s/o- how many children- Managing multiple children with independent time

[Soror]

I'm adding another child into the mix next year and have been going over the schedule over and over again trying to utilize my time the most efficiently. I'm curious if anyone with multiple kids would be willing to share a schedule (or two), I know it fluxes as those kids age and you have more or less but the more ideas I can have the better. Perhaps I'll see something that I haven't before.

 

I'll have a k'er, who needs me the whole time but just about 1 hr, a 3rd grader who is pretty independent but not a super solid reader yet, and a 5/6th grader who is ADHD diagnosed so not the best on his own either but is a very solid reader. Ds would be 5th in public school but is a bit in between on academics although behind on independence. DD-3rd often prefers to work on her own and will often do most of her math before we even start school for the day, she can usually do it mostly on her own and then just comes to me for what she doesn't get but catches on very quick. Ds has not been that great on working on his own but is slowly getting better, not sure how this will work for him next year since I'll be with dd-k'er, just going to have to see how he does, I'm hoping with MM being written to the student he'll at least be able to get some done on his own.

 

My current plan:

 

9-10: k'er with me- Math and Reading; 3rd- Horizons Math and Rod and Staff spelling; 5/6th Math Mamoth and 10 min-CLE Math review

10-11: 3rd with me- Writing, Grammar and Reading- work on any unfinished parts of Math; 5/6th- read science and history

11-12: 3rd- finish up any work math or writing; 5/6th work with mom on spelling (Apples and Pears), Writing (Maxwell) and grammar(Fix-It), answer any unfinished questions from math

12-12:30 5th/6th finish up any writing or grammar; Read-aloud/projects with 3rd and k (rotating through different things, cultures, history, science; I like starting projects before lunch that way they have plenty of time to take it however far they want)

 

12:30-1:30- Lunch break- 5th/6th do lit reading, girls finish projects on own

 

1:30- 2:30- Family Study (rotating activities like nature walks, art, etc; sometimes all together, sometimes just the girls because the age and interest difference)

[LLMom]

When I homeschooled more than 4, I  had each child take a turn with the preschooler and/or baby and have "special time" with them. Each of the bigger children (ages 7+) did this special time with the little ones. They were to keep those busy while I worked with someone.  The ones not with me or with the littles would be working from their list of independent things.   (even the Kinder could do things like handwriting, copy work, computer math games, etc) It worked out well enough.  I usually would use nap time for my high school kids. 

[Critterfixer]

:bigear: I've only got two, but as they are working through the same material, it's sometimes hard to give them individual time during the day. We get a lot out of our round-table discussions (at a square table!) but there are times that I would like to give both of them more one-on-one attention for this or that. It's not easy, since they sometimes remind me of attention seeking puppies.

Makes me feel really weird, because I should be able to figure this out. I mean, come on! Two kids, same grade, get your act together, woman! :P This should be easy!

But it isn't. We might get five to eight minutes of Mom-DC alone time, but that's about it. Brother will be by to put in his two cents or to ask a question.

[Gentlemommy]

I'll have similar grades-K, 2nd, and 5th.

Here is my plan, subject to change lol.

 

9-9:30

Morning time-read poetry, a chapter book, sing memory songs, ect.

9:30-10

I work one on one with K child, we do math, phonics, and writing. Not everyday, just rotating through. She will just be turning five in October, so I am keeping her school time really short and sweet.

Big two girls work on copywork (10 minutes), and when they finish they have time to read-fifth grader will have a basket of her history books to work on and second grader will just read chapter books of her choosing.

10-11:30

I will work one on one with the fifth grader on math and writing/grammar.

Snack for all around 10:30

Little two girls have play time together.

11:30-12:30

I will work one on one with the second grader, we will do math, writing, grammar, and reading

Fifth grader play with little dd for a while and then will work on spelling and finish up reading history if she needs.

12:30-1

Check in with fifth grader for history, science, and geography. Science and geography will be courses covered at coop, so I'll just need to check in with her about doing whatever reading/project they assign.

1-2

Lunch and literature. I'll read or we will listen to audio books.

 

Fifth grader reads on her own for hours per day. Second grader is getting there, I make sure she reads to me several times a day. We listen to audio books in the car, I read every night, and we have no tv/screens during the week, so they play tons of board games, explore in the woods behind our house, participate in tons of extracurricular activities and have lots of time to be creative.

[Tawlas]

I will have a 1st, 3rd and 4rth grader in the fall and honestly they're all reading at about a beginning 3rd grade level lol. In my mind that means they *can* read but not necessarily independently. So that makes it tricky.

 

I shared my schedule (which evolves into a time-worn routine as the year progresses) in *excruciating* detail in the Balancing Schedules thread on the K-8 board, so if you're interested, pop on over there.

 

In the past, I've been able to squeeze all our formal academic work into one morning with the afternoons free for us all (except for a 1/2 hour of reading aloud and silently as a group). This year, bumping my Ker into 1st grade work, it's just going to be too tight of a fit and I dislike the rushed feeling even of last year. So we're switching to all day. Gulp.

 

We start with morning time around the breakfast table. The three olders work for a half hour or so independently while I lay some love and attention on the toddler. They all play outside while I get my life organized and we start school at 9. I can't be late with this! If I start late, the whole day is off. This fall, I'm planning on doing group subjects first. I mostly cater to the two eldest but the younger is pretty quick to fold himself in to whatever we're doing. We do grammar, writing, latin, history read-aloud together (with a snack break in there too).

 

Then I work with my first grader on reading, handwriting and math for about an hour while the two olders do more independent work, followed by either a Nature Walk, Science or History, then lunch and at least an hour outside. (on the fifth day we do Home Art Studio and watch a documentary).

 

In the afternoon, officially, everyone is in quiet time, but I work for about an hour with my 3rd grader, then we have a snack and silent reading break, then I work with my 4rth grader. During this one-on-one time, we work together on reading, spelling and math. This is while my toddler naps, although she'll wake up half way through the 4rth grader's session, but is happy to snack on bitty things like berries and pretzels (takes a while to eat :) )

 

Independent work that my 3rd and 4rth graders do:

 

"pre-listen" to the week's SOTW chapter on the ipad

listen to the week's Ecoutez Parlez french lesson, piano practice (i'm pretty hands off here)

RAZ kids

math (CLE is pretty independent and I leave a small portion of my dsd's MM undone each day for her to gain some practice in independence)

ETC workbooks

typing

cursive copy work

listening to the SSLatin songs for the week, possibly completing a worksheet

 

If they don't get done, some things can be left (although I dislike that) and other things get done during quiet time.

 

indpendent work my 1st grader does:

SSL songs

RAZ kids

unloading the dishwasher utensil tray :P

sight word apps

[hollyhock]

This is how I've worked it out at my house. It's not perfect but it mostly works if I'm on the ball:

 

First, we do any and all group subjects: French, history, whatever, all together.

 

After that, I work with the youngest or younger two on any subjects they need me for. When youngest was in K, that meant everything, but luckily he was done in about half an hour. During this time, older two work on independent stuff (spelling, English, math) and are allowed to come ask questions if they need help (within reason).

 

When younger two are done, I work with the older two if they need help or questions or just calling out spelling words, whatever.

 

It's more of a general plan than an actual schedule, but it did work and I plan on continuing to use it this fall.

[Another Lynn]

I'm adding another child into the mix next year and have been going over the schedule over and over again trying to utilize my time the most efficiently. I'm curious if anyone with multiple kids would be willing to share a schedule (or two), I know it fluxes as those kids age and you have more or less but the more ideas I can have the better. Perhaps I'll see something that I haven't before.

 

I'll have a k'er, who needs me the whole time but just about 1 hr, a 3rd grader who is pretty independent but not a super solid reader yet, and a 5/6th grader who is ADHD diagnosed so not the best on his own either but is a very solid reader. Ds would be 5th in public school but is a bit in between on academics although behind on independence. DD-3rd often prefers to work on her own and will often do most of her math before we even start school for the day, she can usually do it mostly on her own and then just comes to me for what she doesn't get but catches on very quick. Ds has not been that great on working on his own but is slowly getting better, not sure how this will work for him next year since I'll be with dd-k'er, just going to have to see how he does, I'm hoping with MM being written to the student he'll at least be able to get some done on his own.

 

My current plan:

 

9-10: k'er with me- Math and Reading; 3rd- Horizons Math and Rod and Staff spelling; 5/6th Math Mamoth and 10 min-CLE Math review

10-11: 3rd with me- Writing, Grammar and Reading- work on any unfinished parts of Math; 5/6th- read science and history

11-12: 3rd- finish up any work math or writing; 5/6th work with mom on spelling (Apples and Pears), Writing (Maxwell) and grammar(Fix-It), answer any unfinished questions from math

12-12:30 5th/6th finish up any writing or grammar; Read-aloud/projects with 3rd and k (rotating through different things, cultures, history, science; I like starting projects before lunch that way they have plenty of time to take it however far they want)

 

12:30-1:30- Lunch break- 5th/6th do lit reading, girls finish projects on own

 

1:30- 2:30- Family Study (rotating activities like nature walks, art, etc; sometimes all together, sometimes just the girls because the age and interest difference)

 

The only comment I have is, you might get a lot of mileage out of giving your 3rd and 5th grader a few minutes of individual math instruction before you jump in with your Ker.  If you focus them on the lesson and make sure they understand the new material, they will likely make better use of their independent time.

 

ETA:  Actually, I'll add another thought.  If you find that your 5th grader needs to do certain subjects first thing, don't be afraid to do that first and move the K'er to later.  Sometimes age dictates who should get you first, but not always.  Sometimes personality, etc. is a bigger factor. 

 

[FO4UR]

I made up a schedule of 30min intervals, planning that each lesson *should* take 20 minutes but there are always...ahem...circumstances of life.

 

I put each child at the top of a column and assigned their work every 30 min, highlighting where mommy-attention needs to be at all times.  I make certain that my 2yo will get a good amount of my time, b/c she will whether or not I schedule it. iykwim.   :lol:

 

My oldest 2 are capable of reading an assignment and writing a narration, so that is going to make up a large chunk of their schooling.  I need to check them, and I will ask them for an oral narration several times per week, but I won't have to be at-elbow for these.  My 3rd child needs me at-elbow constantly, so it's a matter of teaching him a short lesson and letting him work beside me while I work with either the toddler or a big sibling on something.

 

 

It is a full-time job.  Looking at the ages in your siggie, yep!  It'll be a year for simplifying other things to make time for school, and simplifying school things to make time for real life.

[Tsuga]

Congratulations!

[Lisa in the UP of MI]

I tried typing out a post but lost it.  I did not have such a specific schedule.  We just had large chunks of school time.  We schooled around meals, snacks, and me putting children to sleep.  The routine changed as the seasons changed, kids got older and naps times changed, etc.  My oldest was in 5th grade last year and was able to do many subjects on her own.  She had a daily check-off sheet and knew which subjects she should complete on her own.  I did everything with the 3rd and 1st graders (their history/geography and science were combined).  If I had time I did some preschool work with the 4/5yo.  We also had a 2/3yo and a baby/toddler tagging along.  Except while doing read-alouds and history and science with the 3rd and 1st graders I only worked with one student at a time.  One reason I liked doing this is that there was always at least one older sibling to play with the younger kids.  That is one thing that I don't see planned for on your schedule.  When morning was the best time to be outside we would make time for that most mornings, otherwise the kids could go out after they had finished all of their work for the day.  I did find that the 3rd grader especially could not do all of his school in one long chunk.  So I did most of his language arts and religion in one chunk, math and spelling in another, and history or science in a third chunk.  The first grader did better schooling for longer periods, but it usually worked better for me to break her work into chunks as well.

[katilac]

Would your oldest do better by having the first slot? Most ADHD kids would, but I know there are exceptions. 

 

I also wouldn't want to leave the oldest out of read alouds and projects. It's true that these get harder to fit in as the students get older, but they still have a lot of value for a 5th-grader, imo, and it can suck to be doing seatwork while the siblings are building a pyramid, y'know? Unless he actually dislikes participating, I would work hard to include him without extending the school day too much. He doesn't have to work on the exact same project.

 

Here are some ideas of what I would do, coming from the belief that kinders don't need much seatwork and that all kids need lots of activities and breaks:

 

Precedence for my time would go to the oldest (as he is less independent by nature and also entering logic stage). Unless there is a strong reason against it, I would start with him first. If he could stay focused for two full subjects or hours with a short break in between, that is what I would do. Possibly 45 minutes, 15 minute wiggle break, 45 minutes. 

 

If he can't handle such long lessons, then I would go to shorter lessons with breaks in between, and ignore that voice in my head that is frustrated by not just 'getting it done.' By handling long lessons, I mean: what is his productivity in the last 15 minutes vs the first 15 minutes? Find the point where there tends to be a steep drop off, and end the lesson slightly before that. There is no point having a 45-minute lesson if he is getting very little work done in the final 15 minutes. 

 

If I wasn't sure how he worked best, I would make it a priority to experiment in the first weeks of school. I'd ask him for his preferences, while explaining that we would go with whatever works best (best equalling getting the work done at a high level of understanding). 

 

In addition to giving the oldest precedence for one-on-time, I'd consider adding more planned breaks, moving the kinder to a later time, and breaking up the kinder into smaller segments (both for the fact that an hour is a long time for that age, and that breaking it up makes it easier to fit in around the others' work). 

[Soror]

Would your oldest do better by having the first slot? Most ADHD kids would, but I know there are exceptions. 

 

I also wouldn't want to leave the oldest out of read alouds and projects. It's true that these get harder to fit in as the students get older, but they still have a lot of value for a 5th-grader, imo, and it can suck to be doing seatwork while the siblings are building a pyramid, y'know? Unless he actually dislikes participating, I would work hard to include him without extending the school day too much. He doesn't have to work on the exact same project.

 

Here are some ideas of what I would do, coming from the belief that kinders don't need much seatwork and that all kids need lots of activities and breaks:

 

Precedence for my time would go to the oldest (as he is less independent by nature and also entering logic stage). Unless there is a strong reason against it, I would start with him first. If he could stay focused for two full subjects or hours with a short break in between, that is what I would do. Possibly 45 minutes, 15 minute wiggle break, 45 minutes. 

 

If he can't handle such long lessons, then I would go to shorter lessons with breaks in between, and ignore that voice in my head that is frustrated by not just 'getting it done.' By handling long lessons, I mean: what is his productivity in the last 15 minutes vs the first 15 minutes? Find the point where there tends to be a steep drop off, and end the lesson slightly before that. There is no point having a 45-minute lesson if he is getting very little work done in the final 15 minutes. 

 

If I wasn't sure how he worked best, I would make it a priority to experiment in the first weeks of school. I'd ask him for his preferences, while explaining that we would go with whatever works best (best equalling getting the work done at a high level of understanding). 

 

In addition to giving the oldest precedence for one-on-time, I'd consider adding more planned breaks, moving the kinder to a later time, and breaking up the kinder into smaller segments (both for the fact that an hour is a long time for that age, and that breaking it up makes it easier to fit in around the others' work). 

I've been experimenting some this summer with doing it as I've got it outlined and it seems to be ok but it is hard to tell until we do a full run. I totally agree that the first few weeks of school will kind of be a trial run. I will be right there at the table with him and I expect that I'll be needed for questions as I have been. I might end up getting him started and then working with her and him getting the end of the first hour after I finish with dd to help him finish his work. His grammar this year is a bit independent and there are usually bits of his spelling he can do on his own as well, so he can just move to that during math time if he is stuck and I can't get to him. 

 

 Technically there isn't a break in there but often he grabs a snack when reading, he loves reading so he chills and eats while he reads, so it balances out seat time for an hour; read an hour and then back to more intense work with me. 

 

The problem with not starting with dd3 is that how it goes is she just gets left off and getting everything else done means I wear out before I get to her. Dd3 is not the usual k'er, she begs to do more and has well above average attention span, however we likely won't do a full straight hour, technically on my end I only have about 40 min scheduled, I have to make her stop though, she wants to keep going. 

 

I've left ds out of projects because generally he doesn't like them and when I try to have him participate he complains loudly, he is the type that likes to read and read and read. 

[fairfarmhand]

To keep our educational momentum strong when I can't stay right by my kids (IOW, if they get to go off to read or play to often, I have a hard time getting them to refocus on school) I use online resources. fun4thebrain.com and xtramath.com help cement basic math facts in their heads. Khanacademy.com has a host of educational materials. Spellingcity.com allows me to input spelling lists and it generates games to help them with spelling.

[LMD]

Here's what I'm thinking with my similar aged kids. I like to block out a big amount of time per subject and flit between the older two (so my brain is in *math* mode for an hour for example), we have mixed success ;) I get very stressed breaking everything into 30min sections, one hour blocks (for the most part) give us plenty of wiggle room. This is 4 days a week, the 5th day has some work but is lighter. We do this 4 weeks on, then 1 science/art week, then 1 week off.

I can't fit it

ll in and I can't shorten it much, I've tried all the scheduling gymnastics but this is the best for my brain so far...

 

8-9 violin practice (older 3)

9-10 older two independent work & play with toddler (they have a checklist) while I work with k-er

10-11 maths

11-11.30 break, baby to bed

11.30-12 basket time (memory work etc)

12-1 LA

1-2 lunch. Clean up/jobs

2-3 reading time / language (LatinX2, RussianX2)

3-> history

[katilac]

I've been experimenting some this summer with doing it as I've got it outlined and it seems to be ok but it is hard to tell until we do a full run. I totally agree that the first few weeks of school will kind of be a trial run. I will be right there at the table with him and I expect that I'll be needed for questions as I have been. I might end up getting him started and then working with her and him getting the end of the first hour after I finish with dd to help him finish his work. His grammar this year is a bit independent and there are usually bits of his spelling he can do on his own as well, so he can just move to that during math time if he is stuck and I can't get to him. 

 

 Technically there isn't a break in there but often he grabs a snack when reading, he loves reading so he chills and eats while he reads, so it balances out seat time for an hour; read an hour and then back to more intense work with me. 

 

The problem with not starting with dd3 is that how it goes is she just gets left off and getting everything else done means I wear out before I get to her. Dd3 is not the usual k'er, she begs to do more and has well above average attention span, however we likely won't do a full straight hour, technically on my end I only have about 40 min scheduled, I have to make her stop though, she wants to keep going. 

 

I've left ds out of projects because generally he doesn't like them and when I try to have him participate he complains loudly, he is the type that likes to read and read and read. 

 

That's great if it's his preference, I just wanted to make sure you didn't think he had 'aged out' of projects and such. It's easy to start feeling the pressure with the older kids! 

 

If you find that the kinder wants more time than you can give her, you might try having the bigs take turns doing certain things with her - your mileage may vary, and I certainly wouldn't force them to do it, but some kids really get a kick out of teaching younger siblings. It might give you more one-on-one time with the older ones if it works out. 

 

One thing that helps me is to actually put "evaluate schedule" on the calendar at the 4- or 6-week point. Some adjustments may happen before then, you definitely don't have to wait to make changes, but the reminder to step back and consciously consider what is working and what is not can help. Well, it helps those of us who find that, without reminders, the semester flies by in the wink of an eye! 

[Momto4inSoCal]

Copying and pasting what I posted on another thread. I should also add my soon to be 4th grader is also ADHD and needs a lot of hand holding. 

 

This school year I will have a 4th grader, 5th grader and 3yo twins. This is my plan 
8am- Bible devotion during breakfast

8:15- olders do self paced history while I do preschool stuff activities and play with the twins

8:45- Girls read I stay with the twins playing games

9am- memory work songs with everyone

9:30 - vocab and spelling while twins get nabi

10:00 - craft based on famous artist or history craft with everyone

10:30 - one girl takes twins to play, the other does math with me, after 30 min girls switch

11:30 lunch and I put twins down for nap

12:30 - writing and grammar

1:30 - science or spanish

This is the perfect day which of course never happens but we stick to the routine. I plan it to have one on one time with all 4 kids and to do the fun stuff my twins can do while they are awake and my girls do the not so fun stuff while the twins are sleeping.

[abba12]

You sound in a similar spot to where my mum was when she first pulled everyone out of school for the final time, I believe we were K, 2nd, 6th (with learning disabilities) and 8th that year. Due to various issues, mum was completely hands off with my education, so just handled the younger three at that time. 

 

She would start asap after breakfast, around 8 or so. Mum would start the 6th and 2nd on their math at the table side by side. She would teach the lesson, then leave them to their practice problems etc while she taught math to the Ker. They'd all finish around the same time, and she would tell them to begin what they could with their English (copywork/handwriting/whatever independent work they had) while she did the rest of the Kers school. Ker went to play and she helped 2nd grader finish english and started her on any extras (history, science, whatever was on at that time) Then she would help 6th finish her english, start her on whatever extras SHE had for the day, remaining available for 2nd to ask questions. By the time she could leave 6th to work on her own, 2nd was finished for the day. At this point it was usually around 10am (remember we started at 8) and she left the 6th to work independently and come to her for questions if needed while she made lunch etc. 6th was expected to be finished by lunch except for evening work. 6th would leave her reading work, like history and literature, for reading before bed. If there was art or a science experiment or something to do, it happened after lunch.

[SparrowsNest]

My kiddos are right there with yours -- 5th, 3rd, 1st & K.  My 7th grader is also in the mix this summer.  We've already started school, but I can't say for sure if this is working because everyone's been in and out with camps, visits to grandparents, etc.  5th & 3rd graders have their work printed out ahead of time.  Anyway, the plan is...

 

6:45-7:30: 5th grader with me (math & reading)  (he's a natural early-riser, may as well use that to our advantage!)

7:30-9:30: Morning Time (all), then snack/break

10-11:  K & 1: work with me (math, phonics, ELTL) / 3rd & 5th begin their work

11-12: K & 1: play/ 3rd work with me (AAR, WWE, etc.) / 5th continues independent work

12-1: lunch/spend some time outside

1-2: art project/nature journal/whatever (all)

2-3: K&1: work with me (math, read alouds, 1st does AAR with me)/3rd & 5th do independent work until finished

3: rest time :)

 

 

[BusyMom5]

Having a schedule seemed to make the mornings more stressful for me, so I didn't have one!  Instead I make a checklist of work for the older 2, it includes some independent work, and some things they need me to do with them.  When it's their turn, we do whatever they still need to do.  When it's not their turn, they have a list of things they can be working on.  THe little ones couldn't do that yet (hoping we can do some this year!).  I just couldn't seem to regulate my time with the assignments- some days math was 10 minutes, other days it was an hour.  Same for LA - some days where longer than others.  And then you have attention spans that vary depending on the subject and how well they are absorbing it.  I tried to get everyone's math and LA done in the morning, and then did stuff together in the afternoon, and finished up w/ the older kids if they needed help with something.  I work better having a loose outline of what all I want to accomplish, and juggling everything until I get it done.  This year my youngest will start, too, and will need more hands-on time.  I start the mornings all together for a read-aloud, then tell each kiddo where they need to go- some with me, some take a break, some do independent work.  I change it up depending on who seems to need a break- the little ones have to do everything w/ me, but have a short attention span, so I change what I am doing about every 20-30 minutes.   I guess I am just saying don't feel like you *have* to have a schedule- it doesn't work for everyone.  If one helps you, that's great but don't feel like you really have to have one.  What I find, having so many kids, is that I need to build in the flexibility to deal with whomever and whatever needs dealt with. 

[Soror]

That's great if it's his preference, I just wanted to make sure you didn't think he had 'aged out' of projects and such. It's easy to start feeling the pressure with the older kids! 

 

If you find that the kinder wants more time than you can give her, you might try having the bigs take turns doing certain things with her - your mileage may vary, and I certainly wouldn't force them to do it, but some kids really get a kick out of teaching younger siblings. It might give you more one-on-one time with the older ones if it works out. 

 

One thing that helps me is to actually put "evaluate schedule" on the calendar at the 4- or 6-week point. Some adjustments may happen before then, you definitely don't have to wait to make changes, but the reminder to step back and consciously consider what is working and what is not can help. Well, it helps those of us who find that, without reminders, the semester flies by in the wink of an eye! 

 

Already dd1 has worked with dd2 some on her math, we'll see how that continues. I will definitely be evaluating the schedule as we go, I'm a perpetual tweaker. Doing math always seems to work the best though, even though I don't always like to start with that either! My current plan is very similar to what I've done this year it is just that ds will be working more on his own with math as I will be with dd1 for the first time, however the "baby" is older this year and much easier to deal with, so I will have much more attention to give than last year, thank goodness. 

Having a schedule seemed to make the mornings more stressful for me, so I didn't have one!  Instead I make a checklist of work for the older 2, it includes some independent work, and some things they need me to do with them.  When it's their turn, we do whatever they still need to do.  When it's not their turn, they have a list of things they can be working on.  THe little ones couldn't do that yet (hoping we can do some this year!).  I just couldn't seem to regulate my time with the assignments- some days math was 10 minutes, other days it was an hour.  Same for LA - some days where longer than others.  And then you have attention spans that vary depending on the subject and how well they are absorbing it.  I tried to get everyone's math and LA done in the morning, and then did stuff together in the afternoon, and finished up w/ the older kids if they needed help with something.  I work better having a loose outline of what all I want to accomplish, and juggling everything until I get it done.  This year my youngest will start, too, and will need more hands-on time.  I start the mornings all together for a read-aloud, then tell each kiddo where they need to go- some with me, some take a break, some do independent work.  I change it up depending on who seems to need a break- the little ones have to do everything w/ me, but have a short attention span, so I change what I am doing about every 20-30 minutes.   I guess I am just saying don't feel like you *have* to have a schedule- it doesn't work for everyone.  If one helps you, that's great but don't feel like you really have to have one.  What I find, having so many kids, is that I need to build in the flexibility to deal with whomever and whatever needs dealt with. 

It works better for me to have a schedule, although it is not a super tight one and sometimes I flex the times keeping everything in a general order works better, especially for ds with ADHD. He would prefer not to do anything but otherwise knowing what is coming and when is good for him. It helps keep me on track too, although there might be bad days in which we need to just focus on the 3Rs and getting through. 

 

I've been writing it all out again and organizing books and I'm feeling pretty good about it.  There are always tweaks to be made and I've made our plan very reasonable this year in anticipation of the readjustment of adding another one into the mix. 

[stm4him]

I will have grades 8,6,3,2,k, and preschool in the fall plus a toddler and infant. Here is our schedule:

 

12-1:30: Saxon math or flashcards and manipulatives

 

1:30-3: phonics or grammar

 

3-4:30: read/research/journal

 

4:30-6: memory work and music

 

Non readers will work with me as needed and may be allowed to leave after half an hour each period. Readers will check their own work and then bring it to me for double checking and going over what they don't understand.