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Christy B

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About Christy B

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    Hive Mind Queen Bee

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  • Location
    North Carolina
  • Interests
    Reading and drinking coffee
  • Occupation
    Homeschooling, teaching piano
  1. Our first experience with a traditional classroom setting was Thing 1's 8th grade year at a local private Christian school. It was an unmitigated disaster. The administration was decidedly anti-homeschooling, and made it clear that our resources, techniques, and ideas were unnecessary and unwelcome. The year was, by necessity, a hands-off approach. The concept of parent-directed education was completely foreign to the administration and faculty. (The concept of parent-paid tuition, however, was not; this makes sense from a business perspective -- convince parents that they are completely incapable of their child's education, in order to make the education offered seem valuable.) Thing 1 decided before Thanksgiving that this would not be a viable option for high school, and I offered to end her enrollment and bring her back home at the end of the semester. She declined, stating that she did not want to give the administration or her bullying, cruel classmates the satisfaction. It is a decision I regret allowing her to make, as she is still dealing with the emotional trauma of an environment that was far more damaging than we realized at the time. We homeschooled for three more years and then she went to Mary Baldwin College as part of their Early College program. The admissions and faculty at Mary Baldwin are very supportive of homeschooling and encourage application from homeschoolers (they even provide a printable high school transcript form on their website). Thing 1's non-traditional homeschooling background was celebrated. Although she was still a high-schooler according to her transcript, we were completely hands-off in her academic studies that year (of necessity, being four hours away). Thing 2 is currently enrolled in a local charter school, which is also supportive of homeschooling. It is a very small school, woefully understaffed and underfunded, and parental involvement is not only welcome, it is a vital and thriving part of the school plan. On any given day, there are probably half a dozen parents at the school, tutoring and helping during the mandatory 8th period academic study hall. I am privileged to tutor a small group of my daughter's 10th grade English classmates one day a week, and in that setting, I have exchanged lesson ideas and links to materials with her teacher. He does not find it at all strange or threatening that I continue to teach homeschool enrichment classes while my child is enrolled in public school. Thing 1 would prefer that her father and I be completely and utterly hands-off; however, her grades do not inspire us to trust her with full autonomy at this point. Her teachers understand this, and support both her desire for independence and my desire to stay actively engaged in her education. I have more interaction with her teachers, and my ideas and suggestions have been met with more enthusiasm and respect, than I ever could have imagined. They have found places for me to volunteer and serve the school that do not directly involve my daughter, and everyone is happy. The concept of parent-directed education seems perfectly natural to the administration and faculty, and even though most teachers hold masters degrees or higher, there is no sense of condescension toward less-educated parents. I believe there were two key factors in the dramatically different experiences: the attitude of the school toward the homeschooling family, and the attitude of our homeschooling family toward the school. In the disastrous experience of the private Christian school, the school's attitude was thinly veiled hostility toward homeschooling and homeschoolers, and our attitude was far too timid and compliant. My level of involvement and input was dictated and controlled completely by the school. Older and wiser, we knew the next time around not to bother with schools that were not supportive of homeschooling, but we also had a more confident, unapologetic attitude. In this case, my level of involvement and input is directed by the needs of the school and the preferences of my child.

    • For Sale
    • USED

    Teacher's Edition by Martha Wilson ISBN 1-885767-44-7 Teacher's Packet -- Video -- by Julie Garfield ISBN 1-930443-07-2 Teacher's books contain schedules, charts, chants, quizzes, tests, answer keys, and more. Set of 5 VHS videos ISBN 1-930443-06-4 All in excellent condition. $25.00 ppd. Paypal preferred. Please contact Christy at



    • For Sale
    • USED

    Teacher's Edition by Martha Wilson ISBN 1-885767-31-5 Marker scribble on cover, shows shelf wear but inside is in very good, unmarked condition. Includes blank test and test keys, charts, and more. Teacher's Packet -- Video -- by Julie Garfield ISBN 1-930443-05-6 Set of three VHS videos ISBN 1-930443-04-8 $20.00 ppd for set of two teacher's books and three videos. Paypal preferred. Please email Christy at to purchase.



    • For Sale
    • USED

    God's Design for Chemistry & Ecology Teacher's Supplement ISBN 978-1-60092-238-1 Includes Teacher's Supplement for Properties of Atoms & Molecules, Properties of Matter, and Properties of Ecosystems CD rom contains Student Supplement for Properties of Atoms & Molecules, Properties of Matter, and Properties of Ecosystems Both in excellent condition. $20.00 ppd for both items. Paypal preferred Please email Christy at to purchase.



    • For Sale
    • USED

    This is not the newest PreAlgebra 2.0, but still in excellent condition. No visible scratches. PreAlgebra Lecture & Practice CDs; Solutions CDs; Test Solutions CDs. $25 ppd Paypal preferred. Please email Christy at to purchase.


  6. Hi, Stacia! Love the little puppy. :-)


    What is this Buffy/Twilight remix mentioned in the comment below? I could be described as a rabid Buffy fan, do share. :-)

  7. What a sharp-minded post! Well said.

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