I would say homeschooling has changed me and our family for the better. To wrap it up in a neat package... homeschooling has helped me to define the goals of our family and be able to tailor our entire lives around those goals. We aren't bound by anyone else's ideas of what our family should be doing. My kids are not strangled by other people's notions of what they should or should not be doing at a certain age. My kids live life each day according to what God brings to us that day... not what some artificial social institution decides our day needs to look like. I'm learning as much as my kids are about how to really LIVE and not just be pushed around by society. We would not be the same family if we did not homeschool.

I'm using Truth Quest this year with my younger 3. They are 11, 9 and 8. I guess they close in age, but they are very different ability levels. I really am enjoying TQ as I can just get books at everyone's different level. The older one reads her own books, I read to the younger 2 boys. I did get the notebook/lapbook materials and the kids complete mini-books for each of the topics we study. That's a nice way to record what they've learned. They are pretty open ended books so the younger boys just write at their level and my dd writes at her level. So, they all are basically reading about the same topic, just at their level. My son is doing something completely different this year so he's not in this mix. This has been the first method that works for everyone. We've done SOTW and MOH in the past, but I usually lost someone along the way. I love the flexibility of choosing books that interest my particular kids and the ability to spend more time on something if they want or less time on things that don't interest them as much.

We just use Khan when I get stuck with my oldest and need another way to explain a concept. It's worked great for that. By the time I get to my other three I've figured out different ways to teach the concepts so I don't really use Khan with them. My oldest loves math and will just do Khan for fun sometimes.

I think this gets at my post above........

Wow, thanks for all the thoughts! I feel a little in over my head here as I am more of a history geek than science geek.... So, I do have another question... I think some of you touched on this.... So, the experiments pretty much are designed to lead you to one outcome. There doesn't seem to be a lot of "mystery" involved. A lot of the time it doesn't take a brain surgeon to figure out what is going to happen in the experiment. Put baking soda and vinegar together and of course you're going to get bubbles. (very simplistic to serve a point) In "real" life I would think a scientist would start with a problem and experiment to find the possible answers. It seems like in all the experiments we do the problem is staged and a "correct" answer is to be found (which leads to the experiment either succeeding or failing based on the expected outcome the author of the text wants). To me, the untrained science mom, there seems to be very little mystery invovled. Maybe that's where learning the process starts? I don't know if I'm making any sense at all? I love the content of our text (Apologia), but I really struggle with the experiment part. I'm not quite sure what the goal in doing the projects is.

Yes, it's very parent involved. This is what made me give it up for 1 year. I sold all my books, magnets, etc. We used Spelling Workout for a year. That was a mistake for our family. I really wanted spelling to be a quick and painless subject for ME, but my children HATED their SWO with a passion. We were back to tears (which existed before AAS) and complaining and stressing out over spelling tests. So, last year I once again bought all the levels and magnets and we started back again with AAS. I have to say, even though it adds an hour to my day it is MORE than worth it. No one complains about spelling. They LOVE it (and my kids don't LOVE school in general) and most will say it's one of their favorite things. We set a limit (15 min. per kid per day) and I don't stress if we don't get to it. We are just working at a slow steady pace with spelling and eventually they get it. My oldest has completed all 7 books, my next oldest is a little over 1/2 way through 6. It works and it's fun. Can't ask for more than that! Will not be selling again until my youngest is done with book 7! Yes, it's a bit pricey compared to workbooks, but it was well worth it! Some of the best money I have spent (and you only buy it once, uhhhh... or twice, but I wouldn't recommend that route!) :-)

We work by time not lesson as well. We spend about 15 min. per day 4-5 days per week. I have 3 kids in AAS (one has finished, completing all levels) and each work at different paces. Sometimes lessons go longer because someone needs more review... but I'd say we do 1 lesson every 3-4 days or so. I usually have one day of review, 1-2 days to teach the new concept (depending on the complexity of the lesson) and a day with the word list and writing sentences. In Level 3 and above they also do "Writing Station" and that is another day for us.

Okay, this may seem like a dumb thing to ask about, but I'm having the hardest time getting my 13 y/o to make a hypothesis with his science experiements. He doesn't want to "guess". I've tried explaining the whole thing to him and nothing I say convinces him that he just needs to guess what will happen. He wants to have all the details and basically KNOW what is going to happen. He keeps just leaving the hypothesis blank on all his lab reports. Any ideas for how to explain to him the purpose of the hypothesis and get him to actually take a guess?

We don't have many co-ops in our area. The one we do have is too expensive to put my 4 kids in. We mostly haven't done co-ops though because I'm a control freak and like to be in control of everything. If we would do a co-op that would take away from the time we have at home doing what I deem important. There are homeschooling families I know who are so busy I wonder how they get anything done at home. I guess we are the opposite. We do everything at home, taking part in some choice activities within the community and at church. Just works for us... not for everyone!

I've always used mechanical pencils (nice ones) with my ds9. I don't know if it works for everyone, but he started out breaking lead all the time and eventually he figured out if he doesn't press so hard he doesn't break the lead. We use Pentel Twist erase pencils. They are a bit pricey, but the best we've used. Very smooth writing and the erasers work really well.

I would suggest Math Mammoth. No teacher's guide (but there is an answer key)... all the directions are on the page. 2 of mine use MUS, 2 of mine use/used MM. Unlike a pp, I would highly suggest researching a math program and then sticking with it (taking into account your learners, as you are doing). The more you change, the more holes are created and frustration on both parties (mom and kids) may ensue, causing problems with what may otherwise be a great math program. Math is so sequential that I think you'd do best by choosing a curriculum and sticking with it unless there is something really not going well. You are asking great questions! Hope you find what you are looking for!

I just heard Andrew speak at our HS conference and he sold me! I have 4 (yes all 4 kids!) reluctant writers. I'm only part way through the DVD's, but I'm already sold. So far bonuses in my book are: 1. You can go as slow or fast as your child can handle. You decide the pacing. So, I will start this with my 7 y/o, just going at a slower pace. 2. I can combine my kids and do the brainstorming together, but then have a different checklist for each kid so each is working at his/her own level. Again, this makes it easy to do it with any child that is reading fluently enough that you can put a short paragraph in front of him and he can be successful. In our house writing promotes tears and much frustration. I went to the conference last weekend and began implementing some ideas with my 12 and 11 year old. No tears and the only whining I got was the up front "We hate writing." Once we started there was no complaining and they actually seemed to somewhat enjoy it. I have yet to use it with my 9 and 7 y/o. My 9 y/o has some more significant issues we're working on first, but I'm planning on using it with all 4, again just going at the pace that each child needs. Another great thing is they are almost guaranteed success the first time. If you follow the program there is really no way they can "mess" up. This is what my reluctant writers need the most. They have no confidence that they CAN DO IT! Another idea that I added this week for my dd, who is more right brained is illustrations. I learned this technique from Dianne Craft at our conference. As an additional step for my dd11, we drew a picture of the writing. So, we did a little excerpt on rivers. After doing the key word outline I sat down with her and we drew a diagram of the content. She loved it and even took a picture of it with her iPad before I erased it from the board. It helped the outline stick in her mind and she was able to write her paragraphs much easier. I'll use this technique from the beginning with my younger two. Anyway... probably much more than you wanted.... I was scared of IEW for several years, but am now convinced for our family this is a great investment. I've done WWE, WWS and we tried WWW this year, but IEW takes the cake for us. My suggestion would be to give it a try, but GO SLOW!! Go slower than you think you need to. Let him gain confidence.... use interesting paragraphs to hold his interest... and watch him succeed! :-)

I've had that feeling too of just wanting it all to go away. That won't happen in this house though.... my dh is a computer programmer by trade and probably an aspie himself. It is as if he is compelled to play. He is obsessed. I think we'll just continue to limit at this time and maybe use small amounts of time for rewards. He did a great job on his attitude about math today and I gave him 10 extra min. of game time and he LOVED that. He quickly got his school and jobs done with no arguments. Probably like anything it's a moderation thing. Especially in a world where technology is not going away. My prayer is if we teach him now how to limit himself (ie. force him to limit himself) that he will at least have had that training when he's older. Whether he chooses to follow moderation I can only pray.... :-) Thanks for your input!

Thanks! These are some great ideas. You've given me some good things to think about....

Our 9 year old has mild aspergers. We've really been struggling with the single interest of video games. He's gone through several "interests" in the past, but video games have always been front and center. He is allowed 1 hour a day to use computer/play xbox/watch video, etc. Then, he's allowed one more hour on the kinex as long as he's exercising. The rest of the day he's just waiting until he can play. Or, if he's already played he seeks out any other form of entertainment he can... which usually results in him sitting and listening to Adventures in Odyssey or creating "movies" on his iPod. That isn't all bad, but he refuses to do anything else. I don't know how much to push other things. He has many things available to him.... legos, nerf guns, books, outdoors, board games, craft supplies (he's not crafty though). I feel like this is a never ending battle. His attitude about anything work or school related is pretty bad. He got all his video time taken away last week and that was rough on everyone! I struggle between giving him the thing that I know he is driven to do and not allowing him to become a video game only kind of kid. It's easier with my nt kids because they aren't "driven" in the same way my 9 y/o is. Any advice or btdt moms with ideas? Thanks!

Thanks everyone! The speed reading is interesting. Rylan actually reads really fast and prefers to read to himself as opposed to me. Maybe I should focus on keywords.... very interesting! Thanks! He actually does pretty well with short passages. It's the longer stories that I'd like to help him gather more understanding from.

My 9 y/o is on the spectrum... mild asperger's. He decodes very well... above grade level, but I'm worried about his comprehension. He refuses to read most chapter books and I think it's because he can't put the whole story together when it's so long. He will read easier chapter books, but then he's reading far below his "decoding" level. He will read picture books. Problem is when I ask him about the book he can't give me many details. He picks one part of the book (usually the end) and tells me that, but can't answer any questions that would lead up to that part. Does anyone have any suggestions for methods/curriculum I can use with him to help him improve in this area? My thoughts so far would be to have him read with me and fill out a story map as we go. Also, letting him listen to longer books on CD. He LOVES audio stories and can remember more that way... but then he's not physically reading.

I'm working through WWE2 with my young 2nd grader. He does not pay attention real well and almost always can't answer the questions at the end of our reading. (by the way.. this is not just a "school" issue!!:001_huh:) I know I've seen this problem on the boards before and just want to share what has worked for us. I look ahead to the questions I will ask him and as we read the story together I stop and ask him to repeat the information he'll need later. So, if a question will be on a name, I'll stop right after I read the sentence with the name and ask him what the name was. I do this with each question. Then, at the end of the reading I ask him the questions. Almost all of the time he can answer the questions now. He's less frustrated with the whole process and enjoys our writing time much more. When it comes to writing the narration I read each "helper" question to him and he forms a sentence right then and there that we write down. I do not make him give me an entire summary at once. This has worked well. At the end of the summary he reads it back to me so he gets the fluidity. Just thought this might help someone who is struggling with their child in WWE. I see comments a lot here about this and thought I'd share what's been working well for us. My other kids didn't have these issues so I really didn't need to go to that level of help for them. :001_smile:

Sorry... posted wrong place! BTW, I'm using MUS right now for my daughter and we're in Epsilon and LOVE it. It fits her perfectly. I used it a few years ago for my son and it did not work well for him. I ended up switching all my kids to Math Mammoth. A few years later MM has been perfect for my boys, but I brought my dd back to MUS this year and that has been the best thing for her. Sometimes not everything works with every child or it only works to a certain point. Use your judgement!

I don't time my 5th grader. She does 2 pages a day. (Except for long division, then we went down to 1). Now she's in Epsilon and for the most part this is our schedule: Day 1: Video, Sheets A and B Day 2: If she did well on A and B we skip C and do D and E, if not do C Day 3: If she did well we go onto next lesson, if not we do F I don't test her.... we go through every problem she gets wrong. I'll start giving her the tests in 6th grade for practice taking tests.

One idea would be to contact MUS. They are great with customer support. They might have some suggestions. Another idea would be to just set Algebra aside for a month or so and focus on remediating some skills. Are there skills she's not solid on? If you didn't use the test booklet for Pre-Alg. could you go back and do some of those? Or try Math Mammoth for specific skill based workbooks based on what she needs. Sometimes hearing it explained a different way helps. Sometimes I use this site to help me explain concepts. Someone told me a funny "test" to see if kids are ready for algebra. If they don't have armpit hair they are not ready for algebra.... maybe something to check! :lol:

Would you please PM me? We are in the midst of Section 2 and we have some questions. Thanks! :001_smile:

Ohhh, that would be great if it came out fall next year! Thanks for the info!

For those of you who use MOH, what do you do after book 3? :confused:

I'm not sure your definition of "large", but we have a 2'x3' board we use for AAS and a couple medium ones. I also have lap sized ones we use. We use whiteboards for spelling, math and sometimes during history/science/Bible to help with narrations, etc.