So far, we have used BA as a supplement. But I don't know whether we'll continue this way or switch to just using AOPS when my son finishes BA. Does anyone have thoughts about this? He's done Singapore math for 5th grade and is now working through BA's year 5 stuff. He really likes their approach and I'm loosely planning to use the AOPS pre algebra with him next.

It would be super strange if Russian conversation were independent 🙂 Like an old art movie with lots of monologuing. I'm doing well, thanks! And you? Congrats on your younger daughter joining the homeschool!

My nine year old has a lot of semi-independent subjects. So for example he reads a chapter of history on his own and narrates to me, and then we talk about it. Or, he works at his math on his own and then we go over it together. Same with writing. But honestly there's a lot of leakage -- we are all sitting at the same small table so he asks questions while he's working too. Usually we start the day with the activities that we all do together -- read alouds, art, music, science projects -- and then we do writing, math, history separately.

When I think about the subjunctive, I think about a certain kind of Yiddish-inflected English. Phrases like "I should be so lucky" seem to me like a direct translation of subjunctive. It's not just that the situation is unreal, wished for, or uncertain - it's that it's downright unlikely, or even impossible. In your example, keeping pork all summer isn't unlikely - it's just something that you need to plan for. Therefore not subjunctive in mood.

Oh! I saw the title and I didn't realize this was about a specific curriculum...I thought you just meant how long did it take you to learn whatever was most important in your life! Totally misunderstood, I'm sorry.

I think it's pretty common to have trouble with the brainstorming / outlining process. I used to tutor adults who were taking remedial English courses, and this was a common issue for them. No matter what techniques we worked with, the planning stage was tricky. I think a lot of people find it quite painful to examine their own ideas, breaking them down into manageable pieces and fitting them into an outline. Sometimes my students found it easier (kind of like what @BaseballandHockeydescribed) to just free-write about the essay topic. Sometimes I'd set a timer and have them just write while I sat next to them, because certain students found that calming. Once they had SOMETHING down on the paper, they could cannibalize it to create an outline, and then it was easier to create a second draft.

My kids, especially my son (only nine and a half) can be like this too. So I guess I am mainly sending you sympathy. When my kids complain about my totally reasonable requests I usually tease them (" ah, you're miserable. Should I have you wash the dishes too?") Sometimes they find this hilarious -- other times they just sigh and get to work. When they are really out of line, they get warned. When they keep acting out, they get sent to another room. Honestly it doesn't come to that much these days. I do include lots of fun together time in our school day, but I try to stay calm if they aren't enjoying something. My goal is always to have clear goals that are easy to communicate.

As an undiagnosed but probably ADHD kid, I really benefitted from teachers who were firm and clear and non-judgmental. I had a lot of teachers who fussed at me about my potential. But I also had a few teachers who held me to simple, verifiable standards like showing up to class on time, paying attention, and turning in my assignments. They literally stood over me in class to see whether I was taking notes. Went outside to find me when I was skipping class. They made me feel like an ordinary person. I am still grateful. I bet your son has passion for lots of things. It sounds like he has a lot of love and support behind him and he will be better than fine 🙂

I love this! No Russian here, but I think there are lots of natural intersections between language and math. (This is partly why I get turned off when people turn literature into solely a discussion of feelings.) I wonder if kids would do better in math if they also did more grammar / foreign language / literature with complex language structure.

I think it's very important to encourage humility. But I also think it can be tough to be a "book smart" kid. It's not like being a great dancer, or being good at games, which will win you social status with other kids. Adults tend to encourage academic kids to play down their achievements in the name of not showing off. We don't do this in the same way to, say, star athletes. Everyone deserves to be respected for their strengths!

We are really enjoying Sugar Changed the World -- thanks for recommending it! Not related to the French revolution but on the theme of teaching history to upper elementary -- we're reading Growing Up in Coal Country, which is a slightly different approach to history than we've done before. It's a great account of the lives of coal miners, but I also love the way it weaves in lots of first-hand accounts of people's lives.

A lot of classic card games seem almost designed to teach about probability. My son loves bridge (and really most card games), and I think it's done a lot to help him understand probability. For addition and subtraction -- we did a lot of walking around math, as in, here we are on 28th street and we need to get to 35th street. How many blocks do we need to walk? I feel like you could make an online map game that way.

For what it's worth, that's not completely true. If you're born abroad to US citizens, your parents need to have been resident in the United States for a certain period of time (I think it is one year but it also varies depending on whether both parents were citizens) in order to be able to pass on their US citizenship to you. I know that's not at all the point you're making and I'm sorry to sidetrack. I recently learned this and I found it kind of unsettling, so I'm sharing! But yes, in Obama's case it wouldn't matter at all where he was born because his mother was a citizen AND had lived in the US.

I'm sorry if this advice is totally off-base, because I know all kids are so different. My son is a reluctant writer who grumbles daily about his writing assignments and struggles to explain things or add details. It's like pulling teeth to get him to explain WHY he likes playing games, or reading a certain book or whatever. But he really LOVES writing assignments that have him take on a different voice. Sometimes I'll ask him to write a short letter as if he were a certain historical figure -- or a character in a fable -- and he does a great job. Usually it's a little over the top, but also really funny and lively. I think writing in the different voice is liberating for him, because normally he tends to be a perfectionist -- which I think feeds into being kind of crunched up and unwilling to explain one's ideas. Editing to ask -- do these problems come up when your kids do oral narrations too?

That looks really good -- thank you! I just requested it from the library.