K'er will use FIAR, MUS, SOTW, and ETC.

 

I am having a tough time figuring out how to be with whomever needs me. Should I make a schedule and try to have each kid some mom time on every subject with which they need help? I tried, and my left hemisphere collapsed. Should the K'er be 1st, since he will need me for everything? Should he be last so I don't have the distractions of the others?

 

My 2 oldest are somewhat independent, but need lots of help in math. The chem. is new this year, and 5th gr. science will be teacher intensive, even with the planning this summer. 8th grader will slack off if not watched like a hawk.

 

I guess I want the following:

K'er not left ignored for another year. I want to get him going. Dd #4 was ignored for too long, and we are paying for it now with late reading skills, poor attitude, and just general harder time.

I want the older 4 to have some accountability without my standing over them every second.

I also want them to do well.

 

Any thoughts, suggestions, opinions encouraged. I really am struggling with getting everyone fit in this year...

Link to comment
Share on other sites

I only have junior high (not HS) and a little guy, but...

 

When does your Ker work best? Is he a nap kind of child, and only fresh in the morning, or is he a slow-getter-upper and would learn more in the afternoon? I would pick one or the other, set aside an hour or hour and a half, and make it his time.

 

My K this year took one and one half hours five days a week, and we accomplished a LOT. Ideally, it would be after you had started the olders going on a few things. Maybe the time slot right before lunch? That's when I did my K this year, and it worked well. It broke up his morning, and it gave everyone else a chance to already be working on homework for things I had taught them.

 

This year, for grade 1, I plan to integrate him more into the schedule, since he will need breaks, but for K, I could do it all in one chunk, which was very nice!

Link to comment
Share on other sites

My oldest ones are younger, (13 and 10 this year) but I have the same struggles. What I've found, that works really well, is to have the older children do silent reading and anything else they can do independently, first thing in the morning, while I work with my little ones. First we did reading and phonics this year, and then followed it immediately by Math. Once they were done with those things, my youngest 2 were free to play quietly until it was time to join the olders for History and Science. It worked really well and I got through tons of material with them this year. They are both reading, spelling, writing, and adding and subtracting well. Oh...I used 100EZ lessons for some of the year, finished that, and then replaced it with K12's phonics course for 1st grade. I've been very pleased with the results. We use MUS for all the younger kids, and my oldest uses VideoText. I hate and stink at math, so these two programs have saved my sanity! As we work through our day, my attention slowly moves up the line toward the older and older children. (CLE has been incredible for all of our LA work for my middle kids. It has freed up at least an hour of my time each day.) Usually I'm wrapping up the day with my 13yo only. She is usually at her studies for 2 or more hours longer than everyone else, which gives me plenty of time to work with her on all sorts of things.

 

Hope that helps and isn't too muddled!

Link to comment
Share on other sites

You're singing my tune!! :D

 

Mine are 12th, 9th, 4th, and 1st!

 

My oldest is completely independent. She takes classes at the community college 2 days a week and then homeschools with subjects at home 3 days a week. I give her a list of assignments at the beginning of the week and she's to have everything completed by the following Monday, including her community college homework. This works very well for us as she has truly learned to be independent in her studies.

 

My 9th grader has high functioning autism so he needs more of my time than my 4th grader, who's a very motivated learner.

 

I'm lucky that my 1st grader (who also has autism) likes to sleep late in the mornings! So she doesn't usually wake up until around 10:30 or 11:00. So my 9th grader is downstairs and at the school table by 8:00. I work through the subjects that he has the most trouble with (for him, it's language arts) while we're alone. So we'll work through spelling, grammar, and writing until 9:00, when my 4th grader "reports for school". Then we'll do history and science (I try to combine both boys' history and science studies. They love it and it saves me alot of time!) and we try to finish those by the time my youngest gets up.

 

Then she has breakfast and I work with her one on one, while my 9th grader does his math and art -- two of his best subjects -- and my 4th grader does his seatwork.

 

School is usually completed by lunch time, which is late at our house -- usually around 1-ish -- and then they're free to do what they like in the afternoons.

 

So my advice is -- divide and conquer whenever possible! And try to have your older ones working as independently as possible as well. (They'll need that experience for college, should they decide to go that route)

Link to comment
Share on other sites

This year I will have 11th,9th,6th,3rd,1st,almost 4 yo but doing phonics,math at her insistance. I just finished our schedule we'll do school this summer 3 days a week, starting next week. It took days of talking with each of the older 3 and juggling and adjusting and I'm sure next week when we start something won't work and yes, my brain collapsed:). Did I mention the 2 year old and newborn? One of the older 3, I won't mention names:), will also slack off if not watched like a hawk(and even then somehow!). The other two are fairly independent.

 

Do you have children younger than the K? If not then you have a chance of the schedule kind of working.

 

Though I keep doing this, don't schedule too many needy math students at the same time

 

You can overlap people when it is a subject they won't need constant help with

 

I schedule a 30 min time alone with some of the older ones in the afternoon, this year it won't include the 11th grader. This gives me time to go over papers with them, do some oral work, go over anything needed either after the fact or before. It usually isn't enough time with each but it sure helps.

 

My older 2 know that sometimes I will have to grab them in the evening and go over something(usually the next math lesson). There just isn't time in the day for me to do everything.

 

For my younger 3 schoolers I just have a checklist for them. At the top are things they can do mostly alone, at the bottom are things they must do with me. The bottom section is mainly for me, because I can't be counted on to daily remember what I need to do with each child. Then I have a block of time scheduled with the 3 younger ones. Ideally this is a longer block of time than really needed, then when it is interupted by olders needing help here and there we can still mostly get it done.

 

Phonics, math, language arts are my priorities for the younger ones. My older ones got a lot more science and history when they were that age, but the reality now is that we just don't get to it. I have a few things to attempt this year to try to improve that, but I think they will be okay if we wait until they are in upper grade school to do much science/history. In upper grade school/middle school age their hist/science has become largely independent reading and experimenting, sometimes even fairly self directed. I think they will be okay and lots of people have said the same.

 

I think some kind of schedule would really help you, even if it is only to have something to deviate from. Also remember that 15 min every day is better than a hope for an hour a day that rarely happens. At least that has been true in my home.

 

I can completely relate. Hope this triggers a few ideas for you.,

 

Kendall

Link to comment
Share on other sites

Should I make a schedule and try to have each kid some mom time on every subject with which they need help? I tried, and my left hemisphere collapsed.

 

I'm sorry...that just struck me as so funny. Probably because I can identify. :tongue_smilie:

 

My two oldest are starting 9th grade in a few weeks (it was supposed to be the first of July, but we've had to move it back due to a last minute trip one of them is taking), and I've got two elementary aged kids and a three-year-old to balance.

 

This is what the tentative plan is...(and it could very well change if we run into trouble)

 

Two oldest will make out a plan for themselves (with my guidance and help) for the week (things they need to do in each subject), on Sunday. We'll meet briefly in the morning on the weekdays we do school, look over what they're going to do, and if they don't understand something, I'll go over it. If they still don't get it when they come to that subject during school time, they'll bring it back to me, and if it needs more than a few minutes of explanation, we'll shelve it 'till later.

 

But after they're put on track with their work for the day, I plan to be available to the Littles. Sitting with them, or doing something right beside them as they work at the kitchen table, and then doing other things like chores, etc.

 

Their day is going to be kept short (easy for me, because I strongly believe in a short academic day for youngers, anyway), but they're going to have the focus on them for that period of time. I believe it's important, and I believe in a good bit of independence for my older kids.

 

I plan on having another meeting time, at the end of the 'school day' with the olders, and tying up loose ends. The younger kids are also going to have only a four-day school week (we school mostly year 'round; this won't put anything behind) and the fifth day will be devoted to discussion with the Bigs, and some minimal school work for them (tying up loose ends that were left from the other days) with extra focus on the places they need it. I'm hoping this will strike a good balance between educational independence, and having a guide/mentor relationship.

 

This is only a plan, but when I look at how we've structured our days in years past, I don't think it will be a huge jump to something like this.

 

I hope you share what ends up working for you. I'm always looking for new, good ideas! It's a big balancing act, but I also think it's exciting, to be able to school on so many levels.

 

ETA: My 'youngers' are 6 and 7, so, not exactly Kindergarten age, but still fairly 'little'. If I had a fifth grader, I'd have him/her in the younger group (with me) but doing a good bit on his/her own, too, and if I had an 8th grader, I'd follow the same path I outlined for my new 9th graders, above, and move him/her more towards an independence thing, along with your older high school kids.

Link to comment
Share on other sites

Should the K'er be 1st, since he will need me for everything? Should he be last so I don't have the distractions of the others? . . .

 

I guess I want the following:

K'er not left ignored for another year. I want to get him going.

 

Here's some of what has worked in our home:

 

*Start with the beginning reader first. While they need intense one-on-one time, the lessons are short and sweet. We actually start with math. After math and reading, I send the younger off to do independent seat work. At that age, it may be copywork or a workbook or math manipulatives or file folder games. Pull together books on tape to listen to while playing legos. Another favorite is the Calvert music video series. Work with the younger so that after your teaching time, they still have a routine.

 

*Stagger start times if you have an early riser. If you have a child that gets up earlier than the K'er, meet with them early in the morning and then send him/her off to complete lessons.

 

*Structure, routine and accountability are your friends. Put in place lots of accountability for the olders. Checklists that must be checked every day if need be before outside activities start. Or checklists and accountability to Dad when he gets home. If the 8th grader really has trouble focusing, put him/her at the kitchen table.

 

*Can you start the intense 5th grade science this summer? If you could get the lion's share done this summer, or at least get started, that may really free you up this year when you fold in your K'er.

 

Honestly, at this point, I could not personally teach four separate sciences and maths. :willy_nilly: Sometimes it's all I can do to oversee the upper sciences and math while continuing to teach the rest. So, my hat's off to you. I remember reading a book by Michael Farris' wife (mom to 10). Each day, she met with each child for one hour to go over their schoolwork (and that was with the oldest in college I believe, the second oldest schooling the youngest two). Yikes! So it can be done apparently.

 

HTH,

Lisa

Link to comment
Share on other sites

My oldest will be in 8th this fall and is a highly responsible, independent learner. So is my second son (rising 5th grader), for that matter. The biggest challenge I'm running into as my son approaches high school is when to find time to correct work and go over any trouble spots together.

 

We cover skill subjects in the morning, content subjects in the afternoon. Toward the first part of the day, everyone is pretty much at the table, doing math, languages, etc. The older three also take turns during this time to practice piano and use Rosetta Stone. Later in the day we turn to reading history and science. It unfolds pretty smoothly, for the most part, but as I said, correcting work is the biggest stumbling block. I'm thinking of upper-level math, for example.

 

With my younger guys, it's easy enough to glance over their maths in no time. In the case of my oldest, he's now studying algebra and it naturally requires more attention from both of us. I'm all for encouraging independence, but the reality is that as they get into higher-level learning, some subjects are much more time-intensive not just for the students, but for the teachers, as well. I am finding that to be a bit of a sticky-wicket alongside teaching my younger crew.

Link to comment
Share on other sites

I have a suggestion you might consider for the 'when do you correct their work' question....is your spouse / partner available in the evenings to help with this?

 

Math and science are my husband's forte (English, history, and foreign languages are mine) so we sit down after dinner with our older two and go over any questions they might have and correct their work then. I often have time before dinner to do this, but it depends on how much time I've had to spend with my 6 year old...I know I have time after dinner, if I haven't been able to do it before then.

 

With my oldest, she's given a week's worth of assignments at once, and she's to have everything completed by Sunday afternoon, so her work is often corrected / reviewed in one long session on Sunday evening.

Link to comment
Share on other sites

I am gleaning so much from your responses.

I will definitely talk to the older ones about when they really need me available, and will push them toward a specific block of time when we can go over trouble spots once daily.

Maybe I can do that science over the summer for my 5th grader. At least enough so she could do more of it on her own through the school year.

A co-op mom has volunteered to teach a whole physical science course in one semester, so that may get me off the hook there for 8th gr. science.

I used to stagger the start times, as I do have one sleepyhead. Maybe I could go back to that.

I may have to try both ideas of all-done-at-once, or get him started then work with someone else for my K'er. I hadn't really considered NOT doing him all at once, so I need to see which works better for us.

As for the grading, Colleen, my kids have all their answer keys, and mark the ones they miss. In math, for instance, if they miss one or two, they are allowed to just look them over in the solutions manual and look at what they did wrong. If they understand where they messed up, they can be done. More than 2 mistakes, they have to rework the missed ones before checking the solutions manual. Pretty much the same thing with science, and we'll do the same with most of their LA next year, except for writing of course. My rising 5th grader is the only one who has to go over missed information with mom step by step.

 

Thanks, everyone. I feel much better already. Keep 'em coming, folks!

Blessings,

tonya

Link to comment
Share on other sites

The biggest challenge I'm running into as my son approaches high school is when to find time to correct work and go over any trouble spots together.

 

After they do algebra (Latin, and whatever else is more of a "Check your answers" type thing), they get the answer key and check it. If they got something wrong, we find out why, together. (They bring it to me to show me what they missed).

 

I know that won't work with everyone (some might not feel comfortable letting their kids grade their own work), but I know I can trust them. And I pointed out that if they cheat, they won't know the material at test time, so there's no sense in it. :D

 

*My* concern is discussion. We're still continuing on the way we've been doing, in 8th grade, with the correction, so the skill subjects are cake, here...it's discussing science and history, and making connections, engaging in Socratic dialogue, blah, blah, blah in any sort of meaningful way that I've found I have to really work at. (Engaging in Socratic dialogue over someone repeating, "CAN I WATCH THERE GOES A RACE CAR?!?!" works my nerves, hence the plan to have one day that's devoted to catching up the Bigs work, and discussing.)

 

ETA: Like Tonya, if there's a certain number missed, I have them do some more problems, we go over the lesson again, or something like that.

Link to comment
Share on other sites

The biggest challenge I'm running into as my son approaches high school is when to find time to correct work and go over any trouble spots together.

 

Yep. The time I spend correcting and reviewing the upper math is exactly what I meant when I wrote that it's hard enough to oversee their work, even when a DVD is doing the teaching. I have no easy answer. I correct late at night. I do a lot of work after the baby goes down at 8:00. If all goes well and I get my corrections done, make notes on their papers, and organize for the next day, well, the ball is ready to roll and it makes our routine much more smooth the next day. That's the best of all worlds; it doesn't always go as planned. :001_huh:

 

I tried the correct-it-yourself-method but it just set one of my children up for disaster. When the math got hard, he looked at the solutions guide. He ended up relying on it more and more and it was a few months before I realized he really didn't know the math! He repeated a lot that year. Should we be able to trust our kids with checking their own math? Probably yes, in the best of all worlds. And my kids are pretty well-behaved and trustworthy for the most part. But, given our experience, I like to check it. I like to see how they worked it out, that the math is done orderly, that the process is there even if it's a different process than the solutions guide, etc. It's a great deal of work and not for the faint at heart.

 

HTH,

Lisa

Link to comment
Share on other sites

I have a suggestion you might consider for the 'when do you correct their work' question....is your spouse / partner available in the evenings to help with this?

 

No, not really. I have strongly suggested to him that he reacquaint himself with algebra (as I've been doing the past several months) in order to be of assistance but for the most part, I can't rely on him to be there in terms of correcting work ~ and definitely not discussion.

 

With my oldest, she's given a week's worth of assignments at once, and she's to have everything completed by Sunday afternoon, so her work is often corrected / reviewed in one long session on Sunday evening.

 

I don't mind having my son (referring to my oldest) correct his own work in some subjects, but I like to be more involved than this. I also prefer, in the case of math especially, to grade/review assignments as they're completed rather than hold off and do it once a week. I think my best bet is to add more hours to my day...if only it were so simple.:tongue_smilie:

Link to comment
Share on other sites

After they do algebra (Latin, and whatever else is more of a "Check your answers" type thing), they get the answer key and check it. If they got something wrong, we find out why, together. (They bring it to me to show me what they missed). I know that won't work with everyone (some might not feel comfortable letting their kids grade their own work), but I know I can trust them.

 

I can trust my guys, so that's not a concern forme. To a degree, I do have my oldest correct his own work, but I don't feel good about having do everything on his own. With algebra, for example, I find that correcting his work together allows and requires me to be more involved in his learning. I just desperately don't want to become one of those moms of many who hands everything over to my older children. (Not saying that's what you're doing; I'm likely not expressing myself well.)

 

*My* concern is discussion. We're still continuing on the way we've been doing, in 8th grade, with the correction, so the skill subjects are cake, here...it's discussing science and history, and making connections, engaging in Socratic dialogue, blah, blah, blah in any sort of meaningful way that I've found I have to really work at.

 

Yep, same here. Increasingly, I have to be very specific, very intentional in setting aside some time ~ an hour or so ~ in the afternoons solely for discussion with my oldest.

 

Gotta run ~ my whole family is off to do a race this a.m. Good to see you around here, Jill!:)

Link to comment
Share on other sites

I like to see how they worked it out, that the math is done orderly, that the process is there even if it's a different process than the solutions guide, etc. It's a great deal of work and not for the faint at heart.

 

This is what I'm getting at as far as correcting math is concerned. Seeing the process by which they solve problems, especially in these early stages of algebra, is important, imo.

Link to comment
Share on other sites

I meant to add that while doing Alg. 1 last year, my dd began going to her older brother for help during the day. She knew my answer would inevitably be "Okay. Put it on my desk and I'll look at it (later; during the baby's nap; tonight). It was easier to go across the hall for an immediate answer. It's been a unexpected gift. So, perhaps if your dc haven't had to resort to this because of benevolent negligence like mine, you could suggest this with your dc.

 

HTH --

Lisa

Link to comment
Share on other sites

The biggest challenge I'm running into as my son approaches high school is when to find time to correct work and go over any trouble spots together.

 

Colleen, my ds 12 corrects his own pre-algebra daily. He uses a red pen, marks all errors, then does his re-dos (showing work of course). I correct chapter tests. He starts Alg 1 next month and we plan to continue this pattern.

 

Could your son correct his own math? Just a thought...

Link to comment
Share on other sites

I just desperately don't want to become one of those moms of many who hands everything over to my older children. (Not saying that's what you're doing; I'm likely not expressing myself well.)

 

...and I share it, but just looking at answers and seeing if they're right or wrong, to *me*, is one of those minute details that doesn't fall into this category.

 

I wouldn't want my students to figure out the concept on their own, grade it themselves, *and* try and figure out what they did wrong; *that* would be handing too much over to them, but as I said...I just don't see the concern about checking which specific answers were gotten right or wrong, if they're bringing it to Mom to figure out the 'whys' together. To me, it's streamlining, and handing off the part that Mom really doesn't have to be involved with...but, I understand everyone doesn't share the view, and that's okay. :) (I'm okay, and you're okay, lol. At least on this issue. ;))

 

ETA: I think it's also important to clarify that I'm talking about a day's worth of work. Not to knock anyone else's method (of doing it weekly or whatnot), but I think a "nip it in the bud" view of catching mistakes/fuzzy understanding right after an assignment has worked better for us. (Mostly because I don't have a great grasp of algebra, myself--I'm seriously re-learning it as they work--if I had to unwind a week's worth of misunderstandings...it might take awhile, lol.)

Link to comment
Share on other sites

Colleen, my ds 12 corrects his own pre-algebra daily. He uses a red pen, marks all errors, then does his re-dos (showing work of course). I correct chapter tests. He starts Alg 1 next month and we plan to continue this pattern. Could your son correct his own math? Just a thought...

 

I addressed this in my posts above. At this level (algebra) I prefer to be more involved in the process. That may very well not be the case when my younger boys reach this stage, but I think it's best if I take the opportunity to reacquaint myself with subjects (e.g. higher level math and science) that I've not used in a good long while.

Link to comment
Share on other sites

I meant to add that while doing Alg. 1 last year, my dd began going to her older brother for help during the day. She knew my answer would inevitably be "Okay. Put it on my desk and I'll look at it (later; during the baby's nap; tonight). It was easier to go across the hall for an immediate answer. It's been a unexpected gift. So, perhaps if your dc haven't had to resort to this because of benevolent negligence like mine, you could suggest this with your dc.

 

I can see this being more of reality in a few years, too.:) Right now, my oldest of course doesn't have anyone else to go to except yours truly!

Link to comment
Share on other sites

I just don't see the concern about checking which specific answers were gotten right or wrong, if they're bringing it to Mom to figure out the 'whys' together. To me, it's streamlining, and handing off the part that Mom really doesn't have to be involved with.

 

I hear you. I guess there are times when my oldest does just run through the answers like that and note those which he got wrong. That in and of itself doesn't take long, so it isn't really a big time-saver to me. I'm talking here about actually working through the material. I can't just have him show me a paper with a few problems done incorrectly and suddenly jump in and be able to help him with his mistakes. If I'm not involved, to a degree, up to that point, it's going to be meaningless to me. Because, as you said...

 

Mostly because I don't have a great grasp of algebra, myself--I'm seriously re-learning it as they work--if I had to unwind a week's worth of misunderstandings...it might take awhile, lol.

 

Exactly. I did fine with algebra ~ but that was 25 years ago. I remember very little of this stuff and have to admit that even one day's worth of misunderstandings can take me a while to figure out. I feel the time I spend on this now, with my oldest, will pay off with the next four, kwim? Yeah, of course you kwim!:D

Link to comment
Share on other sites

Join the conversation

You can post now and register later. If you have an account, sign in now to post with your account.

Guest
Reply to this topic...

×   Pasted as rich text.   Paste as plain text instead

  Only 75 emoji are allowed.

×   Your link has been automatically embedded.   Display as a link instead

×   Your previous content has been restored.   Clear editor

×   You cannot paste images directly. Upload or insert images from URL.

 Share

×
×
  • Create New...