| (1) RELIGIOUS / PHILOSOPHICAL | | | | (3) ACADEMIC EXCELLENCE The most easily |
| CONVICTIONS | | | | defensible aspect of parents teaching their children |
| Nothing goes deeper to the core of our | | | | at home is academics. Such results can be |
| motivation than our personal convictions. | | | | measured quickly, compared to others, easily, and |
| We all have some deep conviction, something that | | | | are understood by nearly everyone because |
| has changed our lives, something that is carved | | | | we've all been through it. But why do |
| on our soul. | | | | homeschoolers excel? (A) CUSTOM-DESIGNED |
| Some of us can articulate it, some of us have | | | | CURRICULUM: Homeschooled children are allowed |
| never put it into words, but we all have it. And | | | | to work at their own level of mastery, rather |
| when that "something" is engaged, we | | | | than at the level of the graded curriculum outline. |
| demonstrate a direction and passion that is | | | | Few 5th graders are perfect 5th graders -- |
| unexplainable. For some it is their religious | | | | instead they may be reading at the 7th grade |
| convictions, for some it is a way of life. These | | | | level, spelling at the 4th grade level, doing science |
| people make great homeschoolers. Their sense of | | | | at the 6th grade level and doing math at the 5th |
| purpose and their passion keep them going | | | | grade level. |
| through the tough times. Their purpose & passion | | | | In a homeschool, the program can be constructed |
| keep them reaching higher, their purpose & | | | | around the child's real level in each course. This |
| passion sustain them in their drive. | | | | advantage provides for real progress and assures |
| The best teachers I ever knew had a sense of | | | | success. |
| purpose and they radiated "passion" when they | | | | (B) MOVING AT THE CHILD'S OWN PACE: If the |
| taught. They generated a contagious enthusiasm | | | | homeschooled child has completed the project or |
| about whatever it was, and they motivated me. | | | | page or chapter assigned, then she can move on |
| When a family has strong religious or philosophical | | | | to another topic. She does not have to wait until |
| convictions, they radiate passion that energizes | | | | the bell rings before digging into something else. |
| them and others. | | | | Or, if the child is excited about the topic and really |
| Homeschooling allows a family to weave these | | | | getting into it, she doesn't have to "change her |
| convictions into every aspect of their "curriculum." | | | | mind" when the bell rings. (I remember being |
| They are now in control of the subject matter | | | | intrigued with a project in science, but when the |
| and in control of the who's in charge of the topics. | | | | bell rang I had to "change my mind" and go down |
| This is a clear advantage for homeschooling. | | | | the hall to read Shakespeare !) Conversely, if the |
| (2) ADVANTAGE OF SOCIALIZATION The | | | | child is slow to master a concept, the homeschool |
| homeschooler has a community-based | | | | program allows for the flexibility to take it slower, |
| socialization, rather than a classroom-based | | | | or come back to it another time. |
| socialization. This advantage removes them from | | | | (C) WORKING WITH THE CHILD'S LEARNING |
| confinement with their agemates. In the traditional | | | | STYLE: Each child has a certain "learning style," a |
| classroom, you and I did not have "class-mates," | | | | particular way they process in-coming information |
| but we did have "age-mates." (You see, | | | | best. Intuitively, parents seem to know what will |
| classmates are those who are functioning on the | | | | get the point across, and what won't. And with a |
| same academic level; e.g., all those who have | | | | day of training, a parent can find keys to unlock |
| mastered multiplication & division of fractions are | | | | more doors to the child's learning style. This is |
| in a class together, whether they are in the 3rd | | | | quite different from what happens in the |
| grade, 5th grade or 7th grade -- those are | | | | traditional classroom where the child must |
| classmates. The traditional classroom promotes | | | | conform to the teacher's "teaching style." |
| age-mates -- keeping children segregated into age | | | | Students of average ability who are allowed to |
| groupings -- 2nd graders are 2nd graders because | | | | in-put and process information according to their |
| they're all 7, not because they have all reached a | | | | natural learning style can become great learners. |
| certain level of academic mastery.) When I want | | | | The traditional classroom is teacher-driven, |
| my 10 year-old child to pattern appropriate | | | | whereas the homeschool can be student-driven, |
| behavior, I do not confine him with 10 year-olds | | | | and the child allowed to master areas in the best |
| for 6 hours a day away from his family. Better I | | | | way at the best time for the best results. |
| should have him with those of more experience | | | | (4) TIME AS A FAMILY In America when the |
| who have behaviors which have proven | | | | average child is in the traditional school setting by |
| appropriate over the years, and I should expose | | | | the age of 5 or 6, they begin spending more |
| him to a younger child for whom he can now act | | | | waking hours of the day with the peers than with |
| as a model (for when I see my child teaching | | | | their parents. Yes, more awake time with their |
| another child, I am assured that my child has | | | | peers than with their parents. Now consider this |
| "gotten it"). | | | | simple statement -- children become adults. No |
| Further, the socialization for homeschoolers is real. | | | | dispute with that, is there ? I believe 5 elements |
| It is not the artificial, contrived, false socialization | | | | contribute to that process of moving from |
| of the classroom. In the traditional classroom the | | | | childhood to adulthood: morals, values, ethics, |
| variables are controlled by an unknown adult. The | | | | problem-solving, and decision-making. |
| environment is controlled by people who have | | | | (Morals: defining what things are right and what |
| been hired to maintain the control of those | | | | things are wrong. Values: identifying what's |
| variables for a defined agenda in classroom | | | | important to this family, what we value. Ethics: |
| management. In the homeschool, students are | | | | behavior and how we conduct ourselves based on |
| exposed to all the variables of real life in the real | | | | our morals and values. Problem-solving: the ability |
| world. They actually see adults they know, love, | | | | to identify issues and outline the steps to solve |
| and trust solving the problems of daily living -- | | | | them. Decision-making: the highest level of |
| academic study balanced with real schedules, | | | | maturity showing readiness for adulthood -- |
| caring for the sick neighbor and getting her | | | | choosing directions for action based on my |
| walkway shoveled, having the car inspected, doing | | | | morals, values, ethics, and problem-solving ability.) |
| the grocery shopping, changing the diapers while | | | | Children move from childhood to adulthood. Period. |
| on the phone with Uncle Harry while turning down | | | | They do, and they will do it with you or without |
| the heat on a boiling kettle, etc. etc. The | | | | you. They will do it by spending time modeling the |
| never-ending balancing act that real people | | | | parents or modeling the peers. They will either |
| experience in the real world, not the spoon-fed | | | | bond with the parent or band with their peers. |
| phony regulation of the classroom. | | | | The advantage of homeschooling is clear. |