when teens don’t want to homeschool anymore…and how to keep the magic alive

I think teens in seventh grade and up really need a say in whether they want to homeschol or not as being a willing participant is an important part of homeschooling high school.  

It is also important, though, to know that teens and especially homeschooled teens who may never have been in any type of school setting cannot anticipate exactly what they need, and that you as the parent have the experience to be able to anticipate more knowing and loving the child standing in front of you.  You also know what the schools are like in your area, and what options are available, and whether or not these would be a good fit.  Some teens that are reluctant and difficult at home are also extremely reluctant and difficult at school and the setting doesn’t really change what is going on.  Some teens do better at school and work harder there than at home.  Some do much better at home without the added social or competitive pressures at school.

Other confounding factors include that some states allow homeschoolers to partake in public school sports or even participate in certain courses, which really meets some teens’ needs, and some states don’t.  Some school districts easily and readily accept home credits in early high school for what you have done in the home environment, and some will not accept those credits, so that can limit options for teens who want to go to high school for junior and senior year.  Not every teen is actually interested in dual enrollment, which is often offered up as a solution to this problem, and is being used widely for  public high schoolers as well.  And much of all of this depends upon what your teen wants to do after graduation, and what they will need.  The number of AP courses one can take is a big deal for some majors at some colleges, and whether this is right or wrong, you may be in a scramble to find your teen these kinds of courses.  Anything previously decided in eighth grade through sophomore year may change dramatically with the 16 year change, when a teen may get a much clearer picture about what they want to do and what they need to do to be on their way to that dream.

For some parents, not homeschooling high school isn’t really even an option discussed.  There family culture is such that that is the only option. Some families decide that opening the doors is okay, but they search for the best fit in schooling or classes.  But the reality is that things change, whether you are homeschooling or not,  because the older teen years tend to be more hectic with more outside activities.  

We may be left feeling a bit off -kilter with all the transitions, especially if it is our first high schooler.  Also, we   are aging and changing ourselves – by the time our last children reach high school we may have been homeschooling 25 years or more!  A lot can change in twenty five years!  Our spouses may be talking about retirement  or working less and traveling and what they want to do once the children are out of the house.   I find these thoughts seem to naturally come up as parents hit the early 50s themselves.

I also find myself, at almost 49, wanting to give back a little outside of my own home and family to others and wanting a day or two back in the clinic after taking so many years to homeschool.  It happens.  Life is often about change!  When we have worked so hard to provide stability and rhythm and calmness for our families over the years, sometimes this can feel strange and disconcerting, to say the least.

So with all these changes, we can be left as homeschooling mothers wondering what our identity is. If we aren’t a homeschooling parent, are we still really needed to be home?  If we aren’t homeschooling, and our last child is older, do we still need to hold the magic of nature tables and puppetry and window transparencies and rhythm? What will we be doing the rest of the time whilst the children are at school?  If we want something outside the home, will our children suffer with the change, will it be too much to juggle?  How do we hold magic for the last child, especially if there is a large age gap between the older children and the last child?

In our family, we are there – our youngest is in only the tiny realm of  third grade; our oldest will be a high school senior in the fall and wants to take all her classes outside the home due to AP credit and the nature of what she needs with calculus and physics, and our eighth grader who really dislikes school “work” (she likes to learn) due to learning disabilities that makes everything doubly hard has said she would try harder and work harder outside the home than she will in it.  She might enjoy it more at home, but she wants to go to college, and feels she will be more motivated to work really hard outside the home and she wants a bigger social circle than what we have homeschooling high school around here.  Loneliness can be real in the teen years.  So, the final situation there is still in process, but likely some form of school.

So, where does a situation like that leave us as homeschooling parents?

How do we keep the magic?  Do we?

I think we do.  Art, and the rhythm of the changing of the seasons, and the rhythm of everyday  is nourishing to every person in the home.  Part of what draws many of us to Waldorf homeschooling is that it is healing for the adult in the home as well too.  Festivals may look different than with tinies under the age of 7, but I think it is still important to mark them.

I still like to do a nature table that changes with the seasons, and put out seasonal pictures that change.   I like to gather fresh flowers and have arrangements that reflect the seasons. I like to cook seasonally, and to mark all the festivals we are used to marking, even if in a bit of a simpler way.

I like to create art that changes with the seasons, even if I only have a few days a quarter to sit down with the kids and create seasonal art. I will even create it by myself and put it up.  The kids notice.

Boundaries and rhythm still stand.

For our third grader, who is out of the home way more than his older sisters ever were at that age, I prioritize nature time.  I will even give up a school day to take him hiking.  The children in our neighborhood don’t really come outside to play, and he needs the time outside.   I have tried to find things within a few exits off the highway of our home for the most part so the driving we do do is less impactful, and to know where parks are when we are waiting for siblings so that outside time is the standard rhythm and constant.

I also prioritize older siblings doing things with our third grader, helping him with school, so he feels special in the shuffle.   His times to play with friends or to just have an afternoon home without having to go to something for his siblings is also a priority.  Not going to lie- it’s a juggle when you have busy teenaged girls!

I have spent a lot of time in inner work.  This year I really prioritized self-care, and that has helped me roll with some of the changes I think I would have been more resistant to and upset about than before.  It also has helped me see clearly where we are in this season of life, and what is going to carry us through the next ten years as a loving family, with healthy and happy young adults as opposed to just thinking about homeschooling as an end to itself.  Homeschooling is not the end, it is the beginning. That’t the real discussion, and more that I hope to write more on in the future. I think this is the part of homeschooling no other homeschooling blogs are really talking about.  

Would love to hear your thoughts and experiences,

Carrie

How To Help Your Children Grow Up To Be Healthy Adults

Have you ever felt like every time you turn around that the news about this generation of children is just sad and scary?  There was an article on CNN.com yesterday about how 1 in 7 children and teen have a mental health condition (and that half go untreated).  Couple that with the statistics cited for all the new childhood epidemics, including asthma, ADHD/ADD, allergies and allergic eczema, food allergies and intolerances, celiac disease, obesity, learning disorders, autism, depression and anxiety, growing rates of suicide…people wonder what is going on with this generation of children?

We already know much of the answer to that:

  • Many are experiencing a hectic, arrythmical life, sometimes due to parental choice but sometimes due to no fault of the parents –  the fact is  that economically the entire family may have to work long hours just to cover rent and put food on the table
  • Many children are experiencing lack of loving adult presence – some children do not have a lot of  parental presence, true community,  or extended family involvement
  • Many are not experiencing enough movement, free play, or time outside in nature; too much adult-directed activity from an early age
  • Increasing  land, food, air, and  water toxicity 
  • Many are experiencing  too much screen time and not enough sleep
  • Many are not experiencing enough loving boundaries and not enough true and deep present attention …. If children could regulate themselves like adults and adult like an adult, they wouldn’t need a childhood. They could go straight into adulthood!
  • An increasing academic load from preschool onward that doesn’t account for the neurologic development of the brain nor how humans learn best. Hint: it’s not just through worksheets and pencil/paper work
  • Stress about college and grades  from the earliest of teen years (or even before) onward

So, what can YOU do as a parent to protect your children and provide a stable upbringing for your children so they can become healthy adults? I have some ideas!

Cut out screens when you are home and replace it with time outside; free play; undirected play, and yes, even play that you used to do that is now considered risky, like climbing trees and being out in the woods.

Set times that your children need to be outside if you live in an area that can support that. Otherwise, make going to places of nature a priority on weekends.

Teach your children how to do things around the house and give them chores to do. Do them as a family and teach them how to do it first, and then let them take responsibility

Set bedtimes and mealtimes.  Have a family night; spend time together, and expect good manners as a way of showing each other that you love each other.

Cut down the hectic pace of your life as much as possible!  Your children won’t die if they don’t do every extra-curricular activity under the sun

Get your own baggage and woundedness in order!  Your children deserve your time, your energy, your attention.  They need you to be your best you so you can support them!

Teach your children healthy habits about sleep, food, water, movement, how to deal with physical illness with both regular and alternative medicince and when they are old enough techniques for mindfulness and how to deal with stress.  Model this for them yourself!

Look at the child in front of you and what he or she needs.  Look at what boundaries would help balance them and make them healthy and set those boundaries lovingly.

Learn how to communicate lovingly with your children and guide them.

Protect them from stress. They shouldn’t have to handle stress like a 40 or 50 year old adult.

Promote developmental education in your school systems or homeschools  that include the arts, movement, volunteering, mindfulness, activities of kindness.  If you want to know what this would look like or what you could do, please email me at admin@theparentingpassageway.com.  

I would love to hear your ideas!

Blessings,

Carrie

 

 

 

 

 

 

teens who don’t want to drive

Some teens are excited and ready to drive in the United States, but the latest thing that many parents are lamenting is that their teen doesn’t want to drive or even attempt to get their license.  This phenomenon has even hit mainstream news sources, like in this article by National Geographic.  It is definitely a national trend that I don’t think has an end in sight.  We are seeing a true shift that I think will last generations and may even extend as car technology changes.

I have read many of the articles on this subject, observed many of my teen’s friends, and have come up with some ideas of why this trend may be…

  1.  Teens are working less. You might wonder what this has to do with driving, but hear me out.   If the emphasis is placed on academic success rather than school being something one does in addition to other things, then the teen may not have the time or motivation to get a job due to so much homework and extra classes.  If they don’t have a job, they may not have money to pay for gas or insurance, let alone to save up for a car.  The teens I know who are driving the most  have a job!
  2. Teens have more friends on-line and are dating less than previous generations.  There is less reason to go out of the house.  Teens are no longer going to the mall and hanging out – they can hang out and shop in their rooms.  They may not be running out of the house to go pick up their girlfriend.   The digital age has changed the landscape of adolescence forever.
  3. Many teens have anxiety ( I have read estimates that span anywhere from 10 to 25 percent of the teen population, depending upon what criteria is used), and the feeling that you could die or you could kill someone while driving a car makes driving a less than  tantalizing proporition to many teens.
  4. There are alternatives – rides with friends, Uber, public transportation, walking, and yes….parents often started  driving their children to activities at earlier ages, and are continuing, so why give that up?

Here are a few of my suggestions in dealing with reluctant teens –

I think the philosophy is always that the parents will do things for their children until the child can take it over for themselves.  In general, this age might be determined just by readiness cues and  seeing how responsibile the child  is in doing what needs to be done under supervision and then independently.  In the case of driving, the ability to drive is dictated by state laws, by learning new skills under supervision,by testing,  and yes, I think by having incentive.  So if your teen is reluctant to drive, perhaps have a conversation about expectations and what is holding your teen back.  Are your expectations clear to yourself and to them?

If you want your teen to learn to drive, and they are already feeling overwhelmed with schoolwork and activities, you may need to clear some space so they have the time to learn to drive.  It isn’t like cramming for an academic test.  It requires time, space, practice.

They may not want to learn to drive with you.  Or they may not want to learn with all their siblings in the car.  Some will learn better with Driver’s Education, some will learn better with a trusted relative or neighbor.

Figure out the expectation for how to pay for gas, insurance, a car.  These things can really hold teens back. If they have no car to drive or no way to pay for gas or insurance because they don’t have a job, what is the incentive for obtaining a license to drive?

Address anxiety. Sometimes having a timeline, a driving instructor, etc can help an anxious teen break things down into steps that seem doable.  The idea of testing may also provoke anxiety.   And as much as I hate to say it, I know people who never were comfortable driving and nearly always lived in areas where there was good public transportation available.  It may be hard to think this way if you live in an area where good public transportation doesn’t exist, but that may be where your teen ends up as an adult.

Lower your expectations.  Most of the new drivers I know are driving surface streets to school and back (probably a 5 miles radius) or to a job that is also within a five mile radius.  Not every new driver is ready to drive all over the city.  Think about where your teen would be okay driving when they do get their licenses.  This is particularly important for homeschooling families, who many times do have classes or activities that are far away.  If you goal is for that teen to drive to those far away things, your teen may or may not be comfortable with that as a new driver.

Would love to hear your thoughts,
Carrie

Identifying Dyslexia For Homeschooling Parents

Many of us who homeschool have students who have challenges with learning in some form.  In Waldorf homeschooling (or even in a Waldorf School setting), because formal academics begin in first grade, there is an interesting thought that learning disabilities will be caught later, and therefore attempts at remediation will begin later.

I don’t think this has to be the case. If you, as a homeschooling parent or as a teacher in a school setting are working with children on preliteracy and literacy skills, then identifying possible signs of dyslexia should be not just something nice that maybe one knows or doesn’t know, but it should be an absolute requirement.

One of the latest books out regarding Waldorf Education and literacy, and in my opinion the best book  is “The Roadmap To Literacy:  A Guide to Teaching Language Arts in Waldorf Schools Grades 1 through 3” by Janet Langley and Jennifer Militzer-Kopperl.  One of the points in this book is that up to 40% of students will discover that letters represent sounds that make up words easily; 30-40% will need extra practice to move forward; 20-30% will absolutely need intensive direct teaching in a very detailed and sequential way. In a school setting, this last sub-set of students might be working with a reading specialist and in a home setting, they will need extra hours with us directly teaching in a clear manner. So not every difficulty in learning to read, but every situation requires careful thought.

In the homeschool setting, particularly with Waldorf methodology, there can be a lot made of later reading that is normal, the student is dreamy, just give them more time and the student will catch up. This absolutely does happen and I do not want to discount it.  However, as the mother of a child who is dyslexic, I do wish more parents would confirm that there is no underlying signs of dyslexia, visual, or auditory processing programs before just deciding it will come.  I also wish more Waldorf teachers, mentors, and curriculum providers would point out the possible signs of underlying problems that are larger than just needing more time.

Visual and auditory processing problems can be c0-morbid with dyslexia, but visual therapy will not fix true dyslexia – it will fix the problems with tracking or convergence that contribute to learning challenges, but the dyslexic brain is neurobiological in origin.  

So, there are consistent signs that parents should be aware of that could indicate dyslexia.  I highly recommend looking at the International Dyslexia Association website for more information.  You might consider delving deeper if your student (source Schenck School public presentation, 2018; International Dyslexia Association):

  • Does not rhyme words well (this is huge; most four year olds and kindergarteners catch on to rhyming quickly!  This is absolutely an early sign of trouble if it does not improve with practice)
  • Does not divide words into syllables well
  • Divide sentences into words well
  • Does not discriminate words in phonemic sounds
  • Cannot delete roots or syllables or phonemes to make new words or substitute a phoneme in a word (ie, if you have the word lighthouse, and you ask the student to say the word again but don’t say “light”, they cannot do it or they cannot take the word bog, change the o to an a and make the word bag)
  • Cannot identify whether a specific phonemic sound is at the beginning, middle, or end of a word.

Once the student has gotten into bigger steps in trying to read or write, if your student:

  • Cannot write words or sentences
  • Cannot blend sounds together
  • Cannot decode nonsense words (think of Dr. Suess kind of words)
  • Cannot segment words into syllables or identify sounds and letters
  • Cannot decode consonant-vowel-Consanant words, or letters with simple blends after practice

Usually somewhere between grades 2-5, students are spelling well, have handwriting that is decent, can read and spell, can recall words, and yes, most fifth graders, even late bloomers, can read.  There is also a self-assessment at the International Dyslexia website here and also a good handout here that points out that 74 % of the readers struggling in third grade end up struggling in ninth grade (again, due to true developmental dyslexia, not just being a late bloomer), but that is is never too late, not even for adults, to improve through a structured literacy program.  Remediation may take 2-3 years or longer.

If you have checked a lot of the above indicators for your student, I suggest testing.  In the United States, this can be hard for parents as private testing through a neuropsychologist for a full battery of tests often costs thousands of dollars.  However, what testing gives you is a clear diagnosis, clear accomodations (especially important for those in high school for testing and those wanting to go to college), and it gives ideas for remediation.  It is also important because student with dyslexia have marked difference in reading, writing, spelling, speaking, and math due to neurobiologic expression, teaching methodology used and more.

In between testing and waiting, some things can help. If you are Waldorf homeschooling family, you may be familiar with the book “Take Time”, or “Bal A Vix X”.  You might be famliar with the idea of extra lessons or curative eurythmy.  Most programs recommended for literacy are those that employ Orton-Gillingham techniques.  One other approach is Lindawood/Bell, especially for those students without the ability to handle CVC words.

The other thing to think about is looking at the other pieces we often see  associated with dyslexia, whether that is difficulties with executive functioning tasks, speech challenges, dyscalculia, anxiety, sensory processing pieces, ADD/ADHD, social-emotional difficulties, dysgraphia, can also be part of what needs to be addressed.  It is a complex range, and many parents worry about their children.  Every single student with dyslexia is an individual and each student has their own strengths to build upon.

Blessings and love,
Carrie

7 ways of doing self-care +parenting

Maybe parents from previous generations wouldn’t understand this fuss about self-care.  I think generally people got married and had children earlier than parents are doing now. Maybe there was more support in juggling the home and the kids through extended family, which many of us don’t have these days.  I know when I was younger, I certainly didn’t really understand the fuss about self-care as well as I do now, and when I started parenting over seventeen years ago, it wasn’t even really a thing to talk about self-care.

Cue now.  Cue the late 40s.

Years of parenting and homeschooling still await.

Things are shifting.

Self-care is needed.

Now self-care seems absolutely vital to me; absolutely necessary; absolutely important. It is something important for me that benefits the whole family, despite whatever limitations may be in the way.

Maybe you are feeling this as well.  I think younger parents are much more in tune with this than we are.  However, at any stage, it can be easy to neglect in the shuffle and business of life, especially for homeschooling parents whose children and teens are with the family many (all) hours a day.  So, i put together 7 ways for doing self-care that might resonate with you or give you ideas for your own practice.

  1.  Find your attitude about self-care, and your find your discipline to follow through.  First you have to believe that self-care is necessary, and then you have to find a way to follow through on doing self-care no matter what personal obstacles are in your situation.  Maybe your significant other travles nonstop, and you homeschool three tiny children that you can’t just leave to run out and do appointments or even go for a heart-pounding run that doesn’t involve stopping to look every ten feet at some critter on the ground.  Instead of feeling defeated, how will you make this work?  Brainstorm ideas, and believe AND do.
  2. Keep the big health guidelines in mind.  One hundred fifty minutes of moderate areobic exercise  a week and  twice a week strength training is recommended for adults in the United States, there are recommendations for how often to see your doctor and dentist, there are even recommendations for number of hours you should sleep a night, and how many hours a day you should be on a screen.  That might be the bare minimum place you start.
  3. Rest and play.  Rest and play for adults may be one of the most overlooked areas of health. This one can be done with your children, with your significant other, with your friends or by yourself?  How do you rest and play? What does that look like for you?
  4.  Time in nature.  This is extremely important for decreasing stress, for setting healthy patterns in sleep, and for a myriad of health benefits, even down to the cellular level.  There is true research on this, and since many people spend a lot of time indoors, it may be worth it to schedule yourself some forest bathing time or time to be outside.
  5. Time in community.  Community is very important. It is something new mothers or new fathers  naturally often seek in the form of playgroups…and then as the children grow, as teens have more interests and they no longer want to get together with the same chidren they have been since playgroup days due to lack of common interests…it can become more difficult to see other adults that you are really and truly close to.  My recommendation is to go out to dinner or tea or meet at a park – just the adults.  When your children are teenagers, you can leave them and do this!  If you think you don’t need this, I would say you should try.  It reduces anxiety, having community has many health benefits,  it makes you feel connected, and when your children are off living their own lives, you are going to want some friends!
  6. Time alone.  It is important to have some time each day, each week, each month to just be alone without the children.  Many parents get so lost in their children and all the hustle and bustle that they often lose who they were.  Parenting will change you! You will be a different person than you were.  That is normal.  But losing complete connection with yourself, your goals,  your dreams, your functioning as a separate human being outside of being a parent is difficult.  It can take time to get those things back, and time alone to think or think and journal can be invaluable.
  7. Healthy food.  Healthy food, and not using food as a form of stress control or self-medication is really important. Parenting can start a whole cycle of eating while standing up, eating as quickly as possible,  not having time to cook.  Batch cooking healthy things for the week can be a really big help, as can gadgets such as a crock-pot or Instapot.  Finding healthy recipes and making them, not keeping junk  food in the house that really isn’t made up of food but instead chemicals and additives ( I call it “food-like” substances) in the house, is really important self-care, and it sets a great tone for the future generation living in your household.  I was at a continuing education course where the home health physical therapists were estimating over half of the patients they were seeing were obese, and had Type 2 diabetes, and didn’t hardly move during the day.  This isn’t where we want ourselves or the next generation to end up!

Share with me your favorite ways to self-care!

Blessings and love,

Carrie

Skills for High School (and life!)

We have one teen getting ready to go look at colleges and apply in the fall, and one child who will be entering high school in the fall.  These are such  interesting and often challenging ages to parent. I don’t think I ever doubted my homeschooling skills as much as I did when my oldest was in eighth and ninth grade.  I think this is because we as parents can see what skills will be needed for success in  the upper grades of high school and what will be needed in college, and we wonder what we will do if things don’t come together  (or as homeschooling parents we wonder if we are doing enough).

This leads me to a question:  what do you think eighth and ninth graders really need to be able to do in order to navigate high school (and life) successfully? I woud love to hear your thoughts!  Here are a few of my ideas for the important skills teens need for high school and beyond:

Communication Skills – this includes written communication, public speaking,  recognizing nonverbal cues in other people, presentation skills, and being able to collaborate on a team.  I think this is where things such as vocabulary and fluency in writing and speaking  counts, and so do things such as knowing how to introduce oneself and others.

**Ways to develop this:  4H and Toastmasters, work and volunteer experience, being on a team in any area- sports or otherwise, communicating effectively at home and pointing out cues and emotions,  increasing vocabulary in the later middle school years.  If you are the homeschooling teacher – assigning papers, research papers, and oral presentations.

Organizational Skills – this includes physical space planning (ie, the teen can find what they are looking for), mental organization, planning and scheduling, time management, prioritizing

**Ways to develop this – using a calendar or planner, using checklists, working with deadlines  for your homeschool, developing accountability outside the home to mentors, other teachers, volunteer work or a part-time job

Leadership and Teamwork – this, to me, involves initiative, making decisions, contributing, responsibility, respect of others and listening to others, humility, problem solving

**Ways to develop this – volunteer and work opportunities, allow decision making for teens and don’t bail them out of the consequences, let your teen figure out the possibilities – don’t do it all for them

Work Ethic -this includes dependability, determination, accountability, professionalism

**Ways to Develop This – assignments with deadlines in homeschooling, don’t skip the hard or boring all the time, work and volunteer experiences, the development of healthy habits at home which requires a regularity in doing things

Emotional Intelligence – self-awareness, self-regulation, motivation, empathy, social skills

**Ways to Develop This- talking to teens about their feelings and helping them use “I” statements and how to be active listeners, basic anger management and conflict management skills,mindfulness techniques,  nurture motivation when your teen is interested in a subject or has a passion and teach them  how to set goals around their passions, provide and model optimism and encouragement

I would love to hear your ideas!  What do you think is important?

Blessings,

Carrie

PS. If you are looking for more on this subject, you might enjoy this back post on Life Skills for Seventh and Eighth Graders and some of the resources I recommend!

Top 7 Ways to Fearlessly Waldorf Homeschool

I wrote a post about “fearless Waldorf homeschooling” in which I talked about how despite our fears regarding homeschooling, we are enough.  We really are.  Every family has its own unique circumstances, family culture, family dynamics, strengths that interplay with the Waldorf curriculum at home to make it unique and able to meet the child in front of us so wonderfully.  Homeschooling is full of possibilities, but it has to be sustainable for us as teachers and parents.  And for that reason, our homeschool adventures will never look like, and should never look  like a Waldorf School.

Here are ways I think we can fearlessly Waldorf homeschool, and leave our worries and doubts about this sometimes intense way of homeschooling behind!

Decide your priorities for homeschooling based on  the amount of energy you have.  Everyone has a certain amount of energy, and we all have a fixed number of hours in the day.  Are you a low, medium, or high energy person?  What does an ideal homeschooling day look like for you?  Remember my mantra  – the Waldorf homeschool will not, and should never look like a Waldorf School program!  So what are the top priorities from looking at all the things that Waldorf homeschooling can bring that your children, and you, really really need?  Resign yourself that you must likely won’t do all the things, and that is perfectly okay.

Design your priorities for Waldorf homeschooling around your strengths, and decide if the things you are weakest at is something that you actually want to learn and grow better at doing  OR if this is something that you can outsource!  For example, say knitting is hard for you.  Do you want to spend your energy learning how to knit and then teach your child, do you want to learn together with your child, or do you want to send your child somewhere to learn how to knit in your community?

Build your homeschooling around rhythm, but remember to include self-care in  your rhythm.  I don’t know what that would like like for you, but I think for many of us, sustainable homeschooling involves being more than just the person teaching or keeping up everything around the house.  It involves being a whole human being, and for many of us, we need some time either alone, with our spouse without children, or with our own friends in order to recharge.  It might involve when  you exercise, or when you sleep in or take a nap or meet a friend for tea.  Whatever it is, plan out your self-care for the week on Sundays.   Mark it in, arrange where your children will be, but do it.  Generally, homeschooling is not sustainable into the middle grades without this piece.  Burnout is real, and many people who start homeschooling and throw themselves into it with gusto either have to reinvent how they homeschool in the middle school grades or they put their children in school.  

We must always teach to the child in front of us.  What parts of these traditional blocks are of most interest to our child?  What things do we need to include in the grades that are developementally appropriate , meet our family culture, meet the time and place in which we live that are different than the Waldorf Schools?  

How do we deliver these lessons?   Waldorf homeschooling is about more than creating main lesson books!   There will always be children who hate to draw orwho hate creating main lesson books, and we must do more than just decide an education based in the arts, based around health and using sleep as an aid to memory,  is not for them.  In the home environment, we have so many creative options.

What is our end academic goal? I think far too many parents enter blocks without thinking about what they are trying to accomplish skill-wise – so think about this in your planning.  This keeps you confident and courageous!  What academic, social, emotional, physical and artistic skills is this material a springboard for?  What’s the end point? 

When in doubt, what will foster connection and responsbility in your child? Both of these are important, as the ultimate goal of Waldorf Education is that  human beings once again learn how to live with each other, that we can connect with the “other”, that we see how things are interrelated, that we can serve humanity with love.  It helps to begin with the end in mind. 

Blessings and love,
Carrie