| Teaching is not a perfect science. There are so | | | | communication with regards to the curriculum |
| many variables. Students, teachers, environment | | | | content. Being positive and curious are two |
| the list could go on forever! A great way to be a | | | | behaviors kids enjoy most. |
| successful home teacher is to further your own | | | | Pitfall 3: Involving the learner in the adult aspects |
| education. If you are a single mom there are | | | | of the program |
| plenty of single mom scholarships out there that | | | | Home teaching can be an all too consuming job at |
| will help greatly towards yours and your children's | | | | the best of times. Often we will openly air our |
| schooling success. Here are 5 of the more | | | | frustrations or expectations without considering |
| common pitfalls that can be avoided if you are | | | | what little ears may be hearing. Many |
| aware of them! | | | | homeschooling parents were not home schooled |
| Pitfall 1: Teaching every single thing in the outlined | | | | themselves and carry with them their own |
| curriculum | | | | educational expectations. Releasing these and |
| When facing any curriculum for the first time you | | | | entering the unschooling mode for many is a |
| must understand "what " in fact the curriculum is | | | | difficult transition. |
| and how you might use it in your program. | | | | Solution: |
| Curriculum are designed to teach materials to a | | | | Have a homeschooling "confidante" that you are |
| cross section of learners. Therefore it is filled to | | | | able to communicate with openly to air all pent up |
| the brim with materials so that every obvious | | | | feelings! (out of the range of little ears of course!) |
| category of learner is catered to. It would then | | | | Pitfall 4: Not allowing time for student to "play" |
| be an almost ridiculous notion to think you are | | | | with concepts in learning |
| intended to cover the materials in their entirety, | | | | As adults we often get far to serious about the |
| regardless of their relevance to your learner. | | | | context of learning. Some of the most profound |
| Solution: | | | | learning experiences or discoveries happen quite |
| Take your time to understand the outlined | | | | by accident. Think of the guy who sat in his bath |
| "objectives" and decide how you might USE the | | | | tub and realized the water level rose! |
| curriculum as a teaching tool to meet these | | | | Solution: |
| objectives. | | | | See play as the "active research" portion of your |
| Pitfall 2: Thinking "more" is better | | | | program. Playful minds are curious minds open to |
| I have observed many well intentioned educators | | | | discover! Keep an eye on those water level rising |
| urge a student to write just one more sentence. | | | | moments! They are there. |
| "You wrote the first 3 sentences so beautifully, | | | | Pitfall 5: Forgetting learning can be fun! |
| just write 3 more." | | | | Again in the terribly serious world of adulthood we |
| As I watched a whole creative writing experience | | | | often forget learning can actually be fun. It is very |
| unravel I was left asking "What would 3 more | | | | difficult to judge what your child is going to be |
| sentences have told us?" Quantity does not | | | | fully engaged in . Your student may find |
| communicate depth of understanding. It merely | | | | something you deplore, fun. How could this be? |
| tells us that a particular student has a particular | | | | Well you are different people and different things |
| ease with this form of expression. A student able | | | | will resonate with each of you. |
| to produce small amounts of good quality self | | | | Solution: |
| expression may be insulted and intellectually | | | | Draw a venn diagram with your child and fill in |
| derailed by such a thoughtless request. | | | | your differences and similarities. This will help both |
| Solution: | | | | of you appreciate participating in different aspects |
| Be open to sharing with your student that you | | | | of one another lives - whether you find it fun or |
| are looking for thoughtful works that spark your | | | | not! |
| curiosity. Encourage thoughtful and meaningful | | | | Live, learn and compromise! |