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Tranquility7

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About Tranquility7

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  1. Just thinking through common issues of the day, and ideas and words that are defined in lots of different ways - Education Food Normal Disability Disease Spectrum Humane Compassion Ethical Poor Rule
  2. I have toyed with this idea for literally years!! My kids and I are finally getting started. Slower than I want, but little by little. My general idea is to make their own "reference" book for the Bible. Here are the sections I'm planning to include: The Word - lists of books of the Bible, categoized by type. This will ALSO include a single page reference for each book, which will include the main info – author, date, main stories, characters, themes, general outline (hopefully color coded and visually represented, not just text) Stories – One page for each main story – not sure yet how this will work, but just trying to have a central place for more detailed story info. Maps – Handdrawn, and might use transparencies for different times of the same area. Timeline – Overall timeline of main events as well as when books were set and written, plus some more detailed timelines (e.g., life of David, life of Jesus) Genealogies – Drawn from genealogy chapters, and including everything we can fit Names of God – As we read, we will make a list of names and their meanings, and keep a list of which name was used during which books and stories (we have a Names of God Bible that makes this easy) Types – This will probably be divided by book. E.g., What types of Christ are in Exodus? And then have a list and explanations. Places – This might end up in the Map section, but basically it will be an ongoing list of events that occurred in the same place. So, it will start as a list of places – Bethlehem, Shechem, Haran, Egypt, etc. I’m not yet sure how I will order them, but I *think* I will order them in order of appearance in the Bible. That way it will end up kind of chronological, too. This will allow is to, over time, compare the things that occur in the same location. Figurative Language – This is a place to keep a record of figurative language used. Again, not exactly sure how I will do it, but I’m thinking we will make a page for each type of figurative language we encounter – imagery, metaphor, personification, etc., and then just copy the examples we find onto that page. It will end up similar to a commonplace book, with just a bunch of copywork in it, but they will be organized by figurative language type. Symbols – Sort of an extention of figurative language, but we will have a page for each symbol encountered. This takes a little preparation since symbols aren’t apparent until they are encountered several times, but we will start with commonly known ones, and then maybe research to find more – water, bread/grain, light, etc. Every time we encounter the symbol in Scripture, we will make a note on its page. Every now and then we will just look at a single page and consider all of the appearances of that (possible) symbol. Themes – Again, a page per main theme – e.g, sin, redemption, worship, garden, etc. Prayers – As we read Scripture, we can consider how to use that Scripture in our prayers. If we are reading a very well-suited excerpt, we can make a note of just the reference on an overall page of Prayer references. Then once a week or so, we will actually write out a prayer using one of those references, and include it in our book. My longterm plan is to keep these prayers categorized by the Adoration, Confession, Thanksgiving, Supplication method, and then use the prayers in our morning Bible time and evening family worship. Vocabulary – Just to keep a quick reference of unfamiliar words
  3. We did SM through 6B and then transitioned to AoPS. DS is mathy, but I always been a part of the SM lessons, and AoPS is the same for us. Our routine is to do the lesson together. Then he does the exercise problems at the end of each section (and eventually chapter review) on his own. He has to show his work. If he isn’t following their methods, I might make him rework the problem even if he got the right answer. If he gets the wrong answer, he reworks it. In my experience, AoPS does not lend itself to being done independently, but certainly some kids could. Just not mine, LOL. There have been many topics that technically DS already “knows how to do”, and if he were going through the program independently, he would very likely disregard a lot of the conceptual complexity and just do things the way he already knows how. That doesn’t seem like a good approach for this program. Following their method is often quite important to reinforcing the concept they are teaching, and those concepts come up again and are built upon in later chapters. If you don’t have time to do the lesson part with him, perhaps he could get what he needs from the Alcumus website? I think they have videos on there and go through the book. Or maybe that is only if you purchase the online part? I can’t remember. But it is worth checking out.
  4. My 8 year old ADORES Nature Friend magazine. We have also had various levels of Highlights, National Geographic Kids, and Clubhouse Jr in the past. Nature Friend is the only one my kids have really loved. It is always filled with info about animals, but also stories, a drawing lesson, photography information, etc. It is laid out in a lovely "calm" way - not wild and overstimulating, IYKWIM - and has no external advertising. It is geared toward Christian homeschoolers, but not in a heavyhanded way. It is so wonderful!!
  5. I would put on my most genuinely cheerful and friendly self, call the other mom and say something like, "I'm so sorry! We didn't know about your party and really didn't mean to create an awkward situation for your DD. She really does not need to invite my DD, my DD totally understands and honestly is not upset. It is no big deal, and we are just going to reschedule our party for after DD returns from out of town. That way we are just spreading out the fun! Plus we wouldn't want anyone to have to choose which party they can attend, and this way hopefully both parties will have great turnouts. You all have a great time celebrating!" Better yet, if DD is comfortable with it, have your DD call, and say all of that to the new girl. The new girl still might feel bad for not inviting her, but DD needs to just cheerfully tell her it is no big deal and that she doesn't always invite everyone either, it just happened to work out well to do that this year. Then reschedule DD's party, and make sure DD stays friendly and cheerful with the new girl so the new girl doesn't feel like she did anything wrong (which she didn't, of course). And then when rescheduling, just have DD cheerfully say that she didn't mean to schedule her party for the same weekend as the new girl, and so she is rescheduling for later so hopefully both parties will have great turnouts.
  6. Wow, scary! I've heard of that, too, but it falls in the category of "you never think it will happen to you". Thanks for the reminder that it could indeed happen... scary stuff. Glad everyone is okay.
  7. I've no idea about the content or quality of the mapskills books you are referring to, but I regard mapping skills as definitely essential. We don't do workbooks, but we do make maps (Mapping the World Through Art) and we study a ton of geography. For us, geography is a great integrator of other subjects (earth science, history, bible, literature, languages, etc.). This would be very hard to do without good mapping skills. We generally learn mapping skills by studying atlases and discussing different maps we encounter in all of our various readings. I might use a mapping workbook simply as a reminder of different topics to cover, but I wouldn't actually make my kids do it. However, occasionally my kids think workbooks are fun, so they might just do the workbook for fun, LOL.
  8. I would not allow DS to sign up for a class willy-nilly and then just let him fail at it. If he were super motivated, however, I would check out the course thoroughly and get all the info I could on it (syllabus, assignments, schedule, exam info, etc.). Then I'd sit down with him and lay out for him what exactly he is going to have to do to succeed in the class. And define what "success" means. It might mean getting an A, or it might mean just getting at least a C. Or it might simply mean more of a personal process/skill goal that has nothing to do with the grade - success might mean turning in ALL homework on time, studying the material three hours a week outside of classtime, keeping up with the reading, etc. If DS and I could make an agreement about what success means, and he knows what is expected of him, understands the importance of living up to his commitments, and he is still motivated to take the class, I'd be inclined to let him. So in short, I would not sign up for the class as an opportunity to let him fail. But I would definitely sign up for a class he was motivated to take, and use it as an opportunity to help him improve the study habits and work ethic (which sound like the actual problem).
  9. We do a ton of Anki. It is central to our homeschool, and keeping up on our Anki makes learning new content in every area easier. I like to think of our review time as not just "review", but really "review and integrate", because making connections happens all the time! I add Anki for each subject and curriculum we do. The subjects are in different decks, and curricula within subjects are in subdecks under that. We have a zillion decks, LOL. (ok, not a zillion, but > 40, which seems like a lot but really isn't so bad, since Anki basically manages it all for me). When we review, we just go from deck to deck until we are finished; Anki time is it's own thing, and is not tied to any particular lessons. I have a DS11, DD8, and DD4. As a group, we do our Anki Bible, History, Geography, Language Arts (grammar, poetry, etc.), Art Appreciation, Music Appreciation, and Science. It usually takes about an hour on Monday (since we haven't done it since Friday), and then about 20 min Wed, Thurs, Fri (we often skip Tues since Mon was big). DS11 has been doing Anki far longer than DD8, so some of these decks have cards DD8 knows nothing about. For some of those, I may tell DS11 to "teach her" - by which I mean, explain the fact to her, whatever it is, in a way that will help her understand more about it. Also we try to connect it to things that DD8 has learned since the last time we saw the card together. But then we still schedule it for DS11's retention, not DD8's. DD4 also has a smattering of cards that are "hers" - some Bible verses and catechism and such. Eventually, DD8 will have her own deck and her own review time with me and DD4, but for now, doing most of it together works fine. (In fact, she used to have her own deck, but it just seemed inefficient to me, so I stopped that and started the mega group review time and have been very pleased with that.) For DS11, I also have extensive Latin and Chinese decks, and a small math deck. He and I do those together, and we usually spend about 3-4 hours through the week on those. Also, not sure if you were asking about this, but one major lesson I have learned from our experience of using Anki for the last 6 years is to do reviews the decks orally *with* your child as much as possible. It is very tempting to just create the decks and then have kids do them independently, but IMHO, Anki cards are not just flashcards. They are an awesome opportunity to re-discuss and integrate. Over the years, I have tried a couple of times to have DS review on his own, but reviewing that way became more of a rote exercise (not to mention that DS would be tempted to rush through on his own). Reviewing together, OTOH, became an opportunity for wonderfuldiscussion and connecting with new things we had learned since last seeing the card. We don't discuss every card, of course, but reviewing together at least gives us that option. Plus, it ensures that I keep up with DS in everything he is learning (which is becoming all the more important the older he gets).
  10. :iagree: Also, as a variation on this, we like the Pomodoro Technique. We look at the assignment, and estimate how long it should take. Say, 20 min max for outlining an easy passage, IF DS11 is focused and not dragging it out. Then we set the timer for 20 minutes, and it is heads-down working on that until he is finished with the task or the timer goes off. Usually he finishes before the timer goes, but if the timer goes off first, he is usually close enough to completion that he will work another couple of minutes to get it done. For larger tasks, like a several-paragraph essay, we split it up into multiple small chunks (e.g., one chunk for outlining, one chunk for each paragraph, etc.) and use the Pomodoro Technique on each chunk.
  11. Hmm, that is a great question, and I have heard many people on WTM say they take it slower. However, I don't really. I tried to start my DS at 10, and it was too much for him at that point. I considered going at half pace, but ultimately just set it aside for a year and picked it up again last fall (6th grade). It is a lot of work, but it is going great. I'm so glad I waited! We do school year round and so with WWS I tend to have him do about 4 weeks on and then 1 week off (we still school other stuff that week, just not WWS). Some weeks are harder than others, so I just figure out our schedule as I go, but I am roughly trying to finish by the end of June. Honestly, on weeks that are a bit "much" for him, what I tend to do is rather than slow down and spread the lesson over more weeks, I simply sit with him and read through the lesson together and do all but the actual writing project orally. Doing it totally independently would be hard for him, because he can drag it out and feel like it takes longer than it really should. But if I join with him and we just read and discuss as we go, that gives him some good energy and motivation and we get through it together.
  12. Late night computer programming!! Seriously. I am such a nerd! I also love solving math problems or logic puzzles. I was a software developer back before having kids, and now I am getting back into it (albeit completely different technologies) so I can teach DS. I'm making some cool apps I think will be useful in our homeschool, and having so much fun doing it. It is totally my happy place. :001_tt1: Probably too crazy to add it to your list of ideas, but it works for me!
  13. :iagree: I have just introduced my youngest (3.5) to pattern blocks, and I'm so glad I've kept them for her through my various purging cycles! I printed out a bunch of free sheets online - animals, letters, numbers, etc. - and every now and then will put the sheets and blocks in her "rainbow bins" (a series of bins, each with a different activity that she gets to work on quietly while I'm working with the big kids). She didn't love them at first, but actually my bigger kids got interested in them again (the blocks have been put away for a couple of years), and that made her realize they were fun, LOL. The big kids made fancy mosaic patterns with them, but then they showed her how to use the sheets to make letters, animals, etc., and she decided they are pretty fun. I keep them put away if they are not in the current rainbow bin rotation, so they are something special she only gets when she "gets to do school". So in our house, pattern blocks are a keeper!
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