Week 2: Freedom to Appreciate the Uniqueness that is You; Personal Project for the month

I have felt prompted to focus on two areas that will allow us to be more free in our own lives:

-freedom from slavery to appetite

-freedom of forgiving others

Our official way of putting it: Freedom to appreciate the uniquenss that is YOU!

This week, I feel prompted that one way to free us from our slavery to appetite is not only to appreciate our bodies so that we will want to care for them in how we eat, but to be aware of other appetites, like pornography, what it is and how to avoid it.

Here are some of our daily devotional topics I feel we should cover:

-Your body: "Helping Children Appreciate Their Bodies" ---June 2015 Ensign
"How to Treat Little Children"

Develop Close, Loving Relationships with Children

President George Albert Smith once explained that “our children are the most precious gift that our Father bestows upon us. If we can guide their feet in the pathway of salvation, there will be joy eternal for us and for them” (in Conference Report, Apr. 1915, p. 95).

To guide their feet properly, we must show natural affection to children from the very beginning. Infants need to be physically and emotionally cared for. They need continual intimate contact with their parents. It is in this intimate closeness that their future relationships begin to develop.

To develop close, loving relationships with infants, keep them clean and fed, and meet all of their needs kindly and consistently. From this steady, predictable care, infants develop a sense of emotional security and learn that they can trust other people. Constantly give approval to them. Watch, applaud, hug, and kiss them when they lift their heads, turn over, crawl, sit up, or stand.

Be kind and patient as infants learn to do things for themselves. Harsh correction could diminish their self-esteem and make them anxious about trusting others. For instance, if a little girl tries to feed herself and constantly spills her food and her father habitually becomes angry, she may come to believe that she is bad because she spills. She may also learn to fear men. Her father’s challenge is to find a clean spot on which to kiss her and to encourage her to keep trying day after day until at her own pace she develops the needed skill. If she throws down the food in anger, her father should simply ignore her anger and temporarily remove the food from her reach. Patient, kind acceptance of young children’s efforts to learn will help them have good feelings about themselves and feel confident in loving their parents.

Through all stages of growth, children need parental encouragement. Punishment for failure will make them feel inferior and unwilling to develop close relationships. Pressure to progress faster than they are ready can create emotional frustration, for no matter how much they are forced, they cannot do more than their young motor skills and immature coordination will allow. A baby must learn by trial and error how to maneuver the spoon from bowl to mouth. Food will spill until the time when, after much practice, his brain gains control and coordinates his eye, arm, and mouth muscles.

How profoundly the Prophet Joseph Smith spoke when he expressed the yearnings of the human heart: “When persons manifest the least kindness and love to me, O what power it has over my mind, while the opposite course has a tendency to harrow up all the harsh feelings and depress the human mind” (History of the Church, 5:24).

Be loving when you correct your children. Do not withhold affection from them as a way to chastise them, for they may not learn to give affection to others. Physical or emotional abuse may teach a child that cruelty is the normal way to treat other people. Do not spank a child in this age-group with any force and never with an instrument. Also, avoid making a child fearful by locking him in a dark room or threatening to leave him alone. One couple sent their bright, energetic, and occasionally mischievous three-year-old out of the room when she became disobedient, but they never shut the door. The child was not cut off from the security of the voices, sounds, or lights in the rest of the house. When she regained control of herself, she wandered back to a warm welcome.

(Thank goodness there is the Atonement so I can start today to be better!!)

-Recognizing and Avoiding Pornography:

Music: https://www.lds.org/new-era/2007/08/if-the-savior-stood-beside-me?lang=eng

Courage of Joseph to run from Potiphor's wife: https://www.lds.org/scriptures/ot/gen/39.7-12

https://www.overcomingpornography.org/spouses-and-families/what-do-i-do?lang=eng

https://www.lds.org/friend/2012/08/leaving-bad-behind?lang=eng

https://www.lds.org/youth/video/to-look-upon?lang=eng

- Sexuality: because at it states in the June 2015 Ensign:"Topics of sexuality and body image are related to and affect each other."(using "A Parent's Guide: a guidebook to help parents hold age-appropriate conversations with their children about intimacy and sexual development)

-Self-worth

-"Our body is a temple"--go to the temple.  How are we like the temple?

WEEK #2 GEO-CONQUEST: Geography and Culture

Mom-led:

Early Chinese rulers, wars and culture

Intro to Maps of Asia and points of interest

Buddhism and Confuscianism

Yin-Yang

Read Chinese myths

Kid projects:

Asian/Chinese culture and food

Art or Prezis

Map studies: know countries and major geographical features and cities of Asia

Simulations

Update time-line

Crust skills: Time line, writing, map studies, cooking

Things I am going to do this week:

-math games daily with kids

-more nature time!

-incorporate songs into devotional and meal times: "To Build an Ark," "If the Savior Stood Beside Me."

-Watch this podcast about storms and Japan

-make a prezi about "Eastern" Asia (I did "Western Asia" last week)

-encourage Hyrum and Hava to make a prezi about storms to go along with the article and all the storms that are occurring around the world

-Chinese art class on Thursday with a friend

-Read "House of 60 Fathers" to kids and start "Heavenly Man" for myself

PERSONAL PROJECTS FOR MONTH:

-Work on forgiving others

-Seek help and start overcoming my addiction to food as a source of comfort

-Strive to be a better example of a joyful wife to my children:

In two-parent families, the child needs acceptance by both parents to begin to establish gender security. In homes where the mother feels good about her role as afamily builder, she will make the child feel well accepted. The mother and child are constant companions. Mother is a coach and tutor, involved in the numberless trials, errors, and successes of this developmental period. The father, on the other hand, comes home from his employment and tends to interrupt the routine. Often he interrupts with play, sometimes with duties, and on occasion with discipline. If he is a mature parent, he brings home with him encouragement and approval for what the mother and children have done that day; if immature, he brings tension.

Elder Harold B. Lee emphasized the importance of the mother and the need to help her be with her children:
“Keep the mother of your home at the ‘cross roads’ of the home. There is a great danger today of homes breaking down because of allurements to entice mothers to neglect their being at home as the family are coming or going from the home. Now I recognize the necessity of some mothers being required to earn sustenance for their family. I am recognizing that, but [we all] should take care lest [we] fail to lend all aid possible to permit the mother of small children to be with them, if possible, in planning the nature of work or the schedule of time” (“Woman’s Glorious Purpose,”Relief Society Magazine, Jan. 1968, pp. 12–13).

It is in this early stage of life, as the roles of male and female are acquired, that the foundation of sexual health is laid or sexual distress begins. By age three most children should have firmly accepted their identity as male or female. When family unhappiness has led them to feel unaccepted, they may become confused about their self-esteem and their gender role. Loving, consistent parenting helps children accept themselves and their gender identity during these three years. Unkind parenting can plant seeds of self-doubt and even confusion about the gender role. These seeds can germinate into personal problems in the following years unless parents change and show increased affection and acceptance. 

I saw an example of this last week sitting behind a family where the wife is meek and submissive to her husband.  They love each other.  He is a good father, provider and protector.  He is confident in that role.  She is sweet and loving.  The children submit to the quick verbal rebuke of their father and feel safe. I am sure they have seen their mother supportive of him and submissive to his counsel.  While this may run counter at the surface to feminine strength movements, there is beauty in the peace and harmony of this family.  The wife is radiant and confident, yet knows she can rely upon her husband.  The husband is secure in his wife's love and support.  It reflects a state of heart that I desire to have.

I know these are God inspired goals. I know that I will not have conquered them by month's end (they may take a life-time or into eternity, but I will have the courage to identify these areas in my life and that I can improve today.  With God's grace, I have asked the question: please help me with these specific things" and I know He will answer now that I am ready to listen and truly identify what those answers are.  

Sometimes, you have to ask the right question to get the answers.

October Focus: "Freedom Requires Courage"

October 2016

PRINCIPLE OF MONTH:

Freedom Requires Courage

Devotionals

WEEK #1 LEADERSHIP: People of Courage: what does it take to keep us free?

Painless Grammar M T W TH F

Read "The Gorgon's Head" and "Hypatia: Woman of Courage"

Moses and Ancient Israel

Abraham and Isaac

Writing assignment about what we learned from the leaders of that week

Crust skills:Painless Grammar, Math, Latin, Cooking

WEEK #2 GEO-CONQUEST: Geography and Culture

Mom-led:

Early Chinese rulers, wars and culture

Intro to Maps of Asia and points of interest

Buddhism and Confuscianism

Yin-Yang

Read Chinese myths

Kid projects:

Asian/Chinese culture and food

Art or Prezis

Map studies: know countries and major geographical features and cities of Asia

Simulations

Update time-line

Crust skills: Time line, writing, map studies, cooking 

WEEK #3) EUREKA: Math and Science

Chess: ancient game with much to teach us!

Watch new Uganda chess champion movie by Disney and discuss

Intro to Logic and Euclid

Abacus: how to use it and practice!

Study water and air from "In the Beginning" by Wilke (?)

Chinese animals: prezi or presentation?

Gunpowder: history, chemistry and uses

Chemistry: read "Mystery of the Periodic Table" Ch 1-3

WEEK #4) IMAGINATIVE ARTS: Literature, Art and Music

Study Chinese music, art and poetry with projects and immersion

Read "The Single Shard"

Catch up for rest of the month!

Spelling Bee

Practice Calligraphy

Origami

Schedule for Year: Part 2 Outline of Sept and Oct

September 2016

PRINCIPLE OF MONTH: Humility Yields Abundant Life and Happiness

Devotionals: "Quest for the Abundant Life" by Monson and Aesop's Fables

WEEK #1) Obedience to Law (from "Quest for the Abundant Life")

LEADERSHIP: Personal Discipline and Leadership studies

Painless Grammar M T W TH F

Read "I am Malala"

Game Simulations: Importance of Rules

Wilderness Survival

Animal Care

Write Personal Creeds for Happiness

Crust skills:Painless Grammar, Math, Latin, Cooking, Swimming, Animal Husbandry

WEEK #2) Respect for Others (from "Quest for the Abundant Life")

GEO-CONQUEST: Geography and Culture

Mom-led:

Overview of Start of Civilizations: Tigris and Euphrates, pg 62-63 and power points

Intro to Maps

Read "I am Malala"

Finish "Herodotus and the Road of History"

Role of War: Study "Gettysburg" in prep for field trip on Thursday (Movie Wed)

Kid projects:

Middle East culture and food

Persians and Modern Muslims

Map studies: know countries and major geographical features and cities of Middle East

Study of Jamestown and York town (History of US books)

Simulations: create your own civilization

Update time-line

Crust skills: Time line, writing, map studies, cooking

WEEK #3) Mastery of Self (from "Quest for the Abundant Life")

EUREKA: Math and Science

Cover how to make S.M.A.R.T. Goals (see BSA program)

Read "String, Straightedge, and Shadow" and do examples with them

Read 1^st story in "Mathematicians are People, Too" Vol I and do math experiments

Talk about the power of symbols and tools

Start "In The Beginning" by Wile general science text: light

Start: "History of Science"by Wile in reading

Do activities in "Sharing Nature with Children" in hand's on field trips

Van games while driving to Jamestown and Yorktown

Optical Picture Puzzles book

Measurements: "The Librarian Who Measured the Earth" and do hand's on measuring with little ones, conversion between units for older ones

WEEK #4) Joy of Service (from ""Quest for the Abundant Life")

IMAGINATIVE ARTS: Literature, Art, Music

Make Mosiacs and study other Persian/Middle East Art

Picture Study of Adam and Eve and ancient middle east art

Read "The Choice" by O.G. Mandino

Catch up for rest of the month! Watch "Lagaan"

Spelling Bee

October 2016

PRINCIPLE OF MONTH:

Freedom Requires Courage

Devotionals

WEEK #1 LEADERSHIP: People of Courage: what does it take to keep us free?

Painless Grammar M T W TH F

Read "The Gorgon's Head" and "Hypatia: Woman of Courage"

Moses and Ancient Israel

Abraham and Isaac

Writing assignment about what we learned from the leaders of that week

Crust skills:Painless Grammar, Math, Latin, Cooking

WEEK #2 GEO-CONQUEST: Geography and Culture

Mom-led:

Early Chinese rulers, wars and culture

Intro to Maps of Asia and points of interest

Buddhism and Confuscianism

Yin-Yang

Read Chinese myths

Kid projects:

Asian/Chinese culture and food

Art or Prezis

Map studies: know countries and major geographical features and cities of Asia

Simulations

Update time-line

Crust skills: Time line, writing, map studies, cooking

WEEK #3) EUREKA: Math and Science

Chess: ancient game with much to teach us!

Watch new Uganda chess champion movie by Disney and discuss

Intro to Logic and Euclid

Abacus: how to use it and practice!

Study water and air from "In the Beginning" by Wilke (?)

Chinese animals: prezi or presentation?

Gunpowder: history, chemistry and uses

Chemistry: read "Mystery of the Periodic Table" Ch 1-3

WEEK #4) IMAGINATIVE ARTS: Literature, Art and Music

Study Chinese music, art and poetry with projects and immersion

Read "The Single Shard"

Catch up for rest of the month!

Spelling Bee

Practice Calligraphy

Origami

Schedule for Year: Part 1 Basics

Living in New York, I actually have to document and validate what is in my brain. I will hurry and post this as is as I listen to my three year old pounding nails into hopefully the board he is supposed to (with baby brother looking admiringly on), older kids packing upstairs and take a deep breath before almost a month of awesome historical field trips and visitors!!

(Tomorrow Gettysburg and next week Jamestown, Yorktown and Williamsburg!!)

I have also updated our daily schedule to more accurately reflect our current schedule.

September 13, 2016

Dear Medina District support team for homeschoolers,

Statement of Intent: I intend to homeschool _________ Biesinger for the 2016-2017 year. They will be in _____ grade. We will turn in quarterly progress reports and test them at the end of the year.

I will submit reports at the end of October, the end of December, the end of March and the end of the year in June, along with testing in June. Thanks for all you have done to make our experience in New York a success so far!

Hours of Education:

As for the number of hours that we homeschool our children, that is difficult to measure. They get at least as much learning time in as any child does in school and perhaps more, when one considers the “down time” that happens as teachers address behavioral issues or the repetition of instruction necessary when teaching 20-30 students. What I can tell you is what we don't do. We don't have electronics (video games/computer games) at all in our home. The limited number of programs we watch during the week all have educational purpose. Truly, my children are being educated almost constantly when one looks the many ways a child can be educated:

--doing chores

--personal reading of quality literature (my kids don't read “fluff” books like “Captain Underpants” :).)

--writing to record thoughts or when accounting for the learning done in a day

--service rendered in the community

--family sports activities

--nature study

--moral education through daily family devotionals and scripture study

--anger management and socialization through play

--drawing

--playing games: custom skill (depending upon the game: i.e.Monopoly—math, economics; Scrabble: spelling, etc.), sportsmanship, communication, perseverence, how to lose, strategy

--cooking

--sewing

--exposure to quality books through parent-led family reading times twice daily (books like “Don Quixote,” “I am Malala,” and “Tom Sawyer”)

--painting

--meal-time conversations together about what we have learned, world events (like 9/11) or concerns

--home improvement projects

--music lessons for sign language, piano and choirs

--self-discipline through accountability and self-directed studies and planning

--field trips and preparation for those trips (Gettysburg, National Zoo and Smithsonian, Williamsburg)

--discussion of world events as they come up in a home with parents who love learning

--reading done aloud on the way to and from church events and field trips, not to mention the quizzing initiated by my husband, road games developed, crisis management and patience and resilience learned with siblings in close quarters

Truly, in light of the fact that we carry on our learning schedule through the summer with slight variations (more field trips, swimming lessons, cultural events like Shakespeare plays in the park), you can see that they are educated almost year round. To try and compartmentalize the education into bite-size, measureable packets would be extremely difficult as you can see. I can only assure you that they are exceeding the required about of study time for their grade level.

Material Covered: I would ask you to indulge me for a moment as I try to briefly illustrate my approach to educating my children.

Weekly Accountability:

#1 Weekly charts

I will include a sample page of ______'s weekly chart, which covers material like math. Be assured that I am mindful of where my child is at and am always seeking improvement. Some children learn skills like mathematics at different speeds and I believe that a child that has confidence in their learning will learn faster than one is constantly being pushed into the ZPD, or the zone of proximal development.* (See end notes)

However, I believe that daily exposure and immersion in math skills and logical processing is important. We use the following:

--Proficiency level (not grade level) Saxon math books

--”Hand's On Math” curriculum

--dice and other math games

--flash cards and hand's on practical application of mathematical skills: i.e. measuring and cooking

Similarly, I require my children to do writing, piano and many other worthwhile tasks daily. These must be fulfilled before they get any privileges on the weekend that involve the media or friends.

#2 Monthly Outlines

I have monthly outlines that follow a theme that will strengthen both the “core” and the “crust”** of my children, as well as expose them to the four “lenses of learning.” (See article and chart on attached sheet.) As you can see from the chart and my lesson plans for the upcoming two months, my children get a scope of learning that will serve them well. I don't only want to fill their minds with knowledge. I want to teach them how to process it and apply it to the world at large in a meaningful way.

#3 Self-directed Weekly Goals

I am a firm believer in the efficacy of self-directed education: a self-directed learner is a life-long learner. I have weekly interviews with my older children assessing their previous week's goals and then being present with them as they set goals for the upcoming week. Do they always reach their all of their goals? No. However, they learn how to fail and try again, a powerful lesson. And they do try again and improve.

I will attach a few sample sheets of these “Student Accountability Reports” (or SARs) and have the record of every SAR in a folder right next to their weekly charts. At the end of the quarter, I will review them and submit a briefer report but these reports and charts are available upon request.

I love to learn with my children and am looking forward to a great year! Thanks for your support.

*”The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she can do with help.[1] It is a concept introduced, yet not fully developed, by Soviet psychologist Lev Vygotsky (1896–1934)

”Various investigations, using different approaches and research frameworks have proved collaborative learning to be effective in many kinds of settings and contexts.[17] Teachers should assign tasks that students cannot do on their own, but which they can do with assistance; they should provide just enough assistance so that students learn to complete the tasks independently and then provide an environment that enables students to do harder tasks than would otherwise be possible.[14] In the context of adults, peers should challenge each other in order to support collaboration and success.” (Wikipedia, “ZPD definition).

Many educators feel that to push children into the ZPD at too early of an age too regularly will kill their love of learning and confidence. Puberty is an excellent time to push into the ZPD, when a child's confidence is built up from their years in what my co-educators call “the love of learning” phase.

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**“The Core and Crust of Leadership,” by Timothy Clarke

Two weeks ago, the charismatic German politician and heir-apparent to Chancellor Angela Merkel, Karl-Theodor zu Guttenberg, resigned as minister of defense. It had come to light that his doctoral dissertation was adorned with more than 300 instances of plagiarism. A spectacular leadership failure to be sure, but why?

A simple way to think about leadership is to divide it into two parts — a core and a crust. The distinction gives us a clearer eye. The core represents those things that are indispensable, while the crust those things that are important. What then goes in the core? And what goes in the crust?

The core of leadership is character. It represents the essence of who you are and what you stand for. It has nothing to do with Churchillian eloquence, a puckish sense of humor or grasp of strategy. The crust of leadership is all of that — all of your knowledge, experience and skills. Both parts are important, but not equally important.

Viewed through the core/crust lens, leaders congregate around three main types:

1. Strong core + strong crust = great leader. If you are strong in both areas, you have the powerful combination of character and competence. This is where greatness lies, because you have the capacity and the intent to help others and accomplish meaningful goals.

2. Strong core + weak crust = nice leader. A nice leader is a person of character who lacks competence. Leaders in this category work hard, care and have integrity, but their lack of competence holds them back from making a fuller contribution. We trust them personally, but not professionally.

3. Weak core + strong crust = dangerous leader. A dangerous leader is a person who combines great intelligence and skill with flawed character. When a leader has significant capacity and directs that capacity toward destructive goals, people suffer.

In the annals of history, great leaders become famous, dangerous leaders become infamous and nice leaders become invisible. Thus, we remember the Lincolns and the Stalins. Everyone else is lost in obscurity.

Now let me ask two important questions: First, where do we spend most of our time — on the core or the crust? Need I even ask? Most individuals and organizations spend no less than 95 percent of their development efforts and resources on the crust. We obsess on growing and deepening the crust. We want our leaders to be clever.

Now the second question: Where do the biggest leadership failures come from? The core, of course. The erstwhile German defense minister is Exhibit A. It’s always a collapse of the core.

The essence of leadership is the process of influencing volunteers to accomplish good things. Leadership begins with the core, with our intent to lead. The first question of leadership is simple: Why do you want to lead? Isn’t it interesting that we rarely ask such a question when we hire or promote our leaders. And yet the question reveals the motivational basis of a person’s desire to lead.

Let me re-emphasize that people are volunteers. This acknowledgment reminds us of a couple of things. First, leaders are no better than their followers. Second, performance is based on discretionary contribution. The history of leadership is largely a chronicle of people being muscled, coerced and pressed into service. Actually, this isn’t leadership at all, but we’ve been calling it that for centuries and now it’s catching up with us. Increasingly, we see a very interesting trend in organizations. In a turbulent, globalizing world, talented people are less willing to put up with core-less leaders, regardless of how clever they are. Next-Gen workers, in particular, seem to have a highly developed sense of smell for dangerous leaders. If you don’t pass the smell test, they will resist your leadership or simply leave. The personal risk is just too high.

There are no shortcuts to becoming a great leader. It takes hard work, humility and self-discipline. Meanwhile, our society is in desperate need of people with that all-too-rare combination — strong core and strong crust. Both will be tested, but the toughest tests will be tests of the core. And they certainly will come!

Timothy R. Clark, Ph.D., is an author, international management consultant, former two-time CEO, Fulbright Scholar at Oxford University and Academic all-American football player at BYU. His latest two books are "The Leadership Test" and "Epic Change." E-mail: trclark@trclarkpartners.com

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From “Teach the Child”:

There are four “lenses” that each child should have to properly view the world. Without these lenses the “student is handicapped in his ability to see things as they are.” Morality is the hub in which these things function to help distinguish between right and wrong.

1. Math (for the ability to induce truth through logic and reasoning - inducing truth)
2. Science (for the ability to deduce truth through observation)
3. Social sciences (for the ability to see truth by widening perspective to see norms and values)
4. Arts and language (the ability to judge truth through beauty/value).

From Introduction to "The Gateway to the Great Books":
There are 4 colors “representing 4 aspects of ourselves as we use words to communicate what we know, think, feel or intend”:
1. Yellow - works of imagination (arts and language)
2. Blue - biographies and histories (humane letters or social studies)
3. Green - mathematics and natural sciences
4. Red - philosophy or theology (morality)

You can see from the visual below how I segregate subjects and skills into different areas in the lenses and identify them as crust skills or a core lessons. Some activities can serve as both: reading a book can strengthen the core of someone's compassion for a culture as well as teach them crust knowledge of geographical or cultural facts. However, the chart gives you a general idea:

Here I inserted the "Core and Crust" visual of how I incorporate the Core and Crust concept with the lenses.  Check out this video to describe it.

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YEAR-LONG TOPICS AND SOURCES

Time Period: Ancient History

Pre-history through Fall of the Roman Empire and Early Exploration

Monthly Break-down:

Month-long activities:

Theme-based devotionals, memorization, and family reading

Spelling lists derived from reading material and project studies, tested 2xs/month

Latin (“Getting Started With Latin”)-1-3 daily exercises

Physical fitness: basketball 2-3 days a week, personal fitness programs (running, biking, swimming) 2-3 times a week

“Authors in the Attic”: free writing group that meets once a week where creative writing submissions are shared (all ages)

The following activities are ongoing throughout the year and are in addition to the monthly outlines

Week 1: Leadership Academy

“Painless Grammar”

Young Men Group led by Dad: based upon “Man-votionals” and “The Art of Manliness” for 11 and older

-readings and discussion

-outdoor adventures

-leadership and planning experience

-personal grooming

Young Ladies Group led by Mom: based upon “Beautiful Girlhood” for 10 and older

-cultural activities

-readings and discussion

-manners and etiquette

-personal grooming

-outdoor activities

Week 2: Geo-conquest

Map studies and testing

Cooking and culture (field trips where possible)

Learn points of interest in continent/area of the month (changes monthly)

How to do Prezi's and Powerpoints: present one during this week

“Book of Rule”: study of governments of region

Week 3: Eureka!

Study symbols and tools of science and math through various awesome books like “Go Figure!,” “The Math Book,” “Mandala,” “Math Games and Number Tricks,”etc.

Focus on one or more examples from “Mathematicians are People Too” and do exercises

“Sharing Nature with Children” activities

Euclid: do geometric proofs

Cover “The Art of Argument” one day

Week 4: Imaginative Arts

Art projects and lessons

Plays: our goal is to do at least one online production

“On Stage” games: acting practice

“Play on Words” and “Common Phrases” for cultural literacy and fun with words!

“Langston Hughes” and other poetry

Lesson Plan: Follow the Spirit Daily

My mantra this year is "follow the Spirit."

What does it tell me to do right now?
#1: No clubs.  No outside groups.  Just us. Sigh. I was looking forward to trying to make online/distance groups work, as well as some more sign-language choir with friends.  Not now, apparently.
#2: Don't worry.  Enjoy learning.  Be patient. Learn the lessons God has for you.
#3: Don't force or coerce: just offer classes that I feel inspired to do (see outline later) and move forward in faith
#4: Daily accountability: kids document what they did for the day on a paper for them and me (and the others in the family) to see. (I believe "returning and reporting" is powerful.)
#5: Let the kids lead.  For instance, the other day Maia (5) said she wanted to paint the next day. (I felt prompted that she needed more Mom-time and so I asked what she wanted to do together.)  "What do you want to paint?" I asked.  "The ABCs" she said decidedly.
Rather than look on pinterest, I thought about how we could paint the ABCs.  We got out some index cards, painted one letter per card, took turns until all the alphabet letters were painted...and then hung them up!  Super cute, she was fulfilled, we learned, we carried it through. No extensive prep or worrying.  Time to move on. It was enough.

Spirit now?  Paint the house and finish it.  Our family needs more room to learn :).

Creating Windows of Awesomeness!

I created a video this morning, very spur of the moment, but I felt I needed to capture that very moment in all its "glory," or lack thereof :).

As I picked the title and reflected upon it, "the windows of awesomeness," I was reminded of a comment a speaker made in church yesterday when referring to the windows of heaven.  "I'm an engineer and a very literal guy. To have windows, you need a house that goes with it."  He went on to make his comparison and I have been thinking about what "house" or structure goes with these windows?  You need a framework of expectations or goals for your children. You need a vision of what you want to accomplish.  The vision can be broad, the very bare bones of a house plan.  As you study, watch and learn about different educational methods or get more specific on your house plan for your child(ren)'s education, the shape fills in.

I have found that for me to be able to allow the "windows of awesomeness" shine in and shower down inspiration, God asks me first, "Well, what do you want?"  Otherwise, He can shine things down and I have a hard time knowing where to put them. I think that in the process of finding what type of education you want for your child, you start building your framework for the education that happens in your home.

Sometimes, that framework takes a bit of adjustment through the years to suit your family's needs: remodeling the kitchen, throwing out a new wing, tearing down an unused shed.  The symbolism goes on and on.

So as you wait for inspiration to shine on down through your windows of awesomeness and feel a little cloudy maybe ask yourselves the following questions:
--what do I want for my child(ren)'s education?
--how do we learn best?
--what kind of things do I and they want to learn?
--what kind of books make me excited to learn?
--what is my vision for our family 20 years down the road?
--what are my children's learning styles?
--what subjects am I most excited about now?
--what is that one thing (or 20 things!!) that keep nagging me are important?

Polish those windows with faith and humility.  Keep your house empty with room for heaven to shine down in inspiration.

And then enjoy the sunlight.

Sample Schedules

Sometimes, it is just nice to see what other people do, right?

For our "Great Books Discussion" this month we were planning on reading Machiavelli's "The Prince."  It didn't feel like quite enough but the next book in the 10 year reading plan didn't feel right.  Then I read this post by my friend Karen about reading "The Hunger Games" and voting for Trump. Hey, I thought.  We will read that series, "The Prince," and then discuss and maybe watch the movies.

Can I tell you how cool that is?  Heavenly Father knew that we would be on "The Prince," He knew that the elections would be happening at the same time and He inspired my friend to blog on it after doing it with her own kids!!  The connections have been amazing as my kids see both in our own nation and in the Hunger Games scenario the plays for power and struggles in governing that Machiavelli discusses.  Sometimes you really need to see that opposition to firm up on your own opinion! (See my article on "The Indispensable Opposition" if you want more on that concept.)

Now, I know "The Hunger Games" is not for everyone. I am not going to read parts of the book and have left it up to my children what they are going to read (it is just for my almost 15 year old young man and older).  I am not endorsing it but am trusting the Spirit that has accompanied the decision that the time is right. I could not finish them the first time I read them but I feel strongly that now is the time.

That is the power of personal inspiration and respecting it in others. I am grateful for the examples in the scriptures and powerful literature of the good and evil and am very aware of how cautious we should be in what we take into our spirits.  This is our time and I have been humbled and awed at the truths and connections we are making in a context designed by a greater Mind than my own :).

As for the day to day schedule, here is a look at a couple things we have been doing lately:

*STOP: you may only read on if you do not insert all those awesome things you do into my day.  This is it.  This is all.  I didn't do visiting teaching. I didn't call my mother (sorry, mom). I didn't do laundry. (I have a picture of my pile that I will post later.)  I didn't make an amazing dinner. I didn't run my kids around to amazing classes or activities.  I want you to see how simple my day is. How non-inclusive reality is.  It is okay. It is what my family needs.  Remember, this is the schedule for 11 people.  Is it enough? It has to be. :) It is all I am doing.

Monday: Leadership Day
Mom exercise with four of the kids who decided to join me at 6:30 am. (Notice: no "Aspire" class.  No one but me read it, so I included some of the material in a video I made as a way to "teach" it and a project of sort.  We will do it again next week :).  Hot chocolate and donuts, baby.  Yum!)

Work
Throw something in the crockpot for dinner

Devotional 9:00 am
Piano lesson Hava
Job check
WAM with Lily

Watch "Constitution Video" for the Constitution Bee with most of the kids, took notes and discussed it.

Lunch: leftovers
Math with the Goob
Quiet time: read "Remembering Isaac" to everyone 14 and under
Do my own catch-up reading of "Thinking about Thinking": "The Indispensable Opposition" for discussion with Avot and Lek at 2 pm
(End up having it at 2:30 with Lek and I taking quick naps because we are sick)
WAM with Kel

3 pm: played "Memoir 44" with the Goob as part of his final project for "Ender's Game" while the little ones played outside

6 pm dinner: late because of Game...worth it
FHE
Late scriptures and then Dad read to us.  Awesome!
Seminary with the Goob was late, but I am enjoying doing it online with him.
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Tuesday: Geo-Conquest Day
Work
Throw something in the crockpot for dinner
Avot (19) helped Liliputian (13) make cinnamon and orange rolls for breakfast, finishing around 9.

I encouraged everyone to look for examples in civility.  We watched the newest series of Easter videos from lds.org about Christ as a reminder of someone we could follow and learn how to be civil.


Piano lesson Pipalicious
Job check

Things ran later this morning with sickies.  Chugger-dude finished up his State presentation while I did piano lessons and just took care of life.

Lunch: Did State Presentation while eating.  Also did a quick "World Summit" lame discussion: highlight was the Goob (14) sharing something about how the Statue of Liberty has only 10 stories of elevator and then we have to walk the rest, with Daddy chiming in about how it was closed when we visited because it was soon after 9-11.

Quiet time: Mom did math with the Goob
I read more history and took a nap!

We went on a walk later, going to the library. I signed the kids up for a cultural experience the next week and we said "hi" to some friends.  Stopping by the chocolate shop on the way home, I also called to arrange classes with my friend/sister-in-law while the baby fell asleep. It was raining and good to get out and exercise a bit.

When we got home, dinner was ready but people were finishing up things so I got out a "math game" for everyone: "Ubongo,"  That lasted up to dinner, with the Goob and Daddy also planning some scout stuff.  The game is such a great time to spend positive time with the kids, teach them patience and how to handle competition in a healthy way, help them think analytically...worth the time!

Dinner was "Argentinian" fare, a cultural experience and celebration for Avot's mission all in one.

We watched the first half of "The Miracle Worker," thinking of civility and society, before we headed to bed and I was able to do seminary with the Goob before 9 pm!!
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Wednesday: Eureka
That is covered in the post just before this one...

As you can see, I love the core and crust concept.  I know that as I cover the different areas in their core and crust, my kids and I will be whole and able to make connections.  We are learning all the time, whether from me sharing my studies or from everything they are studying on their own. You can see that they have a lot of time to learn on their own and I love finding them reading to each other, playing games, teaching each other and inspiring each other. I also love finding them giggling and rolling on the tramp together :).

We recently tossed around my friend RaNae's "Master Chef Course" and have thought of ways we would adapt it to our family, another area of interest they can pursue.

I know that as you brainstorm the "blank page," follow the Spirit and open your mind to connections and follow your own loose structure that you feel inspired to follow, you will be amazed at what they are learning.

Just remember, I graduated with honors from high school and attended a prestigious university and still couldn't tell you much about what happened in American History from the Civil War to the present let alone most of the rest of history!  What is learning?  Good question.  When you can answer that question, you will know what you need to do with your own family :)!

Hey, The Frizz from the Magic School Bus playing on the computer next to me just said, "You just need to make connections!" Amen, sista!!