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Mystie

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  • Content Count

    691
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About Mystie

  • Rank
    Compulsive List-Maker

Contact Methods

  • Website URL
    http://www.simplyconvivial.com
  • Biography
    homeschooled all the way through, now homeschooling
  • Location
    Eastern WA
  • Interests
    Reading, organizing, cooking, crocheting
  • Occupation
    Homemaker

Profile Information

  • Gender
    Female
  1. No school room here: http://www.simplyconvivial.com/2015/homeschooling-without-school-room-shelves
  2. Loop scheduling is great if your schedule doesn't always happen consistently for whatever reason. It's sort of a way to make a plan for "do the next thing" rather than tie certain tasks to certain days or times. So, for example, I plan to do Morning Time 5 days a week, but it usually only happens 4 days a week, and which day we miss varies. So, instead of "making up" for the day we made or skipping whatever was on the plan, I can just pick up where we left off. I think it makes planning easier because I can just make a list instead of tying everything to a schedule. Pam Barnhill & Sarah Mackenzie did a really helpful free video workshop on how to set them up and what they do and don't work well for: http://amongstlovelythings.com/looping-webinar-signup/
  3. I <3 MUS The clever manipulatives make it simpler for me to teach and help and have helped my own sense of how math works rather than just know how to get the right answer. For the last 4 years, since I had multiple math students, we started with a math hour. I gave everyone the next page they should do, staggered who had a new lesson if 2 were ready, and could move from student to student depending on who needed "at-elbow" help vs. "hovering." But I do think math requires the hovering stage and can't be totally independent. My mom set me off as independent with Saxon at 12 ("just come to me if you have questions" -- ha! Like I was going to volunteer for frustration) and I totally shipwrecked and no one knew it for 3 years, when I was halfway through Saxon Algebra 2 and clueless. So I'm committed to checking math pages every day and working with students to make sure they get the right answers. However, now that I have four students actually doing math, I am not going to have everyone doing math at the same time because it was too crazy at the end of last year and I just stopped the Kindergarten student so I could help the older ones. They'll all have their math page and assignment, and the older two (7th & 5th) will get started on their own, but have a "tutoring time" with me where we'll start by looking at their math together. Usually the increments in MUS are small enough and explained well enough in the video that they can do it, but sometimes they hit a conceptual roadblock. For my 2nd grader & K/1, I'll sit and do their math with them, one on each side, but it takes 15 minutes tops. I make sure they can explain what they're doing with the blocks and make them use the blocks to figure out the answer rather than wildly guess. It is hugely helpful for me to not be the one to introduce concepts, though - the math teacher can be turned off and on, and no matter how many times he has to repeat himself, he's always cheerful and has a joke. If I had to teach 4 math lessons in succession, I would not be smiling by the end. When I'm only jumping in to help, I can manage that. :)
  4. Oh, and I remember my dad coming home one day in the mid-90s with a stack of printer paper which he handed to my brother and I (I must have been around 12, so he was about 9), telling us, "This is html. You can use it to make webpages if you want." He gave us the printed code reference, he had a computer with internet connection we could use (the internet was almost nothing at the time, and dad didn't do "cheater" aol - or "cheater" windows - we used dos). And so my brother and I had our own homepages at a time when most of our friends didn't even have internet. And I still use that html knowledge to this day. I wasted so much of the free time I was given as a result of a relaxed homeschooling life, but it was still the reading and the hobbies and the projects I did in those times on my own that taught me most and applied to later life. My husband, who was also homeschooled, says the same thing.
  5. I remember feeling like school after lunch was a huge imposition. I remember my mom catching my younger brother locked in the bathroom with the Saxon teacher manual and his math notebook, copying answers. I remember mom not catching me not doing my work because I looked studious and knew how to fly under the radar. – and because of these last two, my kids will never self-correct their own work, especially math. I remember painfully sounding out c-a-t and not getting it. Then one day – I was almost 8 – it clicked and within a year I could and did read anything. I remember being bored with Bob Jones textbooks, hating Saxon math, and devouring books on my own free afternoons. I remember learning the reflexive response, "check out 5 book from the library" whenever I wanted to learn something or was interested in something. I remember learning to cook at 11 and getting to make dinner start to finish on my own regularly when I was 12. I wanted to, but I know it helped my mom out a lot, too. I remember knowing from early on I was responsible for myself and I would get out of something what I put in. I still often put in not much effort, but I knew that was my own choice and fault. When ambition kicked in at 15 or 16, I knew I was the one who had to make things happen - and I did. I remember thinking I would homeschool and parent *so much better* than my mom, which is one motivation that prompted me to research and adopt classical education, and while I do feel the responsibility to take things to the next level in the next generation, I have also learned my mom knew a lot more than I thought she did. :)
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