| Get Started: Answer the Right Question! You've | | | | times are. I have a daughter who is a real |
| made the big decision to homeschool but there | | | | night-owl and whose most alert and creative |
| seem to be so many questions that need | | | | periods are between 11PM and 2AM. It isn't |
| answered. What style will work best for us? Do | | | | always possible that she can work at that time, |
| we use a curriculum? What about assessments? | | | | but that's what she prefers and when she does |
| What do we do if our child doesn't want to do | | | | her best work. Consequently, she is often a late |
| what we think is best? How do we decide what is | | | | riser so we plan accordingly. |
| best? It goes on an on, and each answer just | | | | Finally, you will need to discover what attracts and |
| seems to bring on its own set of new questions. | | | | motivates your child. What are her interests? |
| Before you begin to answer any of those "how | | | | What kinds of learning experiences draw her in? |
| to" questions, sit down in a quiet place and ask | | | | Children learn because there is something that |
| yourself one simple question: "What do I believe it | | | | attracts them, that draws them into the learning |
| means to learn?" Take some time to really reflect | | | | experience, and then motivates them to become |
| on what learning means to you. You may believe | | | | involved. |
| that it is a set of facts to be memorized and | | | | Plans For Success Once you have collected |
| then recited back and tested. Or maybe it is a | | | | enough information about how your child learns |
| joyous exploration where the journey toward | | | | best you can begin to create a learning |
| mastery is its own reward. Most likely, if you are | | | | environment that will make learning a joy. |
| like most of us, it is something in between. | | | | First, help your child learn things he is interested in. |
| Think about a time you learned something you | | | | You will have a more interested and involved |
| were really motivated to tackle: how you went | | | | learner once you recognize that, regardless of |
| about it, what motivated you, what resources | | | | what you want, your child is the one who |
| you used, what kind of environment you worked | | | | ultimately decides what he is going to learn. Most |
| in, what level of expertise you had before you | | | | skills we think of as "basic" can be learned through |
| began. You chose the subject, you chose the | | | | a variety of learning experiences. Math can be |
| resources (maybe with some help), you figured | | | | learned through construction or sewing projects |
| out what level of help you needed and you | | | | and in the kitchen. Reading can be learned by |
| worked on it until you were satisfied that you had | | | | being read to, by reading computer game hints |
| mastered it satisfactorily. | | | | and through tackling serial thrillers. Writing can be |
| We all learn in much the same way. | | | | learned by having online penpals, by writing book |
| Something motivates us to want to learn a | | | | or software reviews, or by writing a family |
| particular thing. We choose materials we can | | | | newsletter. Skills will develop when the content of |
| understand but that aren't too hard or too simple. | | | | the learning reaches out and grabs a child with |
| We use resources that make learning easiest for | | | | such intensity that they must learn these skills in |
| us - books, videos, tapes or perhaps an expert. | | | | order to continue learning about the subject at |
| We work until we have mastered the activity, | | | | hand. |
| and we know at the end whether or not we've | | | | Second, have resources available that are at, or |
| learned it well enough. | | | | just slightly above, your child's current ability level. |
| Motivation, resources and assessment. | | | | Forget about grade-level. |
| These are all tied together to make up a | | | | It is an outdated and unhelpful notion for |
| successful learning experience. Our children use | | | | homeschooling. If you know what your child |
| exactly the same process for learning as we do. | | | | already knows you will be able to help her find |
| Although each child begins with a knowledge bank | | | | resources and experiences that will allow her to |
| that is his or her own and may have a unique | | | | succeed as she continues to gain knowledge and |
| learning style and ability levels, creating a creative | | | | skills. |
| and supportive environment for that learning to | | | | She will build on all the things she already knows |
| take place in couldn't be simpler. | | | | and, if you help her out, she will be able to work |
| Become An Observant "Watcher" Creating this | | | | above her current ability level and stretch to new |
| environment starts with knowing how your child | | | | heights. |
| learns, her ability levels, and what motivates her. | | | | Third, keep a journal as an assessment tool. Write |
| These are the essential pieces to the "beginning | | | | regularly about what your child is doing and |
| to homeschool" puzzle. With this in mind, it is | | | | learning. At some point you will probably panic |
| probably becoming clear that a "one-size-fits-all" | | | | because you will be sure he isn't learning anything |
| approach to learning isn't going to help to build that | | | | because you don't have test scores or numbers |
| environment very effectively. That kind of | | | | on papers. We all do it at one point or another. |
| learning environment was created for ease of | | | | Your journal will help you chart his progress in |
| teaching, not for optimal learning. | | | | ways that make sense to you. |
| The only way to determine who your child is as a | | | | Take pictures or videos. Make a memory book. |
| learner is to become a patient and observant | | | | Create a portfolio or a wall that he can fill with all |
| "watcher." Watch and listen. | | | | his favorite work. |
| Carefully collect pieces of your child that can be | | | | Look at it often and notice his progress. |
| stored in your mind and in your heart. Learn to | | | | True assessment compares progress between |
| know yourself and to know your child. It's really | | | | one point in time and another. |
| as simple, and as complicated, as that. If you | | | | Finally, be an integral part of your child's learning |
| don't spend the time to know how you each | | | | life. Learn to listen carefully and to work and learn |
| learn, how you approach life, how you react to | | | | together with her. Be a model of active learning |
| stress, even how you each prefer to wake up in | | | | for her. Continue to be that careful observer and |
| the morning, you'll struggle much more than you | | | | watch her as she works, because what worked |
| have to in order to homeschool successfully. | | | | last year or last month or even yesterday may |
| Because, at each stage, it will be you and your | | | | not work tomorrow. Children grow and mature |
| child, working together, that Put It All Together If | | | | and their needs often change as that happens. |
| you make your child your focus right from the | | | | will make this adventure successful. |
| beginning, creating a learning environment filled | | | | First, you'll need some basic information about |
| with resources that honor your child's learning | | | | your child's learning style. Is she active and |
| styles, abilities and level of understanding will come | | | | talkative? Does she learn best from interacting |
| naturally. If you encourage learning that is | | | | with another person or from watching videos? Is |
| motivated from a sincere interest, and help your | | | | he shy and inwardly directed with a need to touch |
| child build on what she already knows, you will be | | | | everything he works with? Active or more still? |
| amazed at the depth of learning that takes place. | | | | Vocal or quiet? A toucher? A picture-drawer? |
| And if you include your child in the decision-making | | | | There are many excellent books that outline |
| part of your learning lives you will become | | | | learning styles in a variety of ways. Buy one or |
| partners who work and learn together - and that | | | | two, check them out from the library, or do an |
| is the real answer to all the questions about how | | | | online search. Learn as much as you can about |
| to get started homeschooling. | | | | learning styles because this will be the basis for |
| Next, figure out when your child's peak learning | | | | the activities and resources you help provide. |