Monday, September 18, 2017

SEPT: Eureka Vanguard Inspirements

I decided to use this blog for the weekly Inspirements for my Vanguard kids at home so these will be posted pretty regularly on this blog...

EUREKA!!
Diligence Leads to True Happiness

Week 3:
KNOWLEDGE: Consider the role of "diligence" as you study the following:
-Find a cool article on Astronomy in one of our books! (The Math Book, etc.)  Come prepared to share it.
-Find a "It's Okay To Be Smart" or similar short clip about Astronomy/Space and come prepared to share it.
-Read Chapter 2 of "Story of Science: Newton at the Center" by Hakim
-Watch this:
-Read Abraham Ch. 3

UNDERSTANDING: “Do”:
-Make a model or draw a picture of something you learned about this week
-Teach a class to younger kids about a concept you learned about using a prezi, visuals or activities
-Pretend that you are in the Middle Ages: which discovery would you want to have made and why?  Create a poem, prezi, song, skit or paper that shares your "experience of discovery" with us.
-Make a song or poem about something else that struck you in your studies this week
-Write a report on something you learned about and take your writing to a new level!  Ask mom how you can do this :D!

BECOME: “Be”
-Based upon what you learned this week, re-evaluate your goals and think of a way that you can commit to being more diligent.



Wednesday, September 6, 2017

"A Safe Place to Fail"

I posted this on my Lazarus blog, but felt impressed to share it here...

I often like to articulate what my purpose is in my different roles.  To write it down or say it out loud makes me clarify my thoughts amid the muddle that seems to keep me anxious about what my goals are when they are unclear and overwhelming.

Image result for image of shepherd pastureThis morning, I realized that one of my goals as a mother is to create an environment where my children can fail safely.  Where they can make mistakes, experience trials, grow and learn and experiment with different ideas that they feel they must pursue to become who they are.  For so long my goal has just been a safe place. Unfortunately, I have equated that with being safe from their own mistakes and the mistakes of others.  This is unrealistic and unhealthy.

Now, there are boundaries that I feel I must make to keep the environment as free from addictions as possible and that will change with the time and season, age and maturity, personality and needs of the child or children.  But I tend to take ownership for "mistakes" I see my children making. It struck me this morning that they need to make those mistakes and figure out how to overcome them internally...or at least develop a personal desire to overcome them from within and then they can turn to me or others for help.

My job is to be a cheerleader, have faith in them, express love and realistic expectations for them and correct them if their behavior is endangering themselves or others.  "Correct" doesn't have to equate "punish" as I have so often done.  I have been impressed recently in our "reading" (book on cd) of the "Little House on the Prairie" series.  This is my first time really reading them.  Their mother is quiet yet firm and I find myself guided by her more and more.  She is repetitive and firm in her expectations, but her statements are voiced in a quiet and loving way.  I tend to lace my voice with disappointment, scorn, frustration or even anger when I correct.  She simply stated it lovingly, firmly and quietly.

Image result for image of buildings walls of a citadel
Doing so seems to allow the words to penetrate deeper, without causing a defensive "throwing up" of defensive walls in response to the negative emotions I so often use in my communication with my children.  I have seen a difference in my children's response and behavior in the short while I have been trying this different approach to "reproving betimes (immediately) with sharpness (specificity)."  I am grateful that God gives me space to make mistakes, experience trials, grow and learn and experiment with different ideas that I come across.  It is only just that I should do it for my own children.

Interestingly, this concept was tested this morning. One of my older children awoke at 2:30 am and, unable to sleep, was reading still when I came in their room this morning at 6:30 am.  From personal experience, I know that this can lead to further insomnia.  However, I didn't feel the usual "put out the fire!!!!" response--to curb the behavior in the making--but simply shared my personal experience in a loving way, expressed empathy for the situation and walked away with love...trusting that the light of Christ within them would motivate change far better than any force I created.

Not an hour later, as I mused on the beauty of "a safe environment" and how important it would be for the healthy emotional development of my children, Spooner (4) came dashing into the bathroom to use the toilet.  Several minutes earlier, I had told him he should try to go, since he was dancing.  Well, he didn't.  As he made this mad dash in, he pulled up the lid to the toilet and said, "Uh-oh." I looked over to see him emptying his very full bladder along the side of the toilet, completely missing the bowl.

I lost it.

"That is so stupid!" I exclaimed and plopped him into the bathtub.  "You will wait there until I have time to clean up your mess!!!" Continuing to vent my frustration aloud, I finished braiding Hava's hair and then turned to the yellow pool.  When I took a breath and actually was quiet, a still, small voice whispered, "What was that you were saying about creating a safe environment to fail? Is this what it looks like?"

Pause.  Gulp.
I guess it should start from their first moments in the home.  Sigh.

I apologized to my little boy as I sopped up the mess, although my heart wasn't completely where it should have been.  But it was a step in the right direction.  I guess I am still failing at and learning this new concept :).  Thank goodness my kids are so forgiving.  Time to be more like a child, I guess.

Wednesday, August 16, 2017

Cloud Class and Workbooks

Cloud study:  My mom school for the day!


We went outside and did the activity the first video recommends.  Then we got out blue pieces of paper and made our own charts of clouds, complete with cotton ball artistry to go with it if they wanted to.

****************************

After a summer of work projects, my 8 year old has been begging me to schedule some time where they can all sit around the table with their workbooks (customized to child for the subject and grade they wanted to improve their "crust" skills).  They all helped select workbooks off of Amazon right after our grade end of year testing.

After years of not testing, I think I am sold on testing every year.  The kids think it is fun to push themselves and test themselves.  We have had numerous discussions about how stupid some of the questions on the test are, some of them purely subjective without a clear "right or wrong," as well as the follow-up discussion that I don't feel that it is a reflection on their value as a person.

I have seen the kids, after assimilating this information and perspective, see these tests as a challenge and a spring board to want to learn more.

So,following my daughter's request, we sat around for 2-3 hours on Monday and today and I just answered questions and helped past tough places in math, science, geography and language arts in their workbooks.*  Sometimes I was not available right away and it was neat to see the other kids reach over and help their younger siblings through tough places.

My philosophy on workbooks is that they can be a fun tool to teach crust skills but don't have a lot of intrinsic sense of accomplishment to motivate kids to push through the hard parts.  I use rewards in this very isolated scenario: when the intrinsic value of an activity cannot be felt immediately or effectively or philosophically (depending upon the age), but I feel the value is worth dangling a carrot in front of them to get them past the harder parts.  They will get an ice cream cone or their own half gallon of ice cream depending upon the size of the work book.  Other non-food rewards would probably be better, but that is where we are at right now :D.

The repetition of work books also generally can build confidence in skills that they fear they are lacking when they compare themselves to public school kids.  I continually assure them that it is not a race but it is natural to wonder if you are learning enough.  Addressing these skills as "crust" skills is also important to help the kids not place "self-worth" value upon completing or succeeding in these, although "determination," "overcoming," and "persistence" are valuable side values that are worth commenting on.

To know "latitude" and "longitude" does not come up often as a necessary skill. To be familiar with it is helpful in being part of the worldly vernacular yet doesn't need to be drummed into a child with weeks of classes and worksheets.  A simple workbook can expose them to this without all the whistles and bells and if they are more interested in it, you can probably find online exposure the subjects they care for.

I feel to use a work book is worth the expense if you know they will use it as my kids do...especially if the work book is not overly busy or filled with superfluous exercises. For instance, don't get a science book that requires a lot of writing unless the child enjoys writing or writing is a skill the child is also working on.  Science should be fun and engaging, full of questions and wonder. If your child loves experiments, get one with experiments. Generally the previews on Amazon are sufficient to get a gage of the type of book it is.

Feel free to get shorter workbooks as well: more is not always better.

*REALITY CHECK: I did puzzles with my 4 year old while trying to help people and tried unsuccessfully to appease my 2 year old until I finally resigned myself to mess patrol and set him up by the kitchen sink surrounded by towels.  And without his shirt.

Sunday, July 23, 2017

Europe Series Resource

From a friend so I can refer to it during our Geography lenses this year.  We are focusing on Medieval times, Exploration and Renaissance so these will fit in well as we "explore"!

Rick Steves' Europe Season 8 Playlist

Thanks, RaNae!

Seminary Tips: Very Applicable!

I was just going to post this in my "Brain of the Bomb" general info blog but realized, looking through it, how applicable it was to everyday homeschool teaching.

So here it is!

Encourage your students to . . . read more slowly and more carefully and with more questions in mind. Help them to ponder, to examine every word, every scriptural gem. Teach them to hold it up to the light and turn it, look and see what’s reflected and refracted there.
Jeffrey R. Holland, “Students Need Teachers to Guide Them,” CES satellite broadcast, June 29, 1992

Doctrine: A fundamental, unchanging truth of the gospel of Jesus Christ
How to identify principles and doctrines that are indirect:

  • #1.Look for cause-and-effect relationships#2 Ask questions
  • Implied principles can also be identified by asking questions like the following:
  • •What is the moral, or point, of the story?
  • •Why did the author include these events or passages?
  • •What did the author intend for us to learn?
  • •What are some of the fundamental truths taught in this passage?
  • Elder Richard G. Scott (1928–2015) of the Quorum of the Twelve Apostles emphasized:
    Elder Richard G. Scott“It is worth great effort to organize the truth we gather to simple statements of principle” (“Acquiring Spiritual Knowledge,” Ensign, Nov. 1993, 86).
    As you do as Elder Scott suggests—“organize the truth [you] gather to simple statements of principle”—you will find that the most helpful statements of doctrine or principle share some of the following characteristics:
    They are complete statements.
  • •They are simple, clear, and succinct.
  • •The truths they express are fundamental, unchanging, and timeless.
  • •They often suggest action as well as associated consequences.
  • •They are personally relevant.
How to help them apply principles:
-it needs to get into our hearts
-the Holy Ghost is necessary for that to happen
-open your mind to questions...ASK good questions!
-It's good to study them
-It's better to understand them
-It's best to live them!
LESSON #3
The student's role:
-Develop daily scripture study habits
-Prepare their hearts and minds
-Discover/express relevant of doctrines/principles
-Deepen understanding through study, meditation and prayer
-Ask questions and seek for answers
-Share insights
-Explain gospel doctrines/principles to others and testify
-Develop scripture study skills

My role to help them:
-encourage, inspire and remind
-set the example
-welcome all levels of participation since all students are at different levels
-create a good environment
-teach simplicity of steps to fulfill their roles
-create situations where they can practice how to become better student learners.
Push-up object lesson:
Bednar: “Learning by faith requires spiritual, mental, and physical exertion and not just passive reception. … A student must exercise faith and act in order to obtain the knowledge for himself or herself” (“Seek Learning by Faith” [address to CES religious educators, Feb. 3, 2006], 3, si.lds.org).
triangle diagram
 D&C 50:19 And again, he that receiveth the word of truth, doth he receive it by the Spirit of truth or some other way?
 20 If it be some other way it is not of God.
 21 Therefore, why is it that ye cannot understand and know, that he that receiveth the word by the Spirit of truth receiveth it as it is preached by the Spirit of truth?
As part of this discussion, help students understand that one important way to learn by the Spirit is to be willing to share our testimonies with each other. Read the following statement by Elder Richard G. Scott of the Quorum of the Twelve Apostles:
Elder Richard G. Scott
“As students verbalize truths, [these truths] are confirmed in their souls and strengthen their personal testimonies” (“To Understand and Live Truth” [address to CES religious educators, Feb. 4, 2005], 3, si.lds.org).
“[The students’] decision to participate is an exercise in agency that permits the Holy Ghost to communicate personalized message suited to their individual needs. Creating an atmosphere of participation enhances the probability that the Spirit will teach more important lessons than you can communicate.
“That participation will bring into their lives the direction of the Spirit” (Richard G. Scott, “To Learn and to Teach More Effectively” [Education Week devotional, Aug. 21, 2007], 4–5, speeches.byu.edu).
ESP
To help students understand that negative actions can also influence the rest of the class, ask:
  • What kinds of attitudes or behaviors offend the Spirit in a seminary class?

Tuesday, January 31, 2017

Choosing the Best Patterns of Education for your Family

Image result for picture of doodlingAfter devotional this morning, Pipalicious (10) asked the question: what is the difference between doodling and drawing?  We came to the conclusion that the biggest difference between them is that with drawing, you start out with a goal in mind, while with doodling, whether with a pattern or method or abstract, doesn't begin with an end in mind.

After another song of reflection, Hava (8) piped up and said, "I think that doodling is like us in our life. Sometimes we are wandering around and don't know where we are.  And then when God comes in it is like He helps you to draw your life and it helps you."

Profound.

I have felt so blessed as I have just sought to follow the Spirit in our homeschooling curriculum. I am still very imperfect at trusting my promptings and sometimes default to "overplan"/"overschedule" mode, but I have become better at recognizing what that feels like (blegh!) and so try to stop what I am doing when I feel that way and re-evaluate and seek inspiration once again.

After talking with my missionary Lek, I have also been considering on the value of an inspired schedule and the blessing that come with being obedient to it.  If it is truly inspired, I need to have faith that it is important.


Some "patterns" that are helpful and inspiring for our family, some patterned after D&C 88:
-meals together
-basics/jobs done by 9 am
-exercise
-worship at church and at home
-four lenses (one week a month loosely dedicated to each one)
-temple attendance (whatever regularity God tells us to do)
-family history daily
-monthly themes to help us revisit important fundamental questions about ourselves and the world around us. (I use these to guide the topics of my devotionals and family reading...among other things.)
Image result for picture of plant growing
One of the biggest, constant components of our regular, inspired schedule is devotional which, some mornings like this morning, last over an hour.  But to have the results of the above conversation?...priceless.

Earlier in the devotional, we talked about patterns we can follow (following up on our FHE last night on "A Pattern In All Things" talk from 1990:https://www.lds.org/general-conference/1990/10/a-pattern-in-all-things?lang=eng).  Good patterns.  Bad patterns.  I read from two sweet kids books that Hava "happened" to give me, saying, "why don't we read these?"  The books fit perfectly into the idea of patterns. ("If You Plant a Seed" and "Cinderella CTR.")  We talked about patterns of God, like being honest.  Choosing the right.  We talked about consequences.  We drew pictures of flowers and talked about how everyone's daily pattern, like those flowers, will look different.  And each is beautiful.  And then we had the awesome discussion sparked by my girls at the end of reflection time, another part of our inspired plan for us.

I have been just trying to follow the Spirit with my homeschooling.  I have a loose focus on a different lens every week. If it is the Geo-conquest week, I will cover geography from wherever we are reading in history or in our read-aloud book.  Eureka week, we will play more math games or pick up my "In the Beginning" science book and have a few days of fun immersion in science.  Imaginative Arts week, we will bring out the paints, art, whatever.   Every week is Leadership week in my home :).  That is my main focus. Sometimes I use those in between weeks for "getting back to basics."  You could definitely term them "leadership academy

However, I am not limited to this pattern.  The biggest "pattern" is this: pray, offer my loaves and fishes to God, read my scriptures, go to the temple as often as I feel I can and then move forward with what God tells me to do. If He has no new inspiration, I can settle comfortably into my sub-patterns.  I seek to engage in spiritual experiences as often as I can and then when God tells me to be still and move on, I will.  The Bread and Water of life which is our Savior and His enabling Atonement are truly life-giving and sustaining.
Image result for image of joseph smith
Look at Joseph Smith!  He learned so much in the middle of an insane life full of tribulation and sheer busy-ness.  We, too, can, when our focus is on God.

Patterns.  We are each trying to take a look at the patterns, good and bad, that have in our life.  Each of us in our family. It is neat to hear the unique tweaking God has for each of us.

One thing I felt inspired to do was to prepare the play, "Antigone."  We found a translation online and we are memorizing most of it, with only major parts edited out for our little Pipalicious, who is the chorus with many lines.  As we have reviewed and rehearsed it, it is amazing all that we are learning in the process: political questions, moral questions, elocution, memorization, presentation, clarity, emotions.  As in any good play, the writer has captured many extremes of human emotion and by acting them out, we can see their reflection in ourselves.  Ahhhh....the beauty of the arts.

I put this inspiration off for a few months.  I mean, what kind of crazy person puts on an ancient Greek play with 6 people ranging from a mom to an 8 year old??  But here we are.  And I am learning through the lens of God's pattern for my family.  I love to sit back and watch the Spirit through books, media and other arts work the miracle of education in our home!

Just need to remember this moment of happiness and trust more when it seems there is so much more my children could be learning when they are all giggling together with the baby in the front room like they are now :D.

I have been hesitant to post anything here for a little while.  Like when we spent two weeks after learning about the 7 Wonders having the kids do prezi "7 Wonder" presentations of their own...finding whatever they thought was wonderous about the world.  We learned about animals, the Outback, extreme sports and the Restoration...all examples of wonders that were covered.  It was meaningful, self-education and teaching that taught so much!  And it all came after learning briefly about the Ancient Wonders and thinking, "What would I consider the 7 most wondrous things ever?" I had each kid assigned a day to present on and we did it!  Super cool.

But to blog about that, I can just see someone saying, "Oh!  I want to do that idea!" Well, it will be an awesome idea if it feels right and not just that you are trying to duplicate someone else's awesomeness because you don't have faith in your own.

Revisit Oliver DeMille's "Eighth Key" speech so many years ago, wherein he spoke about how all mentors need to have a firm conviction of the genius of everyone.  Including themselves.  It is hard for children to believe they have genius and awesomeness when they are daily confronted with an adult who does not see the genius and awesomeness of themselves. And says so. God can work with all of our geniuses.  Begin to trust.  Begin to experiment with God-inspired schedules and patterns that are unique to your family.  It is incredible. It is freeing.  It is true, individually-tailored leadership education.  It is a pattern for peace as you rest each night knowing that you did exactly what God told you to do and having confidence that what He has to say is enough.

(Link to DeMille's speech: $5.99...might be worth it.  If you feel prompted to :D.)





Saturday, January 14, 2017

"Do Hard Things" Course

I felt inspired to challenge the kids to read "Do Hard Things" and whoever read it would be able to participate in the book discussion/obstacle course.  Drew and Hyrum didn't finish it but committed to finishing it before reading any other book (except scriptures, of course).  The visuals are on our Singing Bees blog.

The details are below :).

#1 Do one of the following:
  1. Tie a tie
  2. Tie a tie with gloves on
  3. Tie a tie with gloves and a blindfold on

#2 Memorize a nursery rhyme from the Nursery Rhyme book that you have never heard of before and run and recite it to Mom

#3 Find words in scriptures to make a sentence. You can only use one word per scripture. Right down the references and words on the back.
  1. Write a sentence 3-5 words long
  2. Write a sentence 6-8 words long
  3. Write a sentence 9 words or longer

#4 Find the bucket in the front of the building and, using the rags and water, super clean one of the boots.

#5 Write a meaningful, well-written note to someone.

#6 Walk across the gym in high heels (one way)

#7 Recite backwards for Mom:
  1. The planets
  2. The ABCs
  3. The 13th Article of Faith

#8 Run your fastest for
  1. .1 mile
  2. .2 mile
  3. .3 mile
#9 Try a new machine in the work-out room, do it 5 times and record the weight and machine you used:

Machine name: _____________________
Weight used: ______________________

#10 Sing primary song dramatically and clearly
  1. "Kindness begins with me"
  2. "Popcorn Popping"
  3. Both verses of "Book of Mormon Stories"

#11 How many marshmallows can you fit into your mouth and say "Chubby Bunny" in 30 seconds?

#12 Drag one or more of your siblings or mom across the floor of the gym on a towel from baseline to half court
  1. Younger sibling
  2. Two siblings
  3. Mom

#13 Pick one or more of the tongue twisters on the back and say it to someone else 10 times.
  1. One of them
  2. Two of them
  3. Three of them

#14 Fold one item to perfection from the pile
  1. Pillow case
  2. Flat sheet (green)
  3. Fitted sheet (white)

#15 Drink one of the containers completely and then fill it up again!
  1. #1
  2. #2
  3. #3
Hard Tongue Twister Phrases
  • A big bug bit a bold bald bear and the bold bald bear bled blood badly. 
  • Brisk brave brigadiers brandished broad bright blades, blunderbusses, and bludgeons -- Balancing them badly. 
  • Can you can a canned can into an uncanned can like a canner can can a canned can into an uncanned can? 
  • If you must cross a course cross cow across a crowded cow crossing, cross the cross coarse cow across the crowded cow crossing carefully. 
  • Imagine an imaginary menagerie manager managing an imaginary menagerie. 
  • The sixth sick sheik's sixth sheep's sick.
    (This is the World's Hardest Tongue Twister, according the Guiness Book of World Records.)