I get it. I'm there right now. My older two boys go to school while the other 4 are home. It's weird, it's different, i'ts good and it's bad all wrapped up into one. On one hand, yes, they miss out. I'm a different mom and teacher than I was with them-more fun perhaps now that I don't have 3 in diapers. They will never know this side of "teacher mom". They are missing out on the field trips, the indoor waterpark days, the going out to lunch, etc. On the other hand, they seem to be fine with it. Once in awhile they put up a stink if we do something fun, but my answer is always "its' your choice". They know they can come home anytime. They don't want to-they like, even love, school. But yes, I've mourned the change. It feels like a big loss. We can't go on random vacations because we are tied to the schedule. But they are happy and I haven't seen the negatives (there are many) quite bad enough to pull them out. So here we are.

That was my goal too when I sent my oldest to public school. Sadly, they were too beat every night to give me any of their brain cells. I classical homeschool my other kids (more or less) and it's just beautiful! Best of luck.

Science. I am thinking about 2 very different methods for teaching science. One being studying 1-2 subjects deeply over the course of the entire year, and then obviously not really reviewing after that because the next year you'd move onto another topic (think MP or Apologia). The other method being studying a wide variety of topics, reviewing every year at a deeper level (think BJU). What are your thoughts/experiences about which is more effective for true retention? And finally, what if YOU don't care or want to do the topic? For example, although I see the value in it-I have ZERO interest in studying insects for an entire year!

Following...I have 12 and 10 year old boys who are so hard to find shows for. I had to chuckle because I too was thinking, what's next after Wild Kratts? :-)

I'm kind of finding that I'm in this boat, and ouch-it's hurting financially! My son is very much a "get er done" all business kind of kid. He detests "fluff" and just wants black and white pages that he can systematically work through. He's a box checker to the max. MP works well for him. My next daughter, however, loves the fluff and color. She likes distance videos with a storyline. She hates CLE math (which my son loves), and basically anything that's not colorful and fun. Which leaves me with a 2nd grade box of beautiful Memoria Press guides that she doesn't want to use! So my question is, at what point do you just make them do it because after all, it's what you think is best, OR do you really kind of cater your curriculum to the styles/tastes of each child?

A few years ago, I bought the full package of timeline figures from Homeschool in the Woods. Then, I printed out 4 giant horizontal timelines for the 4 years of history, and started it. Well, that was back when I had a room to display it. Now I don't but still want to use the figures. Is there some kind of book that would suit us? I just want to have one book for the 3 kids. Something sturdy obviously. I thought I'd ask here before I go off searching on my own. Thanks.

I'm interested in this conversation because we're using some MP, but I'm afraid to take the plunge on the science. Plus, we are still early on and since MP is generally very hands off, we're using a hands on science with a few of those canned experiments. Why? Because my kids love them and they infuse a little "fun" into our lives at this young age. I think there will be a time and place for MP science though as I look toward the future. With everything MP, I'm sure it's deep rather than wide, and I see great value in that. I find the "whole to part" philosophy very interesting and thought provoking. I never thought about it like that. I know I do love the idea of a guided nature study, which is how some users have described it. I was never very good at nature study on my own. The one thing that holds me back is that I do value a bit of variety and MP seems to stick with the same workbook format. Don't get me wrong-there's value in being able to compose a good sentence, but for science I want something different. Maybe it's because we tend to do science in the afternoon and by then, my brain is fried! Anyway, loving this discussion.

I worry about that too. A whole year on insects? That is SO not my style! I've heard such different things about MP science. Some people seem to love it, and others think it's horrible. I think part of my problem is that I'm a visual person and so the black/white workbooks don't appeal to me. But having said that, I know that they're very well done and very deep at the same time. My kids don't seem to mind either. We'll probably end up trying astronomy or something in a few years.

Okay, this is kind of what I was afraid of. I couldn't put my finger on what was exactly missing, but like I said-I don't see the wheels turning so to speak. It is solid, traditional and fine but I may look elsewhere for the future. Thanks!

I'm using TS 1 and 2 with my 1st and 2nd graders. I have a few thoughts on it. I like it, but I'm not in love with it. Some of the activities on days 1-3 are geared more towards a classroom and I just can't (or don't want to) figure out how to make it work for 1 kid. Some of the dictation stuff on day 4 is weird too-for example it will say to dictate the sound of "wr" in write, but then the child is supposed to write /r/ instead of what is actually in the word. I just have them write how the sound is spelled in the word because why not? I don't care of they know the exact phonetic way to write it, but I do care if they spell the word correctly. So that kind of bugs me but is an easy fix. Days 4 and 5 are kind of a wash-day 4 is just dictation and day 5 is just the test. I don't know if the words are easy or what, but neither of my kids have missed more than 3-4 words all year. They like it because they say it's easy.

So we started with Rod and Staff and switched 2 weeks into the school year to CLE, just because I happen to have the manuals from other kids. So now we're doing 2nd and 1st grade. I'm trying to decide if I want to continue on for the long haul. My other son did 4th grade CLE and he struggles in math now in school. But honestly, math just isn't his thing so I think he'd be struggling no matter what the curriculum. I can't put my finger on what I think is missing. I'm honestly not doing a lot of teaching. My 2nd grader just gets it-sometimes I have to explain the new concept but rarely. This feels a little off. Yes, we do the beginning section and whatever is in the teacher manual. Maybe it's a lack of critical thinking? Weak on story problems? I don't know. I love that it's really cementing those basic facts in these early grades, but I wonder at what cost. I don't remember the story problems in 4th grade being that great either. I don't want to do them a disservice by continuing on if they are going to miss out on complex story problems and critical thinking. I'm not sure what to do. It just seems way too easy. All 3 of my kids using it are about to finish their grade levels, and they very rarely get anything wrong or need help. Is there something I'm not seeing? Would you consider CLE advanced, not advanced, what is it? I know, don't fix what's not broken. But I just don't really see the wheels turning and that concerns me.

Well, I took another look at CLE after reading through this post. We're currently using the MP guides for 2nd, as I mentioned above. My impression of the CLE books is that they are sweet, wholesome, and not that interesting! I think one thing to consider is whether you want curriculum published material like CLE's books, or "real" novels like the ones that MP uses. I will say that I can tell that MP will get meatier. I wasn't super thrilled about the 2nd grade lit guides. It felt a lot like just reading short parts and then answering questions. But I can see that from 3rd on up, there are a lot of meaty questions and enrichment activitities. It's easy to skip those, but I can see now that they will add a whole new dimension into the reading. For example, in Little House in the Big Woods, it suggested having a cheese tasting party after reading the chapter about how to make cheese. I was tempted to skip it, but it was super fun! You could always do both actually. Get CLE and then alternate with a MP lit guide. Just an idea!

I'm really interested in hearing what you mean by the grammar being too simplistic. I just ordered EGR 1 and after looking through the samples, I thought it was very meaty-more grammar that I ever learned anyway. So just curious!

I think the answer to this depends on what you are looking for out of a reading program. If you could give more info, I will put my 2 cents in as I'm currently using MP 2nd grade, and have seen CLE's reading program also.

We used the first one, Ancients a few years ago. I can honestly tell you that my kids retained absolutely NOTHING from it. I do admit that they were 3rd and 2nd grade (and now 5th and 6th) but they didn't seem to understand it then, and barely even remember taking the class now. I also wasn't a fan because of the constant sarcasm and bickering type stuff back and forth. The characters seemed to like to throw jabs at each other and I just thought it was inappropriate for the age group it was geered to. We finished the year and gave it up.

Okay, I have quite a few questions-see bolded above. 1. I've always wondered about this. Any idea why MP only schedules it once a week? I also heard they don't teach it the way it's meant to be taught, which confuses me. Seems to me that very little growth would occurr if the student was only doing it one time per week. And what IS the thing that they're doing for that one day? 2. I never heard this before-interesting! I always wondered why Andrew Pudewa was involved with MP and now I know why. Would you mind explaining how they will be acquiring all of the same skills? That part is fuzzy to me. 3. That sounds like something I would do just to cover my bases :-) Do you find that BJU's type of writing (I have the english 3 manual) is just totally different and useful to stretch the other part of the brain?

Can I ask why you went with MP's Fable and not CAP's? I'm seriously torn between the two! While I love MP and all that I've encountered, too much of it is just a bit dry for me. I need a little variety or something to spice things up a bit. Maybe that's what CAP will do? Idk...

Just popping back on to give you an idea of how Latin might fit into your day. First, we do right away in the morning. I got that advice from a seasoned MP user and think it's a wise move. The "lesson" is really very painless at this age. Prima Latina is very gentle, even for this mom who has never studied Latin in her life. I too was scared of it, but so far, so good. So on Monday, I pop in the DVD and the MP teacher teaches the lesson. Then, he goes back to the table and writes the new vocab with the translations and the practical Latin saying. That's it. Tuesday I may flash his previous vocab words as a review, then he does workbook 2 with minimal guidance. The next day I review with him maybe the other half of the vocab (because by now we have a lot!) or the practial Latin sayings and another vocab sheet (identifical to day 1). Thursday is the second workbook page and more review with me-maybe this day I review the Latin prayers. Friday is lighter with another vocab sheet. That's it! 20 minutes maybe? The benefits that I'm seeing are this-my son thinks it's pretty cool to learn a new language. But beyond that, I see his wheels turning in a very critical thinking kind of way. He's learned about nouns, verbs, adjectives, adverbs, and prepositions and knows them cold. That was never very important to me in the past (and it's still not now-I think there's plenty of time) but since it was so effortless to learn it alongside of Latin, I'm happy he knows it. It just comes naturally. They learn that the Latin nouns end in a, so here's what a noun is in english type of thing. Grades 3 and 4 will be Latina Christiana, more gentle intro. But by 5th (first form), he will already know over 50 Latin words and a bunch of other stuff (that we haven't gotten to yet) and I can only imagine how helpful that will be as Latin gets a little more complicated. So, while it's definitely not necessary, I think MP views it as training the brain early and developing those critical thinking skills from the get go. But, an older child probably could jump in with First Form at grade 5 or 6 and do just fine too. HTH!

It sounds like you're doing a bit of MP, so are you doing Latin? As a former 6th grade reading/l.a. teacher, I am loving the way Latin is teaching grammar very gently to my current 2nd grader. MP schedules something called grammar recitation starting in 3rd, and from the samples, it looks like a no-nonsense, streamlined way to teach grammar. I tell you, the kids in my district learned "grammar" and parts of speech every year until 6th grade, and yet they came to me not even knowing what an adjective was. So, something is amiss. I'm trying this Latin/recitation approach this time around.

Ooo I'm totally listening in on this because I'm making the very same decision (and just posted about it!) The only difference is my rising 3rd grader has not done WWE and is not ahead of the game. We do follow MP and while I'd like to just stick with their recommendations, I'm looking at CAP as well. So many people say that it's just easier to teach. But, MP has responded to the call of "heeeelp" from homeschoolers and now provide a help DVD for teaching past Fable. They also have online courses in writing but will run $500 or so. I know virtually nothing about ATFAF so I might try to figure out what that's about too. But, I can't wait to hear what everyone says here.

I'm having a tough time deciding on where to start with writing. I feel like I failed my older kids jumping around trying to find our groove. We never found it. Now I'm starting over with the next crew and want to get off to a solid, strong start. I know for sure that WWE is not going to work. IEW seems like a very pricey "what if" that I'm not sure I want to risk. EIW didn't work for us-the teacher talking to the class drove me batty. I just want something solid that I can stick with-that will keep this kids progressing every year into great writers by the time I send them to high school. I need something for 3rd. We follow MP and they suggest either Intro to Comp (that goes along with the 3rd grade lit) or IEW'S All Things Fun and Fascinating. Then then in 4th it switches to their classical comp with Fable (which scares the you know what out of me when I look at it). I seriously feel like I'm not smart enough to teach classical comp! Then there's the BJU distance learning too. So anyway, I'd love to hear ideas, with your reasons, for a writing program that might fit the bill. Thank you.

Yes! It is scheduled. On another note, I had my other son's 6th grade conference last night. I felt like I seriously returned to planet earth! The two teachers that I spoke to had samples of his work to show me, gave me feedback on his grades, spoke about his strengths and weaknesses, and gave him things to work on, along with congratulating him for his great work and respectful attitude. There IS hope! Not all conferences out there are student-led, thank goodness. And since this is the (private) school that my other son will attend next year, I feel good.

Oh yes-for sure! Just be glad you don't live in my house because my husband heard a whole lot of my reactions for a few days, ha ha. Let's just say this was in fact the sh&^% that hit the fan. Already frustrated with what I've seen up until now-and then having this type of conference (without expecting it) just added fuel to the fire. But alas, I suppose now I will know what to expect and what the current trend is-student led conferences. No, don't agree with it and don't like it but it is what it is and the direction that things seem to be heading. But in the future, sure would be nice if the student was aware that it was a student led conference, or supposed to be.

1. Hmm. I just went and looked at a former school newsletter in which it says the following: "Parents-remember that parent/teacher conferences are scheduled next week" So indeed, they ARE parent/teacher conferences as defined by the school. 2. I wonder what "work" this is that you speak of? She shoved a middle school schedule in front of my kid and told him that he needed certain skills to succeed in middle school. Then she shoved a paper in front of him asking him to comment on words that he didn't even the meanings of. There were no work examples, no anything. So please tell me, what work did she have to do to prepare for this? 3. No, see my remark above. The school planned parent/teacher conferences. 4. Actually, yes I was. That's what I went online to sign up for as that's how it was defined by the school. I can get on board that things have shifted since I was in the classroom 10 years ago. But I can't get on board with us coming to a conference (of any definition) and having the teacher sit back in her chair after the first 10 minutes and say "I don't really have anything else". Well, she didn't have ANYTHING. And no, she did not prepare my son for leading any type of student-led conference either. So in reality, what I got was neither. So I know absolutely nothing more today than I did back in October the day after his first conference (which btw, was NOT student-led). I still don't buy that teachers are off the hook about giving information about their students, whether it's a student-led or an authentic parent/teacher conference. Sorry, we'll have to agree to disagree.

Just to clarify, the teacher is not fresh out of college. She has subbed for the past 10 years. Also, I will reiterate that this is the 9th conference I have gone to and this school (8 of them being last year), and NONE of them have been student-led. So the notion that this school is all of a sudden going to student-led conferences is not likely.