KellieK
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Posts posted by KellieK
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I could not read Just So Stories nor the Jungle Book. I gave up on both and got the audio version. I loved reading many of the others mentioned though.
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I think I am going to preview the Kevin Kline one, they are pretty sensitive girls. Thank you for the information. I was really hoping to find a live version close to us, but no such luck this year, maybe next.
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I started Wheelock's a while ago. It is not terrible. I am not having trouble with the vocabulary or the grammar. I did not set a timeline only a time limit. I spend so much time each day doing work out of the book and do the vocabulary while I am on the treadmill at the gym.
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Thank you knowing what to avoid is always helpful.
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Are any of the movie adaptations appropriate for children? My girls age, 10 and 8, and I just finished reading this and would like to watch one of the movies. I have never seen any of them.
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I would like the list too.
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Thank you for posting this, it looks great.
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Yep, I'm having the same thoughts. I actually am combining (if I wasn't clear above) ;) but I won't try and do a whole level of WWE in the same year as two W&R books - We will have done all of WWE2 plus 1/2 of Fable in 2nd, and I expect we'll do the other half of Fable plus Narrative 1 plus 1/2 of WWE3 in 3rd, and then the other half of WWE3 in 4th beside Narrative 2. And I'm not planning any farther ahead than that! I think it's premature, given that the other W&R books don't exist yet, and my kid's abilities will change, so I don't know what she'll be ready for even this time next year!
But I am looking for an alternative path to using WWS, and I do hope that W&R provides that. Hope springs eternal!
I am trying to combine them and am wondering how you are accomplishing this. Are you alternating programs each week?
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We loved Tom Sawyer and are loving Heidi right now
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I just don't view this board as a site for serious discussion on classical education, but educational ideas for homeschooling in general.
Is there a place for serious discussion on classical education? I am interested in learning about it and I agree that when the topic comes up here it does get confused with other things.
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My girls are 10&8 and we are reading A Mid Summer Night's Dream. They were already familiar with the story because we read Lamb's version last year, watched the BBC animated version, and even a Mickey Mouse version I found on YouTube. We are reading a scene a day and we talk about it and act it our with our Lego people as we read it and then recap the scene when we are done for the day. We are having a good time.
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I love the Mennonite saying! I will have to use it. KellieK I don't think it can be explicitly taught. But I am sure it can be emulated.
I agree and that is what I have been trying to do for years. The problem is that I do not think they even notice my struggles with will and education. I guess I need to be more forthcoming and talk more,about it with them. I get up at 5:00 am to get my husband off to work.. I study from 5:30 until at least 8:00, most of this time they are all asleep.
I have also been terrible at letting them get away with things. For instance my daughter did not do her dishes before her softball practice the other day and I let her do them in the morning. I really should have had her do that when she got home instead of getting into bed and reading for a half an hour before falling asleep.
I am so happy for the wake up call I am getting right now. It is not too late. She can learn to do things she does not think are fun.
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My grandpop was a simple man. He was a Mennonite with an 8th grade education. He was a phenomenal father, though, and widely admired in his community. If he gave one of his children a job to do and they said they couldn't do it, he said, "Du vil na," meaning they didn't have the will to do it. (Pennsylvania Dutch isn't a written language but German speakers will recognize the verb "will".) Just this morning, Ds9 said he couldn't read books that he wasn't interested in. My reply? Of course he can, but he has to have the will to do so.
He sounds great! Is that will something that can be taught? And how?
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In section III of chapter 3 Hicks wrote "What a child can do should not become the sole judge of what the student is asked to do." This hit me at the heart. My 8 year old daughter can read well above her maturity level. I worry about holding her back by not letting her just read whatever she can. It is ok for me to just let her be a little girl. I do challenge her, but I read those things along side of her so we can discuss them. I know that I am taking this out of context, but it made me sigh a sigh of relief to read someone else write what I had thought, even if that is not what he meant.
The context of the quote is understood by the very next sentence. It is a quote by John Stuart Mill. "A pupil from whom nothing is ever demanded which he cannot do, never does all he can." I have a friend who is teaching a literature class to youth 12-17 this year. She has lamented over and over that the children are not doing the work she has asked, and believe me it is not much. The parents of a few of them have even told her that they do not ask their TEENAGED children to write because it is too hard for them. It is hard for her children as well, but she thinks that they best way to teach them to write is to ask them to write even if it is hard.
After talking with her about this I have changed the way I think about my 10 year old. She seems so young to me and I rarely ask her to do something that I think will be too hard for her. I now think that I am holding her back and not allowing her to grow. How would she ever have learned to ride a bike if I had decided it was too hard for her to even try.
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In chapter 3, I have underlined a quote from Bertrand Russell:
"We must have some concept of the kind of person we wish to produce before we can have any definite opinion as to the education which we consider best."
I'm looking forward to discussing chapter 3, as I've been doing a lot of thinking lately on the sort of teachers we homeschool moms are and also on what discipleship really means.
This is where I started years ago. I started by listing out what kind of people I wanted my daughters to be as adults what skills I wanted them to have, and what was most important for me to share with them. Then I decided on what to teach and when. My list has changed a little over the years, skills have become less important and attitudes more important.
I shared this with a friend and a few years ago and she pointed out that my children are eternal beings, not just mortal ones and that my list was heavy on mortality and light on eternity. This caused a shift in my teaching philosophy.
Norms and Nobility is shifting me again. I am starting to see how important it is for me to be the example of what I want them to be. It is not enough to just admit my faults, if I am not making progress in overcoming my weaknesses and letting go of my pride then I am not doing it right.
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I think this sometimes goes better if you've heard the whole argument (read the whole book) and then come back to chapter by chapter.
Because this can certainly be a discussion killer.
I agree with this. The more I read of the book the more I understand the whole. I plan to finish the book and then start over. I am really wanting to discuss this book. Yesterday did not work out as I had four extra children show up in the afternoon. Hopefully today. I looked over my notes for chapter 4 already and am forming my thoughts as I type.
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I have been reading and am dying to discuss it! I was planning to post something this afternoon when I got everyone settled here.
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I live in Utah and our state just passed a law that schools and teachers are not penalized for students not taking the tests. That means that everyone can opt out of the tests. People who homeschool traditionally are never required to test, but those who do so through a state funded charter were required to test. Now even those students can opt out.
I am against testing for elementary students. A pp said that if students are going to go to college they need to learn how to test. I chuckled because this is the same response I get when I tell people that one of the reasons some people homeschool is to avoid bullying.
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I use Barton for my dyslexic dd, but use Spalding with the ones who do not have a learning challenge. I am borrowing it a level at a time from a friend. I do not think it is necessary if it is not "needed."
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Seriously, this is annoying. Would you care to publish the phone number so that we can help you "take care o'bidness?"
:toetap05:
This made me laugh so hard, thank you. -
I read everything I could as a child. I had a wonderful librarian in elementary school, a great senior Enlish teacher, and one friend that guided my choices. I only discussed books with my friend, though, and we were both clueless. I wish that I had had a mentor of sorts. I found that in college, I did several independent study courses where I read, wrote an discussed with a professor. It was like heaven, now if only I were still interested in the subject I studied in college, someone to guide me in that decision would have been good as well.
It is my goal to give my children the opportunity to not only read, but gain wisdom from what they read. I let them chose their own books to read, but I choose what I read to them. We spend about 2-3 hours each day reading various books. I spend so much time reading out loud to them that my "work" often gets neglected. Right now one of the books we are reading is Heidi and somedays we spend almost an hour on this book alone between the text and then discussing the story. What I wish I were better at is incorporating more non-fiction into our day. -
I'm working on this. :) been a crazier-than-usual evening though so it's super slow going
Thanks, I look forward to hearing what you have to say. I have been mulling this over all day and I am starting to wrap my brain around it.
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I think we should move on to discuss chapter 2. I am having a hard time wrapping my mind what Hicks is saying, maybe I am just not understanding this part. The Mythos is the imaginative and spiritual way man explains the world, and the logos is the rational way to explain it? This just seems to me like what is explained by mythos has just not been "proven" by reason or are they explaining two different parts. The mythos attempting to make sense of ideas and logos of physical realities.
I have been sitting here for 20 minutes trying to type something that makes sense, but it is obvious that I do not get this. Please someone explain this to me again. I have read this chapter twice.
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This is the one I watched, it is not the original, but still good
Wordly Wise
in K-8 Curriculum Board
Posted
I am interested in starting this with my children. Should I just pick their grade level or start them at the beginning? Is there a placement test?
ETA: I just saw the online edition, this might be a better solution. Does anyone have any experience with it?