At The End Of The Teaching Day…

Did I put as much movement as possible into my Main Lesson?

Did I stir a feeling in my child through the pictures, stories and images I presented?

Did my child put forth effort and work, thereby developing his or her own will?

Did we have fun?  Did we laugh?  Did I hug my child and love them?

Did I teach my child something new?  New can also be nuances on an existing subject or theme…

Did I use sleep as an aid to my teaching?  Did I keep reviewing what my child needs to review?  One time is not enough!

Did my children and I do something practical for the nurturing care of our home?

Many blessings,
Carrie

Guest Post: Botany In The Waldorf-Inspired Homeschool

Our guest blogger today is the wonderful, wise and inspiring Lauri Bolland.  She lives in Pennsylvania with her husband, Eric, and their three always-homeschooled Waldorfy children who are now 22, 18 & 14. Their youngest, Gracie, recently published her first book, which grew out of their Seventh Grade Creative Writing Main Lesson Block. Gracie can be found on Lulu here:

http://www.lulu.com/spotlight/AmazingGrace

I asked Lauri to share some words regarding the “botany” block of fifth grade, and this is what she wrote:  Continue reading

Guest Post: Using “A Donsy of Gnomes” In First Grade Homeschooling

My original post on the book “A Donsy of Gnomes” stirred quite a bit of interest!  You can read the original post here: http://theparentingpassageway.com/2012/07/09/a-donsy-of-gnomes-7-gentle-gnome-stories/ .  One of my wonderful readers wrote in with her story of how she used “A Donsy of Gnomes” in her daughter’s first grade experience.  Thank you to my reader Kristen from Vermont for sharing with all of The Parenting Passageway’s readers!

Here is what Kristen wrote, and I hope it will spark some creative ideas for your own homeschooling experience:

At the end of my daughter’s first  grade year, I decided to incorporate Sieglinde De Francesca’s sweet book of gnome stories into our Nature Block.“How to Create a Spring Nature Block for Grades  1-3”.  I loved her ideas but being the busy mama that I am with a small farm  to ‘manage’ and two  young girls under my constant care, I couldn’t possibly figure out how to find time to write my own stories.  Here in northern Vermont, we have seven to eight months of winter and relative ‘rest time’ but once it warms up, we are like crazed squirrels running here and there trying to fit everything in before it snows again!  I learned an important lesson this first year of homeschooling:  don’t leave any planning for spring undone before spring arrives.   You will never find the time once it’s warm enough to venture outside again and enjoy longer stretches of fresh air and the warmth of the sun.

So, I cheated.  I’ve been telling Sieglinde’s stories all year, with needle felted characters for each story, and my daughters have enjoyed them immensely.  (In fact, when I told the last story of the book, which occurs in late spring, my girls cried and I had to reassure them that they’d hear the stories all over again beginning in late summer!)  My plan was to tell the last two stories over the course of a month and tweak each story just a wee bit, adding bits of natural history here and there.  For instance, when I was in graduate school studying forest ecology, I loved reading about microhabitats and the ‘pillows and cradles’ you often see on the forest floor in mature stands.  Why not have the gnomes enjoy a rollicking time running up and down that lumpy ground, just for fun?  I also love wildflowers, especially the ephemeral ones in spring that look really groovy, like Jack-in-the-pulpit.  So why not have a gnome take shelter beneath a Jack-in-the-pulpit “roof” during a quick rain shower?   And, since I’m a bit obsessed with birds, why not have the gnomes comment on some of the bird songs as they scampered through the woods during the story?

The rhythm of our weeks was simple and was basically the same as telling the fairy tales, except that we incorporated nature walks into our afternoons to look for pillows and cradles and Jack-in-the-pulpits and notice what birds were singing their springtime songs.   We kept a nature journal which included a picture of the story and a short summary.

I also drew my own picture for story and hung them below our blackboard.  On these, I wrote words that my daughter could learn to write in her MLB and then practice reading.  We also incorporated a game in Peggy Kaye’s wonderful book “Games For Reading”.  It involved writing a short sentence related to the story, cutting up the sentence into pieces so that the words or phrases were separated, and asking my daughter to put the pieces back together in the right order to make a logical sentence.

She had already seen most words on my drawing and written many of them in her main lesson book so this was not as difficult a task as I thought it might be.  She is having a hard time learning to read and is not the type of kid who will sit down and try to figure it out herself.  A late bloomer, perhaps, but a child who loves to hear and retell stories!

Overall, I think this block was a stunning success and for weeks afterward my girls played with the needle felted gnomes (and other animal characters from the stories that I needle felted).    They both attended a garden camp this summer and during one of their walks in the forest  they gleefully showed their friends how much fun it is to run up the pillows and down the cradles in the forest, just like little gnomes do!

Many blessings, and much love,

Carrie

The Simple Homeschool

I have been talking to more and more mothers regarding planning for the upcoming school year, and one theme has been recurring:  they want simple.

  • They want curriculums that take into account that most mothers are time-constrained, either by activities or by having multiple children.
  • They want to know that when they spend a lot of money on a curriculum, that the curriculum is planned out.  Most mothers seem to want a day by day plan.
  • They want ideas for the magical parts of homeschooling – movement, drawing, music, painting, modeling, and how to bring the academic ideas to life through these vehicles.
  • They do want academic progression
  • They want to know how to take their spiritual and religious life and help their children absorb that in an age- appropriate way in the home environment
  • But most of all, they want simple.

In some respects, many people homeschool, not because they want to make life harder or to stress themselves out with having more complex days, but because they wanted a slower pace of life that allowed for more time and more connection with their children.

I think simplicity can actually start in planning. Planning helps ensure that you are not doing too much, but yet that some of your bases, especially for those past the age of ten, are covered.  For example: Continue reading

“A Donsy Of Gnomes: 7 Gentle Gnome Stories”

This  182-paged book is one of my favorites for five and six  year olds for “school” but also for bedtime reading for almost any age.  My seven and a half year old and I just got done going through these stories at bedtime again, and they are so lovable.  The stories are seasonal and so sweet, and include imaginative ways to present the stories and how to re-tell the stories.

The stories include the gnomes of Limindoor Woods and the two human children who live nearby.  The seven stories are:   Pebble (whose father teaches him the family trade of being a crystal gardener); Brother Acorn (who keeps the world forested) (this story has a lot of repetition and is shorter so may be of delight to even younger children); Tommy Tomten (a winter tale about giving); Teasel and Tweed (this is a longer story and has a rescue element – not scary, but may be better for children a bit older); Gilly ( a springtime tale); Bracken (an adventuresome gnome); Mossy (a Midsummer story that references all the other stories and characters in the book).

The stories have some simple, beautiful ink drawings to accompany them that are lovely and could be a springboard toward your own creation of wet on wet painting moving pictures (where the characters you paint move through the scene).

There are also many “extras” in this book:  Continue reading

Gathering Love

I was thinking specifically about new parents, and parents of children in the age of birth through seven when I wrote my post “Gathering Grace” recently.

One thing I think about with the children aged seven through fourteen, who really are in the heart of childhood, is that they should be gathering love. Continue reading

Are You Raising A Potted Plant?

 

There should be warning signs for parents on every child in America:  “Warning!  This is not a potted plant!  This is a human being that needs sunshine, free play in nature and lots of movement throughout the entire lifespan!  Warning!”

 

Too often our children today are treated like potted plants. Sterile, not moving, in a pot, watching only one view because the inherent nature of the human being to move is essentially ignored by our predominate educational system, our medical system, and our society at large. 

 

Children of all ages, birth through twenty-one, need to MOVE.  Children birth through age seven should be developing their will, their doing.  Movement also is learning.  I have read research estimates that 80 percent of the brain is devoted to taking in sensory information and deciding what to do with that information.    Almost any long-time teacher will tell you that most children are kinesthetic learners. 

 

We know from current research that school aged children need at least three to four hours a day of true rough and tumble outside play. Heavy work benefits ALL children and ALL adults.  We are wired for it!

 

In a classroom setting, just having ten minute breaks to really move every two hours can completely increase learning.  According to a 2006 study in the journal of Medicine and Science in Sports and Exercise, children with ADHD who take movement breaks for ten minutes every two hours show a 20 percent improvement in “on-task behavior.”

 

In Waldorf Education, we look at movement to be about a third of our learning time if possible.  We play movement games for math, we walk our forms before we draw them, we have eurythmy and Bothmer gymnastics in the Waldorf School setting, we include folk dancing in the curriculum for certain grades, we have drama and gardening.

 

You CAN do this at home and it will not complicate your homeschool, but enhance it!

 

Simple ways to start:

 

Finally, are you moving in your free time?  Are you cleaning, gardening, working? Hiking and biking and swimming and skating?  Or are you sitting down on your computer?  Just sayin’.  Smile

 

Happy Moving!

Carrie