I liked b/c of your first paragraph. Hugs about the second paragraph. We found the visits helpful for the same reason. Being on the college tour spurred him to begin to take ownership in the process. Even though I'd been lecturing him about the need for scholarships for years, seeing the power points with the cost made it real to him. After the visits, he also began to work harder (now that could have been age). Also, although he said he wanted a small college, I wanted him to see small and medium and get a sense for how it "felt". Sure enough, he did love the small college in the woods and felt the medium sized state school was "too big". So, all in all, we have found it most helpful for developing a vision for college. But really there are so many factors and, for me, the small college "in the woods" was too small for me by senior year. I had grown up in a city and when I went abroad and went to college in a city, I realized that that was a better place for me. But that I couldn't have known until I lived it and I got a great education anyway.

I would rather play, too. (But, I do get the frustration. You want the work to just get done! Mentally, I would repeat to myself the line my dh said, "Of course he'd rather play Lego, he's a little boy!" As for strategies, just consequences. Like my second grader had to do work during screen time b/c she wouldn't stop playing during spelling. I told her I'd set the timer and whatever wasn't done would be done during screen time. )

where I am now, it's an ebb and flow. There wasn't much going on before we came and then right after there was a surge, then those of us giving a lot got burnt out and burned by the "gimme" critical folk and decided just to do for each other, so now the larger group doesn't do much b/c no one stepped into the gap. Surprise, surprise. However, I miss the groups where I used to live (2 places) that were huge and had lots of experienced folks along with newbies. There was a wonderful energy. Sometimes I think I should dig in and try to create that here, but the rest of me feels really, really stretched by high school to second grade and the academic and social needs. My sweet spot for running things was when my oldest was 9-14.

Ds is feeling pretty good about English Language--although he's doing more essay practice as he tends to get overwhelmed at the beginning of a new essay. He's not feeling too great about Physics I, but he isn't putting in tons of extra time studying, either. Not much I can do about that. Maybe he'll pull a 3. . . . However, we do APs so he has challenge and a bar to work for. If he gets credit or they help in admissions, that's a bonus.

At this point in homeschooling (year 12), I am pretty sure of what works, so we don't have alot of "didn't". The only thing that didn't work was: My dd, grade 2, has a science club once a week where we work through Mystery Science units. That is working. What isn't working is that I was suppose to read to her on the same subject during the rest of the week, and I really rarely did. This wouldn't be so bad except she loves science. So, next year the new plan is ABeka Science 3 (If you knew me, you'd know how funny it is that ABeka Science works so well in my home! We are so not young earth) using the activities in the book and we are joining a co-op which has science activities. Oh, I guess you can say that our second year of not being in a big co-op (only a 3 family one) didn't work for my kids--although it worked for me. It is an act of God that I am excited about joining a new one next year. What worked well: Spelling Power: my ds 11 is using this after 4 years of Apples and Pears and it is going SO well. It wouldn't have before, but it is a great follow up for him. Monthly Book Club for my middle schoolers using a TOG book pick. We do this with our TOG group Outsourcing English and Science and Spanish for the high schooler. My pride is long gone and wanting to and thinking I'm able at this point to provide the level of academics that I wanted for him. He so totally works better for his teachers. Saxon Algebra and Calculus: Still boggles my mind that I love Saxon. I rejected it when I was on a curriculum committee--but that was for second grade. Horizon's Math: works for all my kids added with Xtramath.org--awesome site. Our morning routine of waking at 8, watching CNN news, Bible time, exercise and then breakfast. It makes sure that Bible and exercise happen. My high schooler had SAT question of the day, too, before the SAT, OH! and Khan Academy SAT prep. Oh, my goodness, I LOVE this. It adjusts to what they need. It equalizes test prep for all who want it. The visual display of leveling up in areas was so motivating for my Type B kid and he blasted his goal score out of the water!

Which is why, despite a family history chock full of Ivies and highly selective LAC's we stepped off the crazy train with our kids--and in particular our gifted, but type B, firstborn. In no way do we want to have him live this lifestyle, he's not naturally inclined to it, and we do not have the money to finance high involvement in ECs (other than Eagle, which he is likely getting). Right now he's visiting a selective LAC that has full tuition scholarships and an honors program and dh says he really likes it. Two or three years ago I looked at info like what is in this thread and had to really wrestle with myself and my pride. I loved the education I got at a Seven Sister's school. I've tried to provide the best high school education (better than mine, for sure) and will have to trust the rest. The level of stress I see around me is nuts (parents of kids who are not even trying for Ivy insisting you have to attend every open house the colleges have online in order to show interest, tons of classes and ECs, no sleep, limited church involvement, TONS of money being spent on camps and extras, etc) Now I absolutely know a girl who is naturally one who does all that it takes and thrives. But I also know that my brother, who graduated Yale with a double major and high honors in each and went on to Yale Law School, did not have anything like the transcript or ECs that kids these days are producing. He is also type B (believe it or not!). He got mostly As, took about 5 APs, got nearly a perfect SAT score and had ECs like Debate and Latin Club, but nothing extraordinary. He was not the valedictorian or anything close. The one good thing is that I can tell my kids (with inside knowledge) that I know they would do great at the top schools, but no, we are not "trying" for them by living an unnatural (for them) lifestyle. It's been freeing to let go. There are SO many options when you look beyond the top 25.

I like it, too. I never thought that I was a really helicopter type parent until ds hit high school. . . . It's been so interesting seeing my older two begin to become their own independent people, but oh, so much harder than I thought it would be, for sure. Letting go can be a huge, gut wrenching experience even for those of us who thought we wouldn't have trouble--maybe more so because it catches us off guard. I love how she echos the "teach the child on the couch" phrase we bandy about here. Her version is "love who your child is now, not who you hope they will become". So true. So wise.

I'm curious, too. And I have never, ever, ever had a Dad show up at a playdate (well, I did have a SAHD friend once, but that's different!) I can't even imagine it happening--ever. It's all we can do to get the Dads around here to come to any homeschooling events (kick-offs, end of the year events, etc). I would LOVE to know why anyone would do this ( outside of an over-protective/abusive kind of situation or a situation where the families are super close anyway and consider all spouses to be friends. Although, even then, when we were part of such a group, I still would have thought it was kinda odd, b/c why would the guys be interested in "play-date talk" and being constantly interrupted by toddlers. It's a nice break from the house and refreshing, but not really "fun" like hanging out at night with other adults.)

My children use plan books for their work which I design and print out. For classes where we count hours, I put 6 circles that are divided into 4 parts within the box where I write their work (or have them write what they did, depending on the class) For every 15 minutes they complete (we round up or down), they fill in a quarter of the circle. I tally them weekly and keep a running number (and sometimes a -5 hours or whatever if we are behind so that I can keep track that they need to go over during the next week to make up time or a + whatever number so I know that if s/he needs more time in another subject s/he can do less in art or whatever subject is on the hourly system). I put more circles than are needed to cover the weeks that s/he works more. So, for a 1/2 credit class, I would put 3 or 4 and for a one credit class I put at least 6. I hope that makes sense.

We used Write at Home and I was pleased. I recently noticed that Amy at Attuneup is now doing grading. I really liked her when ds took her class and her prices look very reasonable.

I grew up in DC calling it a see-saw

It must depend on where you live. I've never, ever paid less than $5 an hour and where we are now it's $10 plus.

It looks like Amy at Attune-up isn't doing classes, but is doing grading at reasonable prices.

What about using something like Power In Your Hands and sending in some papers for grading at Write at Home. That way there would be outside accountability for less money. I think Write at Home classes are just reading and assignments that build to the big project. That's what Power In Your Hands does. So, you could do that part at home, but still have the grading. (And chose how many papers you would want graded by how much you could afford). For outsourcing, we did the above (but with a different writing curriculum) and also did 6 weeks of Attune-up, which I liked.

I never had a multiple choice test in college in the '80s. So I agree that it d lends on the school and always has.(I went to a small liberal arts college)

The teaching is all in the student book. You could use that to structure your own lessons, though, if you wanted. I am using Jump In and Writing Aids that way this year. I do think, though, that the exercises along the way have value--and often build toward the essay. The lessons also provide a reference for the students. So, I do think it would be beneficial for each student to have a copy.

That's how I am using it with my son. Telling him that I don't care about his score as long as he put in prep time didn't work, seeing how far from perfect he had to be took away a ton of anxiety.

Pastors also usually have a list. This is particularly helpful if you want a Christian counselor, but often they have lists of all types of counselors that have a good reputation in your area. Even if you don't have a church, you can call a local church and ask.

Homeschool Spanish Academy goes at the child's pace. I agree about Center for Lit's discussion classes. The pace of Write at Home looks average.

It has changed every year, for various reasons. 1-4 grades is a big spread. Until my oldest hit high school, we all did memory work, read alouds and Bible together. My younger two still do memory and read a louds together. They also start out history together. I read Story of the World and picture books and sometimes read alouds to my second grader. My sixth grader in invited to come and listen, but not required to stay at this point. He also has his own history reading. I find this works well because he usually chooses to stay, but feels grown up because he doesn't have to. Sometimes I show a video that I require everyone to watch, but not often. We haven't done science together for years. It was too hard finding materials that appealed to a huge spread and my middle two don't enjoy science and actually preferred doing it on their own. Go figure. I actually don't know any families that meet together past early years for all subjects. It is natural for the older kids to need more. We try to stay on the same history topic (we use Tapestry of Grace), but don't bother with science. My kids are still super close and --mostly--loving.

I'm using Power in Your Hands by Sharon Watson next year. My plan is to have them read and complete the daily lesson part in the book one week, go over the main points and exercises in class the first week. Then, depending on the assignment they will plan the essay over the second week and then complete the essay the third week (this does vary by the "project" though). The second week in class we will share our outlines and do some 10 minute writing exercises and maybe work on writing style. The third week we will share our finished products. I think the book provides great step by step instructions and will be very easy to teach. There are also rubrics and examples of different papers and grades that can help guide you. We are going to be able to complete just over 1/2 the book next year.

Do they have an SAT score they'll take? Could he try that? You could give him a practice score and see how he does. Some kids do better with the SAT.

It's built into the AP Eng Lang class ds is doing with PAH. He is doing another AP online class and it is included, but not as organized. I would say most online classes do have it built in.

Yes, I had a counselor tell me that the reason I was having anxiety was that I was overwhelmed by all my responsibilities. Ok. .. . . so. . . . . I guess get rid of what you can, lower expectations when reasonable, positive messages about what you need to do, sleep as much as you can, exercise, get out and do something you love and know you are not alone.

For the younger groups we did: TOPs units (I think electricity and magnetism), Ellen McHenry's Elements, human body activities using the younger Apologia book, earth science using various resources, weather (I can't remember what was used), bees using an AIMS unit(AIMS units would work well as they are written for classrooms http://store.aimsedu.org/category/activity-books/activity-books/1.html?utm_source=store&utm_medium=cont-div&utm_campaign=ActBks042414)