Homeschool Veterans: Meet Keisha!

Meet Keisha, a homeschooling veteran of over 25 years! I love what she has to say about giving students the time and space they need to overcome challenges. Such an important reminder! Keisha brings a lot of wisdom, gained over two decades of teaching six children! Enjoy our chat!

BFB: What originally drew you to homeschooling?

Keisha: At the time I began homeschooling, I had three children in public school. The oldest was getting set to graduate and the other two were in elementary. One of the elementary students should probably not have began school when he did because in hindsight he was not emotionally ready, though chronologically and academically he was. Each year the gap widened for him and he struggled with his peers. I had heard vaguely of homeschooling and began to explore the possibility of this for him. But then, of course, the other child wanted to as well. 

BFB: How long have you been homeschooling?

Keisha: I've been homeschooling since 1989, we adopted a sibling group of three in 1996 and a singleton adoption in 2003. He is now 11. 

BFB: How did you discover Beautiful Feet Books? Has the philosophy behind BFB influenced how you teach other subjects?

Keisha: A few years into homeschooling, I became acquainted with the Charlotte Mason philosophy but there was no existing curricula then so I would piecemeal what I could but always with the literature-based concept. Once we adopted we found our new family had more challenges that necessitated us working through many issues. So our goal wasn't curricula as much as it had to be about meeting deficits and needs. One of the children had an interest in horses and we found BF offered a study on that topic and used it to meet that interest. Our remaining child, now 11, has had many challenges and he was unable to endure any academic pursuits until about four years ago. We have had to go slow and concentrate on his reading , 'riting, r'ithmetic skills and then each year our goal is to raise the bar for him. By 3rd grade (age 10), I was able to read lots of biographies aloud to him. This past year, grade 4, I finally thought we could do a curriculum and selected one that embraced the CM philosophy and methodology. However a few months into it, I knew it was a wrong choice. The book selections only produced a deer in the headlight look from him and we were getting nowhere with it. Thus began a search on what was out there that would be literature based,  What I didn't realize fully was that the issue also was having him in ancient history with irrelevant books that he couldn't identify with. Hence we found BF again and made the call and ditched what we were doing and jumped in to more appropriate history for

him. I am fast-tracking him with the Early American Primary level so we will be finished soon and I have already ordered our next year guide and am looking forward to implementing it at a more reasonable pace. 

BFB: What has been the greatest joy of homeschooling? The greatest challenge?

Keisha: My greatest joys in homeschooling have been many, but only two out of the six that I've homeschooled began with me at the beginning, so it was unbelievable to see them take off with reading and writing. Probably the greatest challenge has been working with children that had learning issues and trying to decipher what would work for them. 

BFB: What is one thing you wish you had known when you began homeschooling?

Keisha: The one thing I wish I had known at the beginning is that I could give myself permission to not have to feel that it had to all be accomplished in a day. These are our children, fearfully and wonderfully made, and I might say unique as well, they are not cookie cutter vessels that we fill, they have struggles like us, and may need extra time to push through obstacles that arise give them that space and time.

Our new 2015-2016 catalog is now available! If you want to view it right now it's available online here. And if you would like to request a hardcopy, click here.

We would love to hear what you think! Chime in below in the comments section and share your thoughts. Don't forget to check out our Facebook and Pinterest pages.  To learn more about Beautiful Feet Books, click here.

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Friday Wisdom

And we're running a special offer starting today! For those looking to get their school shopping done early, beginning tomorrow and going to the 15th we're offering Free Shipping on all orders over $50! Use coupon code "FREESHIP" upon checkout! See details here.

We would love to hear what you think! Chime in below in the comments section and share your thoughts. Don't forget to check out our Facebook and Pinterest pages.  To learn more about Beautiful Feet Books, click here.

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Learning with Littles

Source

The earlier the better, right?

There has been a commonly held belief that the earlier formal education begins the better the outcomes for children. This belief, widely accepted and promoted, is behind preschool reading programs, head-start schools, and other educational initiatives that often find widespread political support. It is now expected that when a child enters kindergarten, he will have a grasp of the alphabet and may be able to write his name. But what if the evidence contradicted these initiatives? What if the early introduction of formal education actually had the opposite effect of what was intended? What if evidence showed that play was more important than lessons for youngsters?

What the research says

I am fascinated by educational research, as regular readers have probably deduced. Just like nutritional research so much information is contradictory and confusing because anyone can find numbers or a study to support their position. What I am most interested in is research that ends up supporting long-held beliefs and traditions. There may be a thousand studies that elevate one food group above another but they all eventually fall by the wayside as researchers agree that moderation and exercise are truly the keys to healthy living–not an açai berry and flax seed or no carb diet. Much the same is true of educational research, so when I started reading about programs designed to get children reading and learning math principles as early as 3 or 4 years of age, I had a sense that something was amiss. 

Sure enough, an article at The Conversation website shows that:

"There is no research evidence to support claims from government that “earlier is better”. By contrast, a considerable body of evidence clearly indicates the crucial importance of play in young children’s development, the value of an extended period of playful learning before the start of formal schooling, and the damaging consequences of starting the formal learning of literacy and numeracy too young."

This is something every parent has probably sensed as they watch their child grow and learn. I get weekly emails from a parenting website that lists developmental milestones my son ought to have reached. After reading these for weeks and finding them to be nothing but a source of anxiety I quit opening those emails because I found that my son learns at his own pace. Sometimes he hits a milestone weeks before the email outlining that one hits my inbox, other times it's weeks afterwards. This is something parents catch on to and when we do our anxiety is lessened as we accept the individuality of our children and enjoy watching them develop at their own pace. But our culture is one based on measurable achievement so when our children reach school age (now seen as 3 or 4) the pressure is back on.

Achievement based programs in preschool

With the pressure on schools to prove performance through testing, more and more schools are introducing structured educational lessons in pre-K programs. Instead of Kindergarten purely being about play, creative exploration, and social interaction, schools are now expected to teach subjects that have "measurable" outcomes. The trouble is that at this age children's brains may not be ready to process these sorts of lessons. 

Playing is more important!

Source

On the contrary, research has shown that playing causes developments linked to "enabling humans to become powerful learners and problem solvers" (link). Pushing formal learning before children's brains are reading to process it causes a short-circuit in this development! There is a tragic irony at work here. Researchers James Christie and Kathless Roskos have compiled evidence that shows "a playful approach to language learning offers the most powerful support for the early development of phonological and literacy skills!"

I think that this sort of evidence should be so encouraging to parents, especially homeschooling parents! There is a beauty in allowing children to just be children. When you create an atmosphere of learning within your home environment and provide stimulating toys, read stories, play games of imagination–this can all be chalked up to education but without the stress of formal instruction. Parents of young children can enjoy those precious years of play without feeling as though their children are going to fall behind. In fact, they are laying the groundwork for academic success! In fact, according to other research the reading-ability gap between children who begin formal education at age 5 verses age 7 disappears by age 11–except that the group who began younger has a negative attitude toward reading and scores lower on text comprehension. 

The article linked above has all sorts of links to studies and further analysis if you are interested in learning more. And I want to hear from you? Have you pursued a play-based approach to the early years? What does your homeschool look like for your youngsters? How has pursuing a Charlotte Mason approach helped you feel comfortable in a less-structured approach? Or have you found success with a more formal approach?

We would love to hear what you think! Chime in below in the comments section and share your thoughts. Don't forget to check out our Facebook and Pinterest pages.  To learn more about Beautiful Feet Books, click here. And if you've enjoyed this, please feel free to share using the buttons below!

Mid-semester Encouragement

It's midway through the first semester of the 2013-2014 school year and maybe you're feeling a bit of the inevitable drag that follows the initial excitement of a fresh start. Those smartly sharpened #2 pencils no longer have any erasers. The brilliantly organized bookshelves and supply drawers are a muddled mess. One student is struggling with math and has fallen behind. Another student read all the great stories in his literature program and now has the daunting task of completing the neglected comprehension assignments. The science experiments keep failing. And there aren't enough hours in the day to accommodate the growing to-do lists. 

At BFB we know how you feel! And so we just want to take a moment to encourage you. When things start stacking up and it feels like you're going to doom your children to a lifetime of underachievement (don't worry, you're not!), sometimes the best thing you can do is take as step backwards. This may mean taking a day off from school and doing something with your children just for the fun of it. It may mean taking a break from Pinterest and the impossible standards it can set. It could be that you need a date with your spouse or a long chat with an encouraging friend. Whatever form it takes, it's worth taking a pause mid-semester. From experience we know that parents, teachers, and students can all start to feel overwhelmed at this point in the year. Pushing through without stopping to contemplate the good work that has been done, the obstacles overcome, the growth witnessed, can lead to drudgery and discouragement. So, take some time to look through your students's notebooks. Re-read some of their papers. Check out the progress in that math book. More than likely you'll be encouraged by the progress shown. And take time to affirm your children and students for their good work. Then go out for ice-cream or plan a scavenger hunt or spend a day doing nothing but enjoying one another's company. Homeschooling is an enormous task and it can often be messy and disorganized and chaotic. But, in the wise words of Jane Austen, "Pictures of perfection, as you know, make me sick and wicked." A shift in perspective can make all the difference for you and your children as you both expand your knowledge of the world and all the wonder it holds. Try to not lose sight of the fact that every lesson you are teaching is opening your childen's minds to the amazing and beautiful world we inhabit. Your work and investment in these young minds is a beautiful thing. 

For those of you who love reading with your children, sometimes you just need to spend an afternoon cuddled up reading a great story. May we suggest the following:

Strawberry Girl by Lois Lenski

The Hundred Dresses by Eleanor Estes

The Little Prince by Antoine de Saint-Exupéry

Johnny Tremain by Ester Forbes

Misty of Chincoteague by Marguerite Henry

The Family Under the Bridge by Natalie Savage Carlson

The House of Sixty Fathers by Miendert DeJong

The Whipping Boy by Sid Fleischman

One Morning in Maine by Robert McCloskey

Wilfrid Gordon McDonald Partridge by Mem Fox

Or any of the Caldecott Classics we outline in this article. 

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Introducing Karyn!

Throughout this school year we have had the pleasure of introducing you to several homeschooling moms as they share their experiences in using literature to teach history. Today I'm excited to introduce Karyn Chung. She's been homeschooling her two boys for a couple of years now and shares her family's journey from public school to learning at home. I loved reading through her story and know that you will enjoy it too! Here she is:

"Our LOVE for Beautiful Feet Books began two years ago, when my husband (Will) and I first set out to homeschool our two fun-loving and creative boys – Nathan 11 and Shane 7 ½ years old. To give you a glimpse of our life before homeschooling, both boys attended a 'high' rated public school and academically did quite well. I was EXTREMELY active as a Room Parent, PTA Board Member, Carnival Co-chair and numerous other activities. I LOVED being part of our local school, building relationships with other great active parents, giving back through my time and providing aide to the teachers.

"However, despite both boys doing well academically, they lacked what my husband and I felt was most essential – a love for learning. Once we decided to homeschool, the task of deciding which materials to use was daunting! Viewing myself as the “non-academic” type, we initially considered a classical approach through a program that seemed to fit our need to navigate us through our first year. A month before we were scheduled to start, my spirit continually probed me to look in a different direction. Filled with anxiety, I had NO idea where to start. Educating the Whole Hearted Child by Clay and Sally Clarkson became my guide. I became confident that whole books could bring to life what textbooks could not – story. A story is designed to interest, amuse and give knowledge to the reader. That’s what I wanted for my family and what boy does not love a good tale! As I came across the Clarkson’s recommendation for Beautiful Feet Books, I took to the internet to take a peak. After reviewing and comparing numerous other options, I continually felt myself gravitating back to BFB. I LOVED the idea of teaching history in a way that would come alive instead of the usual case of boredom (insert usual as my own personal experience). Teaching two boys, I knew history needed to capture their attention, and to be honest, mine too. History never appealed to me, or so I thought, and I would soon come to find my own LOVE for the past.

Ancient History Through Literature

"Our first year, we started with Beautiful Feet Book’s Ancient History, History of Classical Music and Teaching Character through Literature (Primary and Intermediate Grades). Of course, the process of mummification appealed to my boys and they LOVED knowing specific details of how it was performed but it was in Teaching Character through Literature that solidified the choice we made. Books like Munro Leaf’s The Watchbirds, How to Speak Politely and How to Behave (another glimpse of what we were working on) brought out bellowing laughter from simple stories with stick figure illustrations that made sense to my sons. We’ve loved The Boxcar Children, Mr. Popper’s Penguins, The Selfish Giant and many more. Characters and story-lines have become a part of our everyday life, giving teachable moments the

Teaching Character Through Literature, Intermediate

connection needed to take root in my sons’ hearts. I love the continual requests to extend free reading time to allow them to get through “the best part of the book” or “I’m almost finished with this page.” I’ve become known for taking an unexpected walk into a used bookstore, by myself or with the boys, to search for a book that might be added to our collection and it’s not uncommon for me to come home with several books found during an excursion with dear friends who love to do the same.

"Early American History for Intermediate has been the most exciting for us this year! Although our youngest is primary level, I just could not wrap my head around two history guides. I felt confident
that our youngest was mature enough to grasp information from the intermediate level and he has done extremely well, making observations that neither myself nor his older brother catch. Exploration, adventures, Vikings, Indians, Pilgrims, and inventors are drawing the boys into history without a sense of boredom. Elizabeth Janeway’s The Vikings, Bradford Smith’s William Bradford, Pilgrim Boy and the D’Aulaire’s Benjamin Franklin bring (what I now come to expect) pleas from my boys to continue reading past the several pages assigned for the day. In addition to notebooking, Nathan and Shane create their own trivia questions for their dad, who has come to be affectionately known as our personal walking encyclopedia. Now they find an incredible amount of enjoyment “stumping” their dad and being able to be the ones sharing their knowledge with him. There is so much history that I myself do not know, which amazes me as I have a private school education with a tremendous lack of the past. What a privilege it’s been for me to learn alongside two of my favorite people, my sons, and infuse our lives with well-written literature that brings life to who we are, builds our own personal character, invites laugher into our moments of learning, creates a bond between a mother, son and brothers, opens our hearts to compassion and awareness of the struggles of others, inspires us to live out good moral character and connects us to parts of who we are that might otherwise be ignored.

"This is the reason I now believe my spirit gravitated to Beautiful Feet Books 'whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable-if anything is praise worthy-think about such things. Whatever you have learned or received from me, or seen in me-put into practice. And the God of peace will be with you' (Phil 4:8-9 NIV)."

Thank you Karyn for sharing your heart and journey with us!

You may also enjoy these other entries written by homeschooling moms: 

Introducing Samantha!

Meet Lisa!

"Connection and Love" by Vanessa

Update from Samantha

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Children as Resources

Today we're continuing with our examination of the compulsory educational model as evaluated in a series of essays from the Front Porch Republic. Today we're looking at the third essay entitled Life Under Compulsion: The Billows Teaching Machine. Just as we have talked before about the industrial model of standardized education, this essay provides a withering critique of a system that views people as resources and bows to the dictates of a tyrannical clock.

Anthony Esolen draws a connection between our school systems (even that phrase connotes a mechanization of learning) and the farcical skit of Charlie Chaplin working in a factory. The effects of a day divided into units of production dehumanizes Chaplin to the point that he becomes a part of the machine, frantically tightening screws even after he's left work. Productivity is the name of the game and the day is divided into segments designed for efficiency but completely devoid of those things that make life worthwhile. There is no "time" for human connection, creativity, affection, making mistakes. Esolen then shows how the industrial model is seen in the divisions of an average school day. Of the current scholastic model, he observes the following:

We are so accustomed to its ways that we can scarcely imagine any alternative.  Children must be segregated by age.  Why?  Is that natural?  Do all children learn the same things at the same time and the same rate?  Uniformity is the product of a machine, not of a living organism, much less the living spiritual being called man.  Children must be hustled from room to room, or from subject to subject, at the ringing of a bell.  Why?  Do all subjects that merit study fit neatly into forty-two minute cubbyholes?  What if a child’s interest in the subject is just then beginning to kindle?  Doesn’t that matter?  What if it just takes longer to read a chapter of Treasure Island?  Should the child have to curtail the reading in mid-event – as if freezing the characters in place?

The end result of such an unquestioning acceptance of the importance of productivity and efficiency is children ruled by a compulsion to hurtle forward without the gift of free time. Imaginations are stunted, curiosity is discouraged, and conformity is the virtue of the day. As I'm reading through these essays and thinking about education it is striking to me how quickly this model became the accepted way of doing things. In the course of human history, this is all relatively new. I've been listening to lectures from Marilynne Robinson, Krista Tippet, Brené Brown, and others and they speak about the process of true learning and the importance of curiosity and how the neglect of these elements has profound consequences. I will be sharing the links to these talks later as they dovetail so perfectly with the essays we are currently reading through. For now, I wanted to mention them because I think we are at the beginning of a movement that is looking at our failed educational models and seeking an alternative. Interestingly enough, most of the inspiration is coming from the past, from historical models that worked for centuries. Esolen goes on to observe the same thing:

Homeschoolers know what I am getting at here.  When Socrates and Phaedrus were sitting under the plane tree on the country road from Athens, no alarm rang on the old man’s watch to tell him it was time to move from moral philosophy to metaphysics.  “Sorry, Phaedrus, but your time is up” – no one can imagine Socrates saying such a thing.  When Jesus sat upon the hillside and taught the crowds, he and they were so taken up into meditation upon the kingdom of God that they lost all sense of time, and soon the sun was setting and – well, unless you are a reader of The New York Times or a graduate of Harvard you know the rest of the story.  When, in Paradise Lost, Adam and Eve are sitting in the cool of the evening, recalling when they first met and praising the goodness of God, Eve expresses a joy that teachers and students should know, but rarely have the chance to know:
     With thee conversing I forget all time,
     All seasons and their change, all please alike.
That was, of course, when people measured their works according to the place of the sun, and the state of the weather; the whole world was their time.  That whole world had not yet been concentrated into the electric clicks of a machine on a wall.

I'm currently reading through Plato's account of Socrates and Phaedrus discussing virtue, ethics, and justice and it's true, these are not subjects that can be taught in 45 minute segments. They are subjects that take exploration, questioning, pondering. And, this also shows the absolute importance of knowing our history. In our modern world of scientific explanation we've valued "fact" over wonder, answers over questions, and correctness over contemplation.

I would love to hear what you think about these essays and their content. Share your experiences in moving towards an educational model that addresses students in a more holistic manner. How do you encourage questioning, contemplation, and wonder? In my experience great books are essential. Curriculums that encourage critical thinking and probing for answers not provided in an answer key is one aspect of our approach at BFB, as is providing outlets for creative expression. What about you?

You may also enjoy:

Sir Ken Robinson on Education

A Discussion on Education

Education as Legacy

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Compulsory Education

Mt. Zion One Room School House

Anthony Esolen, over at Front Porch Republic, has a series of stimulating essays on education. I've thoroughly enjoyed reading through them and think that you will also find them thought-provoking. The first of the essays sets up his groundwork for the series of six essays on compulsory education and I am working my way through each one. I thought I would share some thoughts from the second essay, "Life Under Compulsion: From Schoolhouse to School Bus".  

In this essay Esolen traces the development of educational institutions from the well-loved one room school house to its modern form. He makes a convincing argument that the element of compulsion has transformed education from an extension of the community to something very different. He begins by describing the schools that once had a place in every small town across the States:

The school looks in part like a home, or a small town hall, or a chapel.  Appropriately so, since it is a public extension of the home, in harmony with the virtues encouraged by the church.  As at home, as in church, children intermingle, the older ones seeing to the younger ones.  There is no unnatural separation by year of birth.  The teacher is hired by the people, for their purposes; he or she is not a member of a cabal intent upon subverting the purposes of their employers.  The school belongs to the people who live there.  It is their free and liberty-making creation.

He argues that these little schools were the products of communities that formed naturally, one might say organically. The education received by children enrolled reflected the values held by the community and prepared students for the lives most of them would go on to live.

The transportation revolution and the introduction of bussing transformed this form of education. School bussing programs allowed schools to consolidate, move away from their immediate communities, and eventually paved the way for the adoption of state mandated curriculum standards. Esolen sees this as a very unnatural development and one that has had devastating effects on the education of our children.

He also sees the movement away from community directed education as one that has disenfranchised parents. The obstacle of distance combined with state and federally mandated curriculums has pushed parents to the sidelines. While there are many schools that welcome parental involvement the system is neither easy to navigate and sometimes downright hostile.

As this movement away from community progressed, it was aided by the advent of "scientifically" based educational models:

But what really killed it [the community school], as it seems to me, was the new “science” of education peddled at the teachers’ colleges.  It hardly matters what that “science” would decree.  It might have, in a Dewey-less world, decreed a classical education for everyone; that would have been superior to the flattening pseudo-democratic education it did decree, but it still would have carried the bacilli of compulsion.  The point is that teachers, usually of modest intellectual attainments, came to feel themselves armed with “science,” as against the “prejudices” of their employers the parents, whom it was their sacred duty to oppose, if need be.  Hence came the wave upon wave of educational “innovation,” all impossible without the precondition of compulsion.  No smart-aleck teacher, alone in a small schoolhouse, would have dared to introduce anything so staggeringly stupid as the basal reader or the New Math (that is, Set Theory for little children) or the replacement of history with current events or the wholesale ditching of geography or the introduction of modish obscenity in English classes. . .without being fired – after having had to face the withering scorn of the employers, the parents, some of whom, for keenness of intellect, could no doubt have used that teacher to mop the floor. 

Isn't that interesting? I will be going through the other essays over the next weeks and hope you find them interesting. As people who have stood in the face of these trends and have fought for your right to educate your own children, I think you will find the series interesting. If you want to read the series click on the hyperlinks above and you will be able to find links to all the essays.

You may also enjoy:

Family Read-Alouds, Part I

Family Read-Alouds: Part II

Family Read-Alouds, Part III

Family Read-Alouds, Part IV

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College Applications for Home Schooled Students

In a sign that home schooling is becoming increasingly mainstream, New York Magazine has launched a special section on their website for urban home educators. It's called The Everything Guide to Urban Home Schooling.  I think home schoolers in the NYC area will find it helpful and for those going to visit the city, you may want to check it out for field trip ideas.

One of the most helpful articles I found was from the director of Harvard's admissions department. She clearly states that colleges no longer look with suspicion on students taught at home and also emphasizes the importance of good record keeping. When I applied to colleges fifteen years ago, most of the schools I contacted said the same thing. Home schooling was not an obstacle to be overcome, in fact, many colleges look favorably on home schoolers. Of course, the application process is a bit more difficult than it would be for a mainstream student as colleges generally require more documentation of classes taken and grades earned along with proof of extracurriculars. This is not insurmountable but it is worth considering whenever a home schooled student begins high school. Record keeping is essential if college is the goal.

Another article from The Everything Guide to Urban Home Schooling that I enjoyed was Meet a Homeschooling Family. Here the reader is introduced to five families who have made the decision to keep their children home for a variety of reasons. I think you'll find it interesting.

You may also enjoy:

Sir Ken Robinson on Education

A Discussion on Education

Education as Legacy

Don't forget to check out our Facebook and Pinterest pages. And if you've enjoyed this, please feel free to share using the buttons below!

Election Day

Today we choose our president and the legislators who will govern us for the next two or four years. It's exciting and I loved being able to line up with fellow Americans to exercise this right. Earlier we shared some resources for explaining the election to your students. You can find those here.

Of course, every eye is on the outcome of the presidential election and I've come to realize that it isn't just every American eye. Living overseas has allowed me to see how our votes affect those around the world. When I was abroad in 2008 Europeans were very much tuned in to the election and it was fascinating to discuss their opinions about American government, elections, and presidents.

Today I thought it would be fun to share some resources on the presidency. The video below does a great job of explaining the history of the presidential residence, the White House.

Whitehouse.gov has a great introduction on each of the presidents and their wives.
The interactive tour of the White House is also very interesting. Did you know they have their own flower shop?

And, since we're book people, we thought we'd list some of our favorite biographies on our very first president:

George Washington by Ingri and Edgar d'Aulaire

George Washington's World by Genevieve Foster

George Washington, Frontier Colonel by Sterling North

George Washington's Breakfast by Jean Fritz

And if you want to get to know President Washington in his own words, you have to check out this book. It's a treasure and provides a window into Washington's thought process as well as the time in which he lived. 

Rules of Civility and Decent Behavior by George Washington

You may also enjoy:

Back to the Beginning: How We Got Started

Back to the Beginning: OK, now I have a huge pile of books! What should I do with it?

Back to the Beginning: OOP

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