For me, any cookies that are hard (like Chips Ahoy) don't count. Most any that are soft, whether packaged, store-made, or home-made, do count. You are more gracious and appreciative than I. I would likely be upset and insulted that my dh didn't know me well enough to realize I don't eat hard cookies. But, I guess I'm difficult to live with. Your dh is lucky to have you.

I agree that LoF does not provide enough explicit instruction for some kids. It is excellent for stretching mathematical understanding, thinking outside the box, and real-life application. If your child is math intuitive, LoF might well be enough on it's own. However, my dc are not, and they (and I) need things broken into step by step bits and explicitly explained. My ds worked through LoF Fractions, and Decimals & Percents with no problems. He loved the story and it really cemented his knowledge and understanding of the concepts. However, this topics had already been covered in other curriculum, so it was a supplement/review. This year, we used LoF Beginning Algebra for his first and only exposure to Alg. I, and I regret it. I didn't realize how important his prior knowledge of the material was to his success with LoF. About mid-way through the book, things started to become fuzzy, and I am totally lost. Dh is helping him, but I feel ds is barely grasping what he is supposed to do, not truly understanding the concepts fully. My biggest complaint, is that the assumption is made that the student with "figure out" how to apply what has been briefly explained to a complex word problem. The jump from the teaching to the problems is often too great for us, and the idea of including a great amount of "teaching" in the answers, after we have already struggled and agonized over solving the problem with too little info., is very frustrating. I am planning to re-do Alg. I with Kinetic Textbooks. We still love LoF, but will definitely use it as a supplement in the future, using a very explicit, step-by-step program as a core program. For the PP who asked what to use to teach fractions, how about "Key to Fractions". You could do this in tandem with LoF, covering the material in Key to before each chapter of LoF.

I noticed no one has replied, so I thought I would. I have the Alt. 7 IG (which I have for sale ;)), but haven't actually used the full core. I mainly used the IG for the book schedule and discussion questions. It does use CHOW as the spine, as opposed to SOTW, likely because it is a briefer history, and therefore more doable in one year. I personally don't know of any other literature-based middle-school level world history survey, so if that is what you are looking for, Sonlight would be a good fit. Obviously, everything that would be covered in 2 years, or 4 years, cannot possibly be touched on in 1 year, but aside from using a textbook and trying to piece together your own corresponding literature, SL Alt. 7 serves the purpose nicely. And as I said, you don't have to purchase all of the books that are scheduled. You can just use the IG and get books from the library, or purchase the ones you want to make sure you don't miss. HTH,

I posted to a similar thread a month or so ago, asking how often people wash their walls, windows, pull out their fridge and range, etc. Same answer to moving big furniture: when we move in, and when we move out! :lol: Seriously, since I got married, we have never lived in any home longer than 2 1/2 years. That seems to be the magic number when the house becomes too cluttered, and some serious spring cleaning needs to be done. I am not likely to be motivated to declutter or deep clean to the extent needed if I am not facing having to pack everything, move it or store it, and unpack. So, I just don't worry too much about these issues until I have to move. However, we have just hit the 2 1/2 year mark at this house, and are planning to spend one more year here (our least favorite house; BTW we only spent 6 months in our favorite house. Go figure). So, as difficult as it will be, I have no choice but to do some major decluttering and cleaning this summer, which will, no doubt, involve at least moving the couches :).

Yes, quite a few, actually. I had never really thought that much about it, but whenever dh or I make a new friend, we always make an effort to get together as couples. We do both have some acquaintances who we have only seen on an individual basis, but if it is someone we truly "click" with and hope to build a lasting friendship with, for us that means being friends with the entire family, I with the wife, dh with the other dh, and our kids with theirs. Of course, this is successful to varying degrees. Sometimes the women or the men don't have as much in common as the other spouses, or the kids aren't quite the right age, etc. If it doesn't work, it doesn't work, and the original individuals maintain their private friendship, but most of the time, we are at least moderately successful, and get together with the families of our friends at least a couple of times a year. Neither dh nor I are the types to spend extended amounts of time out with "the girls" or "the guys" when the other is home, unless we can do it at the same time (get together as families, then split off for activities by gender). We each fell more comfortable and happy to be socializing when we know the other has companionship as well.

I recently discovered HOE, and it looks like just the type of program that might help my ds13 to get a better grasp of Algebra. He has nearly completed LoF Beginning Algebra, but I think he really should have had a good basic foundation in Algebra before taking on the complex word problems of LoF. I am planning to have him re-do Algebra next year, likely using Kinetic Textbooks. However, I was hoping to find something we could do over the summer, somewhat fun and "painless", to help clarify some of his understanding of concepts. I had basically given up, when I found HOE. Since it looks "fun", and "game-like", he might actually agree to do it over the break. My only question is regarding the fact that HOE is listed as for "Grades 3 and up" and a "good introduction to Algebra", "preparation before taking Algebra". It does, though, also mention that it has helped older students and adults have a better grasp of algebra concepts. So, what do you think? Will this be much too easy for a 13yo who has already been through Algebra, but who needs to increase his comfort level and deeper understand of the concepts? It does look like fun, but I don't want to invest in the set if it only addresses the most basic equations that he already understands well enough. Thoughts?

:iagree: I am extremely punctual, and I can certainly be annoyed by late people (especially if they are in my own family, causing me to be late!) I do everything in my power to be on time for appts., classes, etc., events with specific starting times. For social events, however, I am usually on time for the first one. I then begin to get a feeling for the "culture" of the family or group involved, and adjust my definition of "on-time" accordingly. For many people, "on-time" means within 30 min. or so of the stated time, so that is when I plan to arrive. Also, if a beginning and ending time is stated, such as for a b-day party, I will be on-time, since activities are presumably scheduled, and I wouldn't want my dc to miss out on anything. If it is open-ended, such as "from 2pm on", I would assume people will arrive when it is convenient for them, staying later or leaving earlier based on their schedule (such as a park day) and I will do the same. I agree your son is learning to be on-time from your example, and he can continue to do so, without demonizing the other "late" hsers. I would say something like, "Hmm, I guess when this group says 2pm, they really mean 2:30. That's when we will come next time." I would not see it as a personal insult, unless they were meeting you "personally" and you were the one who had set the time. Punctuality is commendable, but so is being accommodating and understanding of differences. I would be careful about crossing the line between teaching your son the importance of being on time, and teaching him to be a "punctuality-elitist", where everyone who doesn't meet your definition of "on-time", whatever their reasons or culture, is looked down upon and scorned. I would use the opportunity to practice empathy and tolerance. You (the OP) also mentioned that for some of these moms hsing is "it", and that you have other things to do. Again, from the perspective of teaching your ds yes, it is important that he know his mom has other interests, committments, etc. and that you aren't his slave or personal chauffeur. At the same time, you don't want him feeling that he and his activities are less important, and that your comments about the other moms "wasting your time" by being late, don't translate to "his activities" wasting your time, in his mind. We all put up with an awful lot for the benefit of our kids, and I bend over backwards to get them to their events, regardless of the behavior of other hsing moms. I'm sure you can find a way to adapt to the culture of the group, continue to teach your ds the importance of punctuality while respecting individual differences, and ensuring that he feels valued and worth sacrificing a bit of your time for.

Unless she truly is narcissistic, paranoid, or trying to get out of going to the games... I think she is just trying to make a point to her husband that she wants him to participate more. I can see myself making this comment, not seriously, but as a "reality check" to dh that he is not playing a role in his son's activities, particularly one where it is more typical for a dad to be involved (baseball). Most likely, there was a misunderstanding of her figurative comment as a literal one.

For me, it would have been more of an eye-rolling moment than being that upset. Personally, I would somewhat expect such a comment from an elderly white person. My family knew very, very few African-Americans growing up, so they were more of a phenomena of TV, popular culture and news reports for us. Those we did know were always treated as anyone else, based on their character rather than their color, but the image we picked up of an "inner-city black" person from the media was certainly anything but positive. I would chalk her comment up to a lack of experience/exposure to the type of child she is speaking of, and that she is simply assuming the worst based on the preconceived stereotype she has. I'm sure she didn't even think about the racial implication and possible offensiveness of what she was saying, and she is likely much too old to have those images and assumptions washed from her mind. I would say to myself, "poor little ignorant old lady", and leave it at that.

I was in HS from 1987-1990 (class of 1991) . I was able to graduate a year early because, unlike poor Angie, I was able to fit in all my credits in 3 years. This was not my original plan, I just didn't see any purpose in taking study hall, and therefore filled up my schedule in grades 9 & 10. Once I realized how close I was to having my required credits, I met with my guidance counselor and figured out a way to finish in 3 years (taking English 11 and English 12 simultaneously was the main requirement). At that point, I was sooo over the immature social environment of high school, and ready to be out in the real world with rational adults :). I wasn't sure what I wanted to do, so I worked full-time as a receptionist for that year before going to college (and getting married ;)). I was actually quite pleased with the education I received; certainly not classical, and I definitely needed to be taught math using a different approach. We were taught phonics in elem., our middle school teachers created a curriculum specifically designed to gradually prepare us for HS, my HS had a nice selection of electives and course options, I thoroughly enjoyed the literature analysis ("To Kill a Mockingbird" and "Emma" stick in my mind) and I was given a very strong foundation in composition, especially essays and persuasive writing. I liked my teachers, and thoroughly enjoyed learning. What I hated, was the bullying, cliquish behavior of the other kids, the entire culture of public school that tries to force everyone into a box of what is "cool", and leaves little to no tolerance for individuality. It is extremely difficult to come through 12 years in this environment having any sense of who you truly are, having been so strongly influenced by this artificial peer-based environment. This is what I am sparing my kids from by homeschooling. I not only want them to receive a good education, but to maintain their dignity, sense of self, and love of learning, in the process.

Internet hands down! Of course, I don't drink coffee anyway, can't stand the stuff, and so never got into the habit of drinking it, or anything else, in the AM. I wake up, turn on the computer, pour my cereal and milk, and click through WTM with one hand, cereal bowl in the other :).

I am looking for something my kids can do mostly independently, online, for science. SOS looks like a possibility, especially with the accompanying experiment kits. I realize SOS is a Christian curriculum (I prefer secular), which I can often work around, but I would be interested to know the level/type of religious content. I am looking at grades 5 & 9. It is "fun", easy to use...? Has anyone used this? What is your experience?

I have no experience in this area, so take my advice for what it's worth. Of course, get her a gift!!! If you did not approve of the marriage, it was her 5th and you think she is "collecting husbands", etc., you may want to make a statement by foregoing the gift. In this case, it sounds like she has been through a difficult time, has found happiness again, and this should certainly be celebrated. I would do the same with housewarming gifts. It is common to give a larger, more expensive gift for a first home. If, 10 years later, they buy a different house, I would still get them a gift, maybe smaller (since I already invested in this gift once) but something appropriate to their new decor, location, etc., to express my sentiment. A wedding represents so much more... As for the official etiquette, type of gift, etc., I'm sure there are sites that specialize in those types of questions. If you are feeling a financial pinch, because you already bought her a gift in the past, or she is well-off and you feel she doesn't "need" anything, take those factors into consideration. Choose something thoughtful, that represents your feelings, your relationship, your hope for her future, etc., even if it is less substantial than the last gift, but that clearly represents your joy and celebration of the occasion. Just my $0.02.

I include pages from my dc's workbooks in our overall portfolio. I save pages of work from the beginning, middle and end of the year, ones I think are good representative samples of their abilities and progress. This includes hand-written, typed and drawn assignments, as well as worksheet pages. I also tear out the cover page and table of contents (if there is one) for the workbook and keep that in the portfolio along with the pages I have chosen to keep, as a record of the workbook completed. It can be very tough to think about tearing up recently-completed workbooks, and throw out so many pages of hard work, but I don't think any of us have the space (or the desire, really) to keep years and years of completed workbooks. I usually wait until the end of July/beginning of August to do this, when we are far enough removed from the old year to have released some of our attachment to the work, and when preparation and excitement for the new year and fresh, clean workbooks overpowers our need to keep all of the old stuff. Just to be safe, I do the tearing apart of workbooks when the kiddos are not around. They rarely ask about the old workbooks, and if they do, it is well into the new year, and are pleased when I tell them I saved their "best" or "most important" pages.

My ds13 is exactly like this. The only change I have seen as he's grown, is that he has become aware of, and frustrated by, his "forgetfulness", as opposed to being oblivious to our nagging when he was younger. I can see that he is taking steps that he thinks will help him not to lose things, or to be ready on time, etc., but they don't often work (or he remembers the item he is focusing on remembering, and thus forgets something else). No one else in our household is like this, (dh a little, perhaps, but not to this extent, and he has learned to compensate), so it is extremely frustrating for everyone. A good example, is his MP3 player his grandma bought him. It is extremely small (like, 2 inches square). He was so afraid of losing it, he always left it in the car when we went out. One day, he was about to put it in the pocket on the back of the seat in front of him, but was thinking it would slide deep down into the pocket, making it hard to get out, and possibly forget that's where it was, and never find it. His solution? To put it in the compartment at the bottom of his rear passenger door. He was thinking since it is shallow, and open at the top, he would be more likely to see it when he got home and take it into the house with him. What happened? He still forgot about it, and somehow bumped into/slid his leg or a bag across, etc. the compartment, and it fell out. He didn't think of it for 2 days, and searched the car, to no avail. My dd found it 2 more days later, on the driveway, next to the car, driven over and ruined. I had both my kids tested by an educational psychologist, and I was told his issue is a "deficit in executive functioning", which basically means he can't stay organized, etc. These skills can be learned, but have to be taught systematically to some kids, who don't develop them on their own. I would buy books and/or do online research into ways to help your dc develop his executive functioning skills. A wealth of info. can also be found on ADD websites, since some of the same methods can work for both. BTW, yes, ds can remember scientific, historical, geographic facts after one reading, but cannot remember to get his swim bag from the basement, even after being reminded 4 times in 1 hour!

Me! I used to feel sick at the end of every year when I saw all the books we never got to. I have slowly learned what our capacity is, how much we can realisitically finish in a year, and try not to buy more, unless it's super-cheap. There are so many great curricula out there, it is very tempting to combine, or try to fit in more than one, etc., but most of the time this doesn't happen, and something ends up unused. My new approach is to buy as much as I can used, and if I really can't decide between 2 curricula sight unseen, I try to buy at least one cheaply. I don't mind so much if we don't get to something that I bought at a library sale for $1, KWIM? I also organize books I am saving for future years in a themed-box, so all Ancient History curriculum & books go in that box, etc. Before I start planning curriculum for that year, I go through the box to see what I already have, and usually make a list so I don't forget. This year, though, I did end up with 3 copies of "Sarah, Plain & Tall", because I couldn't find my copy right away. Best laid plans...

I haven't read all the posts but yes, I, too, do not enjoy summer. I absolutely love the fall, and spring is nice too. The winter can become a real drag after months of shoveling and below-zero temperatures, but as I always say, you can heat your house, add layers, keep moving and stay close to your loved ones to stay warm, but...when it's hot, it's hot! Humidity does make the heat worse, but I don't buy this "it's a dry heat" excuse for hot weather. If I'm sweating, I'm miserable. Period. Ideally, the temperature would stay between 40 and 70 all the time, with a nice cool breeze. Where would I find that? The British Isles? But then there's the rain... Oh well.

I create a "portfolio" for our own records, by 3-hole punching and inserting the pages in a duotang folder (you know, a cardboard-type report cover with built-in brads that you put through the holes and split the metal tabs apart to secure the pages in place). I find these are much more permanent than binders, since the pages can move around the rings in the binder and eventually tear. I probably use 2-3 duotang folders per kid per year, dividing work by subject, depending on how it fits in the folder, but I also include their weekly assignment lists from the whole year, resource lists, etc., which take up additional space. I go through the work for each subject, every workbook, and tear out a reasonable number of "representational pages" of each, something from the beginning, middle and end of the year. For my ds, I also keep the pages with fabulous doodles on them ;). For workbooks, I tear out the title page and table of contents, as well, so we know where the pages are coming from. I do not submit these portfolios, and if I had to, would probably only select a few of these pages for it. However, I had both my kids undergo educational testing for learning differences, and when the psychologist asked for work samples, I just handed them the portfolios :001_smile:. It is very beneficial for recording purposes as well.

I taught French and Spanish in middle and high school for a little while before my 1st dc was born. I learned a couple of things in that time: 1. My teaching degree taught me more about classroom management than how to teach, more theoretical than practical. I was on my own to figure out how to plan and conduct lessons. 2. Many kids in a classroom are either bored, lost, or have no interest in learning, and the quiet ones who are actually trying to learn are distracted by the others. Teaching "to the middle" does a disservice to everyone, and the behavior issues detract a great deal from teaching time. 4. By high school, everyone (teachers & students) have become proficient at working "the system" and "playing the game". The focus on true learning has been blurred if not lost. 3. The intellectually inspiring, rewarding process of teaching and learning that I love about being a teacher was stifled by the institution of school. The joy was buried under bureaucracy, the light-bulb moments few and far between. Therefore, I made a conscious decision to give up trying to teach other people's kids, some of whom had become uncontrollable even by their own parents, and cultivate a joy of learning "from scratch" on a smaller scale, with my own kids. I now tutor other kids one-on-one after school, and this is very rewarding as well. The majority of the approaches, methods and activities I use with my tutoring students, I learned and developed through homeschooling.

I took a year off after high school, because I wasn't sure what I wanted to do, if I even wanted to go to college (I was sooo sick of school!) and if so, what to study. I worked for a year, and that time in the real world convinced me that four years out of my life was not very long in the overall scheme of things, and helped me focus on my goals. The best thing my parents did was to make me take the SAT anyway, so that I would have my scores if and when I decided to apply. If I had waited until I was ready for college to take the SATs, my scores would have suffered, and it may have delayed my application process. I agree that he should focus on the language and culture of the country he is in, and worry about college when he gets back. He might even be able to start in January, if the school allows that. Otherwise, just encourage him to do "interesting, meaningful" things during his year off, in addition to working, like volunteering, mentoring, activism, maybe even something related to the language and culture he learned while abroad. That way it won't look like a "gap" year.

I haven't read all the posts, but I can say it totally depends on your state. You need to find the statute or whatever determines these guidelines to see if there are any exceptions. Your state-wide homeschool support group might be able to tell you if homeschoolers are typically excused. I had heard in the past that TX automatically excuses anyone caring for children under 10 or so. In contrast, when I was called for jury duty in MA, there were absolutely no automatic exceptions, for anyone. We were all required to show up, even women with babies and toddlers had to leave them in the daycare at the courthouse. Once called into jury selection, people could plead their case to the judge, asking to be excused. So, only someone in your state would be able to answer this question.

I think a few posters have brought up a good point. In the US school system, high school (concerning transcripts of courses counting toward college admission) is 9-12, with some courses from grade 8 counting if they are at a "high school" level (Algebra, foreign language, etc.) Which grades are housed in which building tends to be based largely on population and capacity, but doesn't necessarily affect the curriculum or level taught at each grade. The break between elementary and middle school and junior high isn't really important; some rural areas could even have K-12 in one building (once common, but becoming rare). Therefore, the true distinction is, the moment at which one's course selections and credits will be reflected on his/her permanent transcript, to be submitted to employers and institutions of higher education: 9-12 (in the US). Just for fun, when I was a kid: K: (private and optional, at church or a private pre-school) 1-3: elementary school 4: still elementary school, but in a different building due to overcrowding 5-8: middle school 9-12: high school When my mom attended the same high school, it was 7-12, with the 7th & 8th graders in their own "Jr. High" wing. Now, in Quebec, elementary is K-6, secondary is 7-11 (no grade 12). However, the years that primarily count toward graduation and college admission are grades 10 & 11. I would be interested to hear how other provinces and countries divide their levels.

Good thing I read the poll thoroughly. I was just about to select "2-4 hours", but then I realized it said per week not per day. Oops. ;) Break time has been computer time for me for quite a while now. I spend about an hour in the morning before we start school, another 30 min. to an hour at lunch (most of us eat with a computer on our laps), another hour or so after we finish school and before starting to cook dinner, and another 30 min. to an hour in the evening before bed. Not all of this time is spent here, but checking my e-mail and researching curriculum as well. I have belonged to several Yahoo groups for many years, but lately I was reading through all my e-mail and still wanting more intellectual interaction. I have found that here, so this is where I am whenever I have a spare computer moment.

I have been tempted by Calvert for many years, but never took the plunge, choosing to continue my own eclectic mix. Yes, the manual looks so inviting, everything all planned out... This year, I was fortunate to find a used 7th grade set, and gave it a try. It was fine. The grammar and composition was decent, the literature selections were wonderful, and the manual does have a lot of additional discussion questions and activities (maps to label, charts to fill in, etc.) My ds's only complaint, was that he would have preferred living books for history. He loved all 4 volumes of SOTW, but did not enjoy using a textbook for history. I was thinking it would be good practice for him to get used to using textbooks in prep. for HS. Now I am thinking, he will learn in HS, let him use as many living books as he can for as long as he can. All in all, it was a decent "traditional academic" program, and having the manual was convenient. For the price I paid used, it was worth it. However, I would never pay full price for a Calvert program. It might be helpful for a new homeschooler who is unsure of the curriculum choices that are out there and how to schedule and plan her homeschool. In my case, after years of perusing, selecting and scheduling curriculum, a pre-planned manual just wasn't worth what Calvert charges (about $400 above the cost of the texts alone). It was easier than doing it myself, but I would prefer to spend a couple weeks planning in the summer, and save that $$ for more real books!

Yes, like the time I was about 12 and making a cassette tape to send to my grandparents in Florida. I was taping myself singing or something in the family room, when I heard a huge "thud" in the garage on the other side of the wall and said, aloud on the tape, "Must be mom's home!" It turns out it was actually my dad, hitting the back wall with his truck, since the driveway was icy. My mom was so insulted that I "assumed" it must have been her crashing into the garage, and it is still, to this day, a family joke, that any noise that suggests autobody damage must mean "Mom's home!" :001_smile: