Simplycharlottemason.com.

I've skimmed TWTM and have read parts of it more thoroughly. Parts of it resonate with me, but so do parts of CM and unschooling and even school-at-home. I've done more or less of various methods at various times and with various children and various subjects. I like many of the suggestions from TWTM/SWB for books (whereas I'm not quite as thrilled with some of Ambleside's suggestions). I like SOTW and WWE, and I like the emphasis on Latin and living books. I came here because a friend recommended it for helping me find some Bible suggestions, and I stayed because I like it here. I've gotten other good suggestions along the way too, whether strictly classical or not, and the socializing is good.

I've never used KONOS, but we are planning to use the PP this year. I think it would be a lot of fun for your kids' ages, especially the first several books. Some of the later ones may be a bit girly for your boys' liking. If you have not studied a lot of pioneer history and crafts, I think PP would be good. I am a little concerned that it won't have a lot of new history for my 11yp DD, who has been through her own early American history obsessions, so I may need to supplement the PP for her for history. I love that the PP has a lot of science and nature included in it, and I'm thinking that my DD will really enjoy using our Little House cookbook more with it. I think my 4 and 8 yo boys will get a kick out of it too.

I agree with other posters who suggest asking him what he needs to do, rather than telling him. I do this with my kids a lot. "I finished my math, Mom!" "Are you? What more do you need to do?" This gets them thinking and scripting in their heads what they need to do, in a way that me simply reminding them doesn't do.

My 8 yo looks like he's just staring into space, but actually, he's quietly calculating math in his head. Otherwise, if he's spacing out, which he does tend to do, I tap his shoulder gently or something to bring him back to Earth.

At her age, I would probably feel comfortable waiting it out, only treating it if she was so miserable that she couldn't sleep, or if she was really lethargic. I generally follow Dr. Sears's fever advice here: http://www.askdrsears.com/topics/parenting/childhood-illnesses/fever

So my mom tells me she has Lial from one of my younger siblings, although I don't remember if she said algebra or prealgebra. We've been using Saxon for DD but are open to other options, especially free ones. DD is in sixth grade, and she is a strong math student, although she doesn't really like math. I wouldn't consider it to be intuitive to her, but she does well on Saxon tests and aced the standardized test this spring. Saxon has worked well because it keeps her from looking at a page of the same type of problem, which bores her to tears and which isn't really the way she learns. Saxon's incremental approach works well for her. Saxon also doesn't try to be cute or colorful, and she appreciates that. She likes that Saxon's humor is subtle, like references to literature instead of funny pictures. The step-by-step approach of Saxon works well for her and has taught her organization. It also works well for self-teaching (see my sig for reasons why some ability to self-teach is helpful). She breezed through the early Saxon books and is now in Algebra 1/2 (and complaining that in the first 12 lessons there has been nothing new). Our plan is to do Algebra 1/2 over two years, while supplementing with word problems and such a couple of days a week. So, does this sound like a child who might like Lial? I know nothing about it. What other options might I consider? I didn't care for MEP when I looked at it. People have recommended AoPS, but it didn't sound like a good fit for her. No Singapore; that is what younger brother, who is naturally intuitive at math, uses, and I don't want them in the same program at all.

I had intended to use AoA this year, and I didn't mind a religious bent as much as I did the mentions of abortion and prostitution, even presented with the right (IMO) worldview. But Logic to the Rescue is pretty good and gets to what I wanted my sixth grader to know, which is the mistakes people make in logic when debating. It's an easy read, and while I've only read half or two-thirds of it, there's nothing objectionable in it. DD also like CryptoMindBenders last year, from CTP.

I agree that it wasn't too harsh, but it also didn't necessarily teach him a way to avoid it in the future. My kids know that their work isn't considered to be done if they haven't dated it and put it in the appropriate place (books back in the workboxes, anything written on in my one specific inbox). It took some time to train them, and they still sometimes need reminders, at 8 and 11. I look at it this way: it doesn't matter if my DH does a bang-up amazing job on a proposal for a job, if he doesn't then send the proposal to the client, and he doesn't get paid if the job isn't completed. And it isnt helpful if I buy groceries but forget to make sure that they get put away. Following through with all parts of a job is an important skill, and this is a good place for your son to have a minor failure that makes him more conscientious in the long run. But I would also do what I could to help him succeed - reminders for a while, clearly visible spot to put his work, whatever.

Congratulations! He and your new granddaughter must be very close in age, then -- what a ton of fun it will be at family gatherings, so neat to have close in age cousins!

Not computer based and doesn't have a lot of history, but easily self-directed -- Getting Started With Latin. Good foundation, free mp3s of the pronunciations, clear and simple without being babyish, and especially if you get the Kindle version, you can't beat the cost. Lots of bang for the buck.

I flavor plain yogurt with flavored liquid stevia.

I've never smoked pot, and I seriously doubt DH has either. Neither of us ever smoked a cigarette, either! I've never done anything "bad," LOL, including being even remotely tipsy from alcohol consumption (even as a legal adult).

This is good to know. I think some diversity will be good, especially for the upper grades. Thank you for letting me know this! I was indeed able to find the history pockets on Teacher Filebox, and they look great too. I've done a lot of putting together my own history programs, but tbh, HO looks like it may agree with me, and I'm sure I can benefit from having it ready to go. I'm really excited to try it out!

My kids really liked OIS, although we have only read the parts pertaining to the Middle Ages. It is heavily focused on one particular area, rather than the whole of Europe, as a PP said. I haven't seen the other, though.

Our co-op/support group (co-op is one of our activities, as are a lot of other opportunities to get together) needs a waiver of liability. Basically, we need something that people can sign that states that they understand that all activities are at their own risk, and they can't sue us/hold us (the board of directors) responsible if they get hurt. Some locations we use will probably have insurance, but not all will, and we just need to cover ourselves. Can anyone suggest a site or wording that might help? Thanks!

That vehicle doesn't sound like it would need to be replaced too soon, but who knows? If it's in need of serious repairs, it may not make financial sense to repair it. Some vehicles last longer than others. (Says the woman whose husband is currently commuting 500 miles a week in a vehicle with over 200,000 miles on it -- but we spent the money to put in an engine with less than half of that many miles, and it should be good for a couple more years.)

I would cut back on non-essential writing. Just have him do a tiny bit every day for practice/stamina, but only a tiny bit. My DD was writing-averse for a while too, so I limited it to a tiny bit of copywork or cursive practice, and everything else, we did orally as much as possible. After a couple of years, she was much happier to write. Your son can do math orally if possible and dictate to you if you want him to do narrations.

Western Maryland is lovely for camping, as is southern PA (up around Gettysburg); both are fairly short drives from DC.

I voted "situational." My younger kids have gotten to do things at earlier ages than my older kids did, to a certain degree. We held off on TV/movies until the older kids were like 4 and 7; the 2yo and current 4yo have seen plenty of movies, sigh. At the same time, my older kids didn't have set household chores at 4, but the current 4yo does. I'm the oldest of four kids, and I know my sister (the youngest) got to do some things at earlier ages than I did -- but she also never got to be the first one to do anything. My parents were stricter with me, but I also got to be the first one to go to college, first one to get married, first one to produce a grandchild. . . It's just the luck of the draw, advantages and disadvantages of being the older kid as well as the younger one. (And then there's my daughter -- the oldest AND the only girl. That's a deal that will work out well for her.)

Does your library offer Mango Language? If so, I would check it out first, as it's free if your library subscribes.

My third grader is using WWE3, and I think it's enough for him right now. I want to see how he does with picking up punctuation, spelling, etc. organically -- that is, through reading and the WWE exercises, rather than through actual lessons in punctuation and spelling. We have used BrainQuest workbooks in the past to hit those areas but decided to take a break from them this year. My third grader will take a standardized test in the spring, per our state's requirements, so I want to see if the gentler approach works or not. For cursive, both of my kids have done well with Handwriting Without Tears. I don't worry too much about reading comprehension at this age; I just have them read and sometimes discuss it with me. Nothing formal. Sometimes I assign things I want them to read; sometimes I give them a list from which to choose; sometimes I let them pick (within certain parameters; it has to be of a decent quality to count as schoolwork, although I'm more lenient with new readers -- Magic Treehouse, for instance, counted a year ago, but it wouldn't count now, in third grade). We also do a lot of audio books and some read alouds.

*Right* now, my routine is a bit off, because I have a very new newborn, and my DH has been telecommuting this week (which is *awesome* because it's meant a bit more help, but it's also requiring some adjustment on everyone's parts), but in general, my ideal day looks about like this: 6:30 or so, I get up, shower, dress, check my email, read my Bible. This is the hardest thing for me; I'm a natural night owl who also needs a ton of sleep (especially while waking at night to nurse an infant), so this very rarely happens, but when it does, as someone said in a previous thread, I'm a rock star all day long. 7:00ish, the older kids get up. They are required to dress and do morning chores immediately (which means feeding pets, taking out trash/compost/recycling, gathering dirty laundry, putting away clean dishes), while I am making breakfast and dressing small people. I often set up laundry the night before, putting it in the washer with the soap, and I leave DH a note to pull the knob when he gets up; this means that the first load is often washed and ready for the dryer/clothesline when I come down. So we start the day with a solid breakfast, a tidy kitchen, and laundry well on its way to being done. 7:30 -- breakfast, with Bible memory work and a bit of reading (poetry, hymn study, etc.). Then the kids clear their dishes, brush their teeth, and start their reading, while I take an hour or so to wash the dishes, vacuum/sweep, wipe bathrooms, switch laundry, and settle the small boys with something to do. 9:00ish -- I'm ready to sit down and work individually with each of the kids. I would also like to find a way to schedule in a bit of a walk there, but I don't know if it'll really happen or not -- exercise is good, but keeping everyone focused and working is good too. Noonish -- I've done whatever I need to do with the big kids, and they can finish working individually. Lunchtime. If we eat that early, we might need a snack or at least a glass of milk in the middle. Afternoon -- naps for those who need it (including me), cleaning, my time for personal projects, folding laundry, whatever. Outside play for the big kids if they've finished their work. Snack sometime in there if they're hungry. 4:30ish -- I start dinner, and I assign a room or two to each of the big kids to tidy. If DH is at the office, he gets home around 5:30 (he leaves the house in the morning around 5:30 as well), and in theory, we eat then, but in reality, it's usually a little later. This week, I've been using freezer meals that I prepared before the baby arrived, and that's been so lovely that I want to do more of that for busy school days. In nice weather, DH often takes the three big kids for a bike ride after dinner, which is sort of a break for me, since I only have two kids at home, or they go outside for a while. He usually does the dishes, while I do the bedtime routine (baths, teeth, jammies, reading, speech therapy exercises with the one child). 8:30 at the latest -- big three kids are in bed, or at least in their rooms (DD often stays up to read or draw for a while). If the 2yo didn't nap, or if he napped early, he's usually ready for bed by then, but if not, at least I can hang out in the bedroom with him and the baby and knit or read or sometimes watch TV (depending on what I'm watching). We adults go to sleep between 10 and 11, usually. And that is rare. It's usually later than that for everything, LOL. But that's the plan. Me time? I go out about once a month or so to hang out with friends, and that's fun. I also have meetings for our co-op about once a month. I'm not really big on going out a lot, though, and what matters most to me is that I get to do the things I want to do, like knitting or reading or email/Facebook or sewing. If I can do that stuff with the kids around, great! DH is really great at taking 1, 2, 3, or 4 kids out for an afternoon or even the whole day if I need a real break. Oh, setting up school for the next day -- I really prefer to do that in the afternoon or evening, so that it's ready to go the next morning, no matter what the morning looks like. If I don't set it up ahead of time, we often default to just reading and math, which isn't terrible, but which also isn't enough for my older kids.

We've gone with recommendations from our realtor a couple of times, and that worked out very well. The first time, our realtor recommended a guy she liked with a local bank; he was fabulous, and then when we bought our second house, we used him again, even though he had moved to a large national company, and that was good too. For our third purchase, we asked the realtor (different one) for a local recommendation; she provided a good one, which we liked, and then when we did a refi, we got a better deal with the same large national company that we used for our second purchase, so we went with them and have been pleased. If you have a relationship with a local bank or credit union, you might talk to them first and see if they can offer you something competitive with the larger companies.

I'd expect to need to put second graders back on track, and even older kids within the first few weeks. I'd also expect that a second grader's work wouldn't take terribly long; last year, my second grader was able to do his work in an hour and accomplish a lot. (That did not include group subjects like history or science; those added a bit more time to the day, but his writing, reading, math, etc. was only about an hour.) Have you tried using a workbox-style system? I find this very helpful because it's all laid out so they can see what they still need to do; it's not me going, "oh, but you need to do THIS too." Each of my big kids (3rd and 6th) has five daily workboxes (math, reading, writing, language, and general skills [copywork/cursive, special stuff for health or safety for the portfolio, logic, etc.), and we have worked really hard on a routine; after breakfast, they're to start their reading without needing to ask me what to do and without me needing to remind them. I would drill a routine, one step at at a time, until it's the way you want it. But I would expect to need to remind a second grader a lot. As for threatening school, I wouldn't unless I was truly serious. I have zero problem reminding my older child that she just plain has to do the work; it doesn't always matter if it's interesting or fun or whatever, because sometimes you don't get a choice. I also have no problem reminding her that I'm glad she's here but that if she doesn't do the work for me, her portfolio will be rejected, and then she will have to go to public school. It's just the way it is -- ya gotta do the work somewhere, somehow. I also remove privileges for work not being done.