Another vote for Analytical Grammar. I've used it with multiple students, and it's even worked for different learning styles. I also appreciate that it gives ample time for each year's lessons (called "seasons") - it's enough work to last a year, but falling a week or month behind on work isn't going to make you want to cry and give up on grammar. (I have BTDT with Shurley, which is what I used prior to Analytical Grammar.) I also used Easy Grammar and Daily Grams, but not for middle school. I loved the foundation they set with identifying prepositions, but my older students didn't retain much after that, which is when we switched to Shurley.

My worst teether really liked the vibrating toothbrush (mine, unfortunately!) It took her awhile to let us put it into her mouth, but the vibrations soothed her gums. If you have one, it's worth trying.

We do a semester of health and a "free choice" semester that is a hands-on project of some kind: turtle pond, Minecraft mods (coding), a Marian garden, and one volunteered at the zoo. My upcoming 8th grader is thinking about chickens. I love the idea of a culinary or kitchen science, and will add that to my list of suggestions for the kids.

I have an adult child like this. Not only was he homeschooled K-12, but I was a single mother for most of his life. He KNOWS pretty reliably what my thoughts and opinions are, so there's no skirting around a conversation like the one you had (OP) or successfully deflecting from it (it's still a good idea and worth a try) because he persists until give him the reaction or response that he is seeking. And that there is the key. Yes, my validation and approval are important to him, but that's not the actual crux of what's going on in this type of conversation. It's more like he's using me as the devil on his shoulder - the "bad cop" side of his brain - as he tries to process the situation in question. He know what my opinion is going to be (the visit wasn't an ideal time, or, I'd have done things differently) and COUNTS ON IT to process the situation. If I avoid bringing it up or engaging, HE WILL INTRODUCE "my" opinion (which is accurately perceived, due to our closeness) into the conversation. There's no hiding it because he knows me too well. There's no point in NOT voicing it because he already knows what my opinion is. And damn it, he needs me to play ball. He will pitch relentlessly, until I swing. I'm sure there is a season of life where it's easy to step out of the batter's box, but it's hard to do this while still in the thick of things. The tendency to do this is a mix of personality and having had an enmeshed relationship. In his mind, subconsciously, I'm sure, I have a role to play. So he will persist until I fall in line and play my part as the other side of reason, because he uses our conversation as a vehicle for processing his decisions, stresses, fears, etc. He doesn't even realize he's doing this, nor does he understand how this pervades an otherwise natural desire for mother's validation. But framing it in this light has helped me deal with it in the moment. It's also helped me to better understand why he's like this even with insignificant things, like which movies are better: classic Star Wars or newer ones. It's because he leans on me to an external display of his inward thought process. And this is where it has most worn me down, his incessant need for me to - not validate, but engage - to be the other half of his brain. It's emotionally draining! And it's still a hair trigger for even routine conversations, because it is fueled by the age typical need to extract himself from the family's sway in order to become an adult individual. I don't know if this is the case with your daughter, but you have my commiseration either way!

a fireproof document envelope, a bag of loops for my daughter's play weaving loom, and stainless drinking cups for the toddler.

I'm glad you posted this. I had no idea this would be a factor. I've put off an ablation for years because I wasn't sure if we were done having children. Now I'm sure, and am trying to decide between ablation and hysterectomy. I'm currently on birth control but it's making me difficult to live with ? I'm in my forties and had several c-sections. I need to look into this more deeply.

Elementary school - Read aloud the chapter, followed immediately by oral questions. Every few chapters we'd do a narration. Then student was turned loose to do map work and copy work. The first time I went through the cycle, I printed and bound each student an individual notebook. I typed out the map instructions for them to follow independently, and wrote out the suggested narrations for them to use as copy work/handwriting practice. I included all of the SOTW Student Pages for them to use, color, or ignore at their discretion.We did a weekly library trip, and they were to check out a book or DVD related to the week's studies. When the questions, maps, and copy work were done I handed them the AG to see if any projects interested them. We did one or two each month, many of them the kids did without much help from me. Some of mine did all of the coloring pages, some did none. Middle school - read the chapter to oneself, with or without audio CD (student's preference). Then map work and outlining. Free reading throughout the week from any book on the Cycle X bookshelf in the living room, even if it's not neatly related or in time sync with the week's studies. Projects were a free for all, to be done on their own and on their own time. They did some of the same ones from their first rotation through the cycle, and some different ones - maybe one a month.

I don't know why, but I find it easier to set aside the time to do (math, grammar, writing) along side the student than I do to set aside time for grading work. I use MUS and will do the first page with the student, like, we're doing each problem together in real time so it's graded on the spot. Then I feel better on the likely chance it'll take me a few more days to get around to grading the rest of the lesson. For this reason, our math sequence starts a new lesson on Wednesday (DVD, lesson, 2 pages), Thursday and Friday are each 2 more pages. I can usually grade over the weekend. Monday is spent on revisions (we work to mastery) and Tuesday is the test. If weekends are hectic, we'll do a call-and-answer grading session on Monday, plus any revisions. Sometimes I have to have another kid do the call-and-answer grading on my behalf, just so it gets done. When this happens (at pre-Algebra and higher), the student and I do revisions together and skip the test entirely. That helps me to see where they're going off-track in their problem solving, and eliminates a need to test. We use AG for grammar. New lessons start on Tuesday (DVD, lesson, first exercise) - the DVD covers the first few sentences together to make sure they get the concept. Before it existed, we did the first 3-5 sentences together for that same reason. Wednesday and Thursday each cover another exercise. If they get stuck, I have them circle the number for us to do together at grading time (rather than guess, and get wrong.) Friday we grade doing a call-and-answer, revising any parsing or diagramming together at that time. I can do this while cooking, or doing laundry, though I prefer not to. Some of my kids enjoyed grading their own grammar, and I was happy to turn that chore over to them! Monday is AG test day. We use W&R, with new lessons on Thursdays (audio, lesson, independent work) and into Fridays. On Mondays we grade the independent work, and they have the next few days to write and/or revise their more lengthy writing assignments. I find it easiest to do the call-and-answer grading here, too. It allows for discussion, digging deeper, and frankly it keeps me from putting off grading because I hate grading this subject. To answer your question, it has to do with curriculum choice and creative staggering of the week. Rather than begin a new lesson in every subject on Monday, I stagger the subjects so that each day of the week I can work at the student's side in at least one subject (or grade it next to them.) Monday is family day: history, science, hands-on and together and doesn't require grading. And I know that for all kids, Tuesdays are my AG Day. Wednesdays, my MUS Day. Thursdays, W&R Day. It helps that my kids can be grouped together for AG and W&R. I dread Wednesdays and doing multiple math levels in a single day. But then I get that day over with ?

Lined paper: we did lots of handwriting practice through play, like a waiter taking orders or helping jot down a grocery list. It took me a few kids to realize that even these things would have been better done on paper with lines. My older kids did handwriting every year as a subject, but beyond that most of their writing was on computer paper they stole from the printer drawer. They're still stealing paper from the printer drawer! And every one of them had to really work on handwriting for school work once they hit middle school and were using lined paper on a daily basis. None of them had gone to school, so I didn't even have loose lined paper around the house nor did it occur to me to buy any for our homeschool until my oldest hit middle school. (Seems so obvious now, but at the time ...) Picture Books: my oldest taught himself to read at an early age, and I made the mistake of thinking he had graduated from PB. once he was in K-1. With subsequent children, I encouraged PB much longer, even up through elementary. It occurred to me that quality PB use a higher vocabulary and structure than some easy chapter books, especially those designed for emerging readers. I also adopted more of the FIAR approach, reading a single PB repeatedly for a time (but without doing the FIAR work) because I learned the value of repetitive readings, even though I, personally, found it to be highly annoying! Naps: I have a big gap between sets of kids. My older group are close in age and we napped like bosses through K-1. My younger set often napped on the go, since we were out of the house more doing sibling activities, and gave up regular napping by age 3-4. If I have a third set, I'll protect the nap through early elementary, switching it up to "quiet time" in bed if necessary. It's good for them, but was very good for me to have a mid-day recharge, whether to nap myself or to start meal prep or to grade papers or catch up on emails.

Such wise words! Especially the first paragraph. I learned the hard way that the most strategic way to plan for a gap year is to apply as though you're not taking one. This maximizes scholarship and financial aid.

This is what our homeschooling looks like, too. The freedom to take random breaks, short or long, is a big part of the appeal to homeschool (for me). It has helped me to avoid burn out because I can head it off before the burn out gets bad. A more rigid schedule, such as the times we've done a co-op, leave me feeling more like I'm constantly trying to keep my head above water with deadlines and the pressure to get x completed by y date. Of course, other people thrive with structure and form. It sounds like you might fall somewhere in between. It can't hurt to try it out? Maybe decide to follow a year round schedule and reevaluate after Christmas to see if you continue or if you're better off reverting back to a standard school year.

I still have more kids kids than bedrooms, but my dream is for walls of books, a decent television, a stereo, a mini-fridge, a small table with two chairs for puzzles or crafting, and an old chair with ottoman or chaise lounger that I can sink into to read. And a lock on the door. I want a room I can go to and collect a thought without interruption. That would be it's true purpose, but without the offence of calling it the Y'all-Making-Me-Crazy-So-Please-STFU Room. If I get yoga space or a personal library out of the deal, gravy. Oh and a popcorn machine wouldn't hurt my feelings.

We were briefly a part of one with five families. Not all of the families had been doing classical style education at home, but all were sold on the methodology. Unfortunately, that wasn't enough. I learned that you have to be very clear about the nature of the co-op. Even just saying it is "academic" (vs. social) isn't enough. Teachers need to know what to expect, and families need to know what to expect. Our co-op ran into the problem of ranging ideas of what is meant by "academic" - some were more relaxed, others were more rigid. The more relaxed families didn't always come prepared. The more rigid families didn't always get their non co-op work done because of wanting to come prepared. At the end of the year, both groups were unhappy. Relaxed families felt like co-op should be flexible and secondary to home stuff, including travel and field trips. Rigid families felt like co-op should take something off of their plate, and . Neither group liked co-op homework spilling over into home stuff. Relaxed families didn't expect it, or want to enforce it at home. Rigid families expected some, but didn't want to be responsible for grading it. I felt caught in the middle. I was neither relaxed, nor rigid. Or maybe I am both. But it was a really weird year with two factions of two families each, and my family stuck in the middle.

We don't follow a traditional school calendar. We do more of a year-round schedule where we're school focused for 3-4 months and then take a month off. We prefer shorter school days (~3 hours), even if it means more school days. This frees up lots of time for extracurricular activities, volunteering, and hanging out with friends. Also, I'm old and need a daily nap LOL. Fall 2018 Analytical Grammar Review & Reinforcement Writing & Rhetoric Book 7 Math-U-See Pre-Algebra History (Middle Ages) - Didache's History of the Church with TAN's Story of Civilizations 2 * Elective of my choice: Faith & Life 7 Spring 2019 Analytical Grammar Season 3 Writing & Rhetoric Book 8 Math-U-See Pre-Algebra (continued) Literature (Middle Ages) - still fleshing this out, but at least Dream of the Rood + 1-2 Shakespeare * Elective of her choice: MP's Poetry, Prose & Drama Book 1 (used very loosely, mostly to guide our discussion) Summer (June - July 2019) Elemental Science: Biology for the Logic Stage Art of Argument Extra Activities (September - May) 3 mornings per week - 2 hour boxing class 1 morning per week - 1.5 hours volunteering at public library assisting with preschool and toddler story times 1 afternoon per week - 1 hour performance class (singing, acting, dancing)

I went from cooking for eight to two plus a baby, and it was a huge adjustment! An easy favorite is spaghetti squash, which we halve. We'll share one side for our present meal and freeze the other half with all of the toppings. I saute up spinach, cherry tomatoes, garlic and onions to serve on top of the squash. We reheat leftovers in the oven a few weeks later. It's so cheap, and low prep. It's mostly oven time. We also do like a meat and cheese tray, with salami or pepperoni, grapes, a few varieties of cheese, and crackers or breadsticks.

I used to do a read aloud during breakfast. If I had a baby or toddler, we'd eat our meal before everyone else and then (s)he would just snack in the high chair or nurse in my lap while I read aloud to the older kids. Or what about audio books in the car, or during lunch?