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Momto4inSoCal

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Everything posted by Momto4inSoCal

  1. We are doing mapping the world through art this year. I like it but it's more of a cartography class. My kids like drawing so it's been fine but I also think we could have skipped it. I pulled together some worksheets to cover different types of maps (physical, political, climate etc) just because I feel map reading is a skill many kids don't learn anymore because of phones and technology, of course you could argue they don't need to know it because of phones and technology. I do think generally these are easy skills to learn and most kids will be able to figure out how to figure out a map on their own but I felt like I should cover it so I did.
  2. I like the safari park much better but I'm not a big fan of zoo's in general. It's sort of depressing to me to see such great animals pinned up in little cages. It was really nice to see animals with a little room to roam.
  3. I don't know if my son is necessarily accelerated but things seem to click quick in math with him. He's been doing the 1st grade math in focus book this year. Technically he's TK this year but he really likes math and kept asking to work on math problems and since I had the 1st grade book I let him do it. He's done really good and enjoys it but I feel like it's so many problems and if he understands the topic and I keep having him do problem after problem he gets bored. We are going to finish off the book but I don't know what math to put him in next year. Should I just continue math in focus and if he gets it let him skip problems? We also have math mammoth already. The other curriculum I've been looking at are MEP or Miquon. I want him to continue to love math and I don't want to force him to finish off every problem just because it's in the book but I don't want to miss anything either. Any suggestions?
  4. We did Jr Analytical Grammar at the end of 3rd and 4th grade since they had finished their Rod and Staff books early. I liked it a lot so I then moved them into Analytical Grammar for 4th and 5th. Those aren't the recommended ages but my girls did fine with it. Maybe it just depends on the child? They are now 5th and 6th and finishing up the mechanics portion of it. I've really enjoyed it and I've recommended it to a lot of people.
  5. The time issue can be solved by using any extra time in the summer to plan. This can be 10pm in bed with books and a piece of paper. I've pulled together curriculum and made it open and go. Having a few used text just create lesson plans for them with checklist for your student. Workbooks tend to need the least amount of teacher prep. For younger students the hanging file system where you fill 36 files with packets of work for the week help create a grab and go system. You still need time to prep but prep work time is much more flexible that school time. 15 min here amd there can add up.
  6. Are you talking specifically about the educational movement during your homeschooling days which I would assume was a version of the neo classical movement or are you trying to tie back to the Jesuit/Middle Ages/Renessance (pick any) movement? As far as defining the current movement which does seem to solely include Latin (and reading these forums many even drop latin) I think it is evolving and since it is homeschooling there is not going to be one definition. I think it's part of why many flow in and out of the different philosophies. They have no definition just lofty ideas that, once they really begin digging, lead to nothing. I have a few friends with kids in schools that are classical and when you look past the thrown in Shakespeare and Latin it is essentially just another modern day school following the same state standards every other school follows. It leads me to wonder if that's what the current trend really is. Modern standards with a bit of Latin and Shakespeare. Even if we could pin down exactly what school was like in the Jesuit/Renessance/Middle Ages (pick one) we would be unable to replicate without the education the teachers had (actual fluency in the languages for one). If it is a good model for current days I think it is at least as good as any. Watching so many friends with so many different ways of schooling end up with successful children (as far as finishing degrees, getting married and seeming to be in general happy with their life) I am not sure their is a best way.
  7. I was thinking the other day about the the methods of education that I read about somewhere (can't remember which book) that almost completely focused on Cicero's orations. Children learning Rhetoric from a master, grammar by decoding latin, and a foreign language along with western history. It just seems like we are making thing so complicated by having all of our different subjects. My problem of course is not knowing latin but if I did I think I would take the Cicero approach.
  8. We started Sept using Latin Alive and I hated it so we switched to Latin Book One. I really love this curriculum, we are only 6 lessons into it and I feel they have learned more in 6 lessons that we learned in 2 months of Latin Alive. I'm wondering if anyone has taken it through book one and two and where they went from there. I believe that is all that is available on the yahoo group and there is no answer key for book three. Anyone currently using it have a plan as to what they will move onto?
  9. So I'm joining this thread again after a skipping reading the last 2 months. I spent new years eve reading one of the free amazon prime books and then read Girl on the Train. It was everything I was really hoping for which was a fun easy read with a twist at the end. I wanted to give myself some book candy before diving back into more heavy reading. Last year my goal was 52 books and I reached 44 so hopefully this year I can actually hit my goal. Now to go back and read the thread to see what everyone else here has been reading.
  10. Thanks for all the tips. I'm glad to hear we won't need a fresh eval. I don't know if the sound per se is her issue. She said it's more the vibrations when sound is loud or if there are strobe or disco lights. Bummer to hear about the brushing, I had great hopes for that but we will see how all of this goes. I was thinking of trying a weighted blanket for her. They are pretty pricey. The clothes thing is hard. This morning she came out in a sundress, uggs, wearing a beanie (because she doesn't like the feeling of brushing her hair) and carrying her soft bunny that she likes to feel. It doesn't bother me but I know other kids look at her funny because of it and I don't know how much longer she will be oblivious to it. I've heard other moms say puberty changes a lot of things so I'm hoping for a positive change once that hits. The more I read about SPD the more things seem to make sense. ADHD really didn't explain all of her other issues but I didn't really feel like it was ASD.
  11. My daughter was diagnosed years ago with ADHD. She's had a lot of sensory issue's that I've noticed more the last few years. Looking back they have always been their I just assumed it was due to age and she would out grow it. I mentioned the issues with her pediatrician and he said it sounds like SPD and referred me to an occupational therapist. He said they can't do much about the issues with vibrations or loud noises. They can do therapy for the clothing issues (she will only wear sweats or t-shirt material sun dresses). Is there any other way to help with this? She was diagnosed with ADHD by a neurophysiologist but he never mentioned SPD. Should I re-evaluate her for that or will the occupational therapist be able to confirm the diagnoses?
  12. Thank you for this thread! I've been researching teaching geometry with euclid although there seem to be more people opposed to the idea than for it I can't seem to give up the idea. We are a ways off from geometry so I have time to figure it out.
  13. Loving- Mapping the world through art, we are becoming big Ellen Mchenry fans, Elemenents was awesome last year also. Expedition Earth - I'm really tweaking this amd I'm using it as a cultural study but my kids love it. Famous Men of the Middle Ages - All of this series has been a hit here Right Start Kinder - I was overwhelmed with all of the pieces and while I still don't love needing so many items for one lesson it has been amazing for my son who is not interested in sitting and doing work. Not loving Latin Alive - we will continue but I have not liked the way CAP organizes their curriculum. Grammar of Poetry - There's nothing really wrong with it just seems more like a suppliment. Very light IMO but my girls like it.
  14. I've been reading the Erskine piece and it seems to go along with the prevailing feelings of progressive educators. The idea that intelligence will ultimately create the moral man. I've thought a lot about how the enlightenment period changed education and this piece seems to go along with that change. At one point it was believed that a man (or woman) needed strict enforcement of abstinence of vices to have good morals and character. The way they were raised and taught seemed to focus on self discipline. Also in reading the Ratio Studiorum they talked about books and certain books that weren't to be read to students so there was also the thought that you needed to keep away from things that will pull your focus away from what was right and true. The enlightenment ideal's of intellect changed so much in how we viewed raising children. It took a century to really catch on but ultimately people came to accept that the way to raise a child was not by teaching self discipline but by intellect. This book goes along with that. The ultimate virtue is intellect? Was not Solemn given the gift of wisdom? Did his wisdom help when he failed to follow the will of God? It is not a very encouraging read for anyone of faith that is interested in the great books. ETA: My takeaway was that he was defining intellect as wisdom, knowledge and reason. It's possible that his views were based on Aristotle's Ethics? It would make sense based on the classes he was teaching.
  15. In reading various articles I think he was certainly inconsistent but I do wonder if he this was due to different audiences. Part of the time he was teaching a class at a college where I'm sure he had to have some sort of system to evaluate the students in order to turn in grades, and then he was involved in the great books discussion clubs which were aimed at adults that were not looking to be evaluated or receive credit. The great books program seemed to be more of a book club type of setting. I don't understand how this idea for educating adults ,who felt lacking in their education, turned into a way to teach high school students. As far as weakness in the program it depends, to me, on who you are talking about it being taught to- adults looking to further their knowledge base or high school students. I think the idea of allowing students to talk by questioning helped get them interested even if what they were talking about was/is totally off base. Gaining interest however doesn't mean they will be better educated. If all they hear is people talking for the sake of talking and opinions that are not really relevant to the text (weather the speaker realized it or not) then it may lead them to be full of incorrect knowledge. As far as the psychology I think a lot of people take one course and then change their mind later in life. I think a major problem with the program is people of faith trying to use a program that was created to be secular. It wasn't created to acknowledge that ultimately all we know comes from God. It was created to be a program that people of all faiths could sit around and join in on. It's really hard to get into all of these philosophical idea's if you have two people that have different grounds of belief. I think the book you recommended (or was it someone else?) A Great Idea at the Time mentions Erkstein. I started reading the essay and I'll post back when I'm finished. When I first started all of this reading one of my big questions was whether all of our accomplishments this century (computers, internet, going to the moon etc) were due in part to our educational system/pedagogies or in spite of it. As I've read on all of the different pedagogies of the 20th century I can't help but feel it was in spite of it. I think we got so excited with all the findings in psychology that we jumped a little too soon into science to figure out how to education children. We seemed to jump around so much eventually everyone forgot what education originally was. Great Books seems to be just another pedagogy in the multitude. I was recently talking to my cousin who is a teacher and she mentioned in 10 years of teaching she has been told to try some new pedagogy about every other year. Eventually I'm sure they all start to seem to same. Maybe for Catholics it just sounded different than all the rest of the idea's that were floating around and with names like Socrates and Aristotle associated with it it sounded good so they grabbed onto it. Reading information from all of the progressive educators no one seemed to know what the answer was just that we needed to move forward instead of back. This idea of anything modern seemed to be so appealing to everyone. It doesn't sound like anyone even considered looking to the way we educated children for so many centuries for answers.
  16. Finally coming back to this... Our first two weeks of school were some what disastrous. Throwing two more kids in the mix has proven a little more difficult than I had thought it would be and to top it off all 4 kids contracted hand foot and mouth disease. Happy 2016 school year. The Great Books discussion group guidelines seemed to be very different from what was going on in the college setting. At the college level there was much more teaching or at least guidance. From what I've read it sound like the problem with the discussion groups was the lack of qualified people to lead them. As such they would have the leader of the group just keep the group on the topic at hand but no allow any other interference or background knowledge. Background knowledge or lack of is one of my biggest issue's with their approach. These books really need to be read in the context of the time and culture they were written. This article was written long after the publishing of the great books but Motimier Adler explains his teaching methods in it http://www.colorado.edu/ftep/sites/default/files/attached-files/ftep_memo_to_faculty_83.pdf Having the circular table reminds me of Dewey's criticism of the standard classroom set up of "rows of ugly desk placed in geometrical order" which he felt stifled learning. I've noticed people in the Neo-Classical movement refer often to Adler. I went to the Great Homeschool Convention and attended a session where the speakers from Classical Academic Press, Memoria Press, IEW and one other that I can't remember were answering questions and I heard Adler referenced quite a few times. It's interesting to me that everyone seems to realize the link the movement has to great books but no one in the great books movement seemed to feel what they were doing was attached to classical education (although I know the term wasn't around at the time). I haven't read much on the Harkness method other than the article you linked I will have to research that more. So far to me along with the Socratic method it sounds like another pedagogy after the multitude that came in the early 1900's. I think the draw to classical is the idea that there is this whole methodology that is centuries old and has it's roots in the beginning of western history. I'm sure part of the draw is the idea of an elite education but I also think people feel a lack of connection to their culture, at least in the US, and classical education feels like participating in something that was part of our ancestors. Just don't pull back the curtain to see the true history :laugh:
  17. It's funny but I wrote almost the exact same post a year or so ago. I was following the well trained mind loosely at the time. After that post I sat down and plotted what our goals were and how I planned on accomplishing them. Then I started researching classical education and I've recently decided to dump our plans. I have no idea what we are going to do but I am much more informed lol. I know we are going to do latin, math and read a lot of books. Don't ask me about anything else. Next year (really this year but I'm in denial about summer being over) I still plan on doing a cultural study because it give me an excuse to make good food and visit new and exiting places (locally ie china town, korea town, little ethiopia there are some perks to living close to a big city).
  18. I have Quintillian on google books right now but I keep getting side tracked and haven't read any of his book. I really enjoyed A History of Education in Antiquity and I felt like it shed a lot of light on Greek and Roman education. I just received The Education of a Christian Woman: A Sixteenth-Century Manual so maybe after that I'll move onto I'll look into the History of Western Education. I've started and stopped Hobbs book Leviathan about three times. I've read he influence a lot of modern idea's but I really can't get into the book. Has anyone here read it? Is it worth it to push through?
  19. Interesting, I had no idea he had opened a school or that it was the logos school http://logosschool.com/about/history/ (link for anyone else reading that's interested in this subject) . It seems that the great books program had a bigger impact on the current model of Neo Classical Education. I don't know if it was here this article was posted but I found it on my to read list and I thought it really highlighted my issue's with the great books method http://www.mmisi.org/ma/31_3-4/wilhelmsen.pdf .I've tried to look at the current classical idea's and separate the great books approach and the idea of subjects but I don't really know where that leaves me. I would love to teach Latin by reading and translating Cicero but I don't have the ability to do that. I think I've fallen down a hole of never ended pedagogy.
  20. So it's been 5 months and I've read quite a bit but I still don't feel like I have a complete grasp on everything. I'm going to keep reading but as far as Neo Classical education. I know that most of the movement was based on Dorothy Sayers idea's but was Doug Wilson the one to revive her essays? Was there anyone else in between? I guess I didn't realize the movement was so new. His book was published in 1991 but Dorothy Sayers essay was written in 1947. Anyone know if there was anyone in between or was Doug Wilson essential the founder of the new classical movement?
  21. I never post on this thread but I need serious motivation so maybe this will help me get things done. *call library *2 loads of laundry (washed,fold AND put away) *pick up homeschool room *clean bathrooms *re-organize pantry Can't seem to strike through on my phone but I ended up calling the library, reorganizing my pantry, cleaning the bathrooms and 1 load of laundry I'd call it a win :) `
  22. The first year we had a long desk that both of my girls shared but they kept bickering so I bought seperate school desk the next year. This last year we were sort of all over the place. Partly back at the long desk, kitchen table, couch, computer desk. I am currently looking for a round table that will seat 4 right now since my twins will be starting school next year. I plan on getting some upholstered chairs to go with it. One thing we need is a completely flat writing surface. The long desk had slats and if the paper was over the crack the pencil would make a hole in the paper. So to summarize, in our experience, you need a flat surface, kids not too close to each other and room for mom to sit next to student.
  23. I study at night time. I do a devotion in the AM a bible study with the kids but anything else is done at night. I'm a night person. Plus I have a 4 yo that wakes up at 6:30 hungry. His twin will sleep till 9:30 or 10 and takes a bit to wake up before he can eat. Such opposites. Anyway I have tried setting the alarm to get up before everyone but my early riser always hears me and wakes up so I lose my early time and end up with a cranky kid later on.
  24. I'm bringing back this thread to post this article on the socratic method. I know it's been discused here that the socratic method isn't really based on Socrates but I thought this article gave a really good history on the pedagogy. It also gives a brief history of the great books method. http://www.holycross.edu/sites/default/files/files/education/jschneider/remembrance_of_things_past.pdf "This is not to say that educators completely dismissed the historical figure of Socrates. They did not. Many continued to reference the fact that Socrates taught by asking questions. The claim, of course, was indistinct, leaving undefined the nature of his questions, their tone, their number, their purpose, and so on. But it was repeated so often that many under- standably perceived the statement as having captured the essence of Socratic practices. Rather than viewing that basic truth about asking ques- tions as the beginning of a puzzle to which we have few additional answers, many saw it as a complete picture. Such a perspective would have allowed an educator to call nearly any kind of practice Socratic as long as questions were involved."
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