Posted in Education, Family, teaching

Kind of-Sort of-Unschooling

Unschooling seemed too out there for me when I first read about it. To be fair, homeschooling seemed too out there when I first thought about actually doing it. But unschooling was waaaaay out there. I read two or three articles about it and just went on my way. No curriculum? No lesson plans? No schedule? I can’t function like that, how would she even learn?

After a few months of homeschooling in the traditional sense (ie curriculum that mirrors traditional school) for my five-year-old, I am now thinking more about the theories behind unschooling and why they could be helpful for us. I have become a huge fan Sir Ken Robinson over the past few months and have done a lot of research for my continuing education on our public education system. That alone made me question why I was breaking up our learning the way that I was…because I was trying to copy what traditional school was doing. But why? Is that really the best way for them to learn? Who says? (more about that in my book *insert shameful plug here*)

One book about unschooling I enjoyed—>

I had planned our curriculum for the year by August. I had broken it down weekly. Now I wish I could have those two weeks of my life back. It’s been quite the road of frustration and learning on my end. Some of the lessons and ideas Gigi clicked with, others she didn’t. She does have special needs so I try to be as flexible with the timing of things as possible but I wasn’t caving on what we were learning. Maybe I should be? That’s the point of homeschooling in a broad sense is to cater better to your child’s educational needs.

For those of you who may be thinking about it, or just curious about what unschooling is, here’s what I’ve gathered and what I’m concerned with (maybe experienced unschoolers can correct any misconceptions I have):

Interests lead learning- this part makes sense. My daughter digests lessons that she’s picked out better than ones that I do. That seems like a no-brainer. If she’s interested in something she will want to learn, therefore she will learn.

So we are starting to implement that. I’ve left my type A, list making, yearly schedule on hold and asked her what subjects she wants. I had everything planned in the order I assumed she’d be learning at public kindergarten. Plus some extra stuff just for fun. We finished up mammals and we’re going to move to birds. She said no, she wants to learn about frogs. So frogs it is. Frogs and nutcrackers are our focus for December. We will see how the learning develops as we paint nutcrackers, watch the ballet, and maybe go frog hunting if it’s not freezing.

Subjects shouldn’t be divided- The idea is that is all subjects can stem from one original interest. This is not as concrete but as I continue to learn about the concept it is understandable.

For example, one of the first things my daughter said she wanted to learn about was Native Americans. Timing wise that worked out perfectly since we started in October and ended in November. Using videos, books, and worksheets we learned about the Woodland Indians. We learned geography studying a map of America and where their tribes were. We learned science by reading and discussing how they grew crops, the seasons, and the animals in that area. I left out the whole slaughtering of millions of people post the first Thanksgiving and how sordid our history really is. Maybe first grade…

This seems to flow well but the fact that I can’t track what we’re learning ahead of time is something I will have to adjust to. For the purposes of portfolio reviews (every state/county is different but where I live you do two a year and they have to approve your learning milestones) I will have to at least in retrospect try to document what we’ve covered.

Reading and math- My biggest pause with unschooling is the way a child learns to read. Unschooling philosophy says that children will pick it up as you go. Which basically means unschooling uses whole word learning applications. A child learns to read by being read to and then eventually, they will remember words and letters they see and piece them together on their own. Whole word learning isn’t wrong by any means but as a librarian, I feel like the mixed method approach is the best. Maybe? Learning phonics is just as important, at least I’ve always thought so.

Same goes for math. I get that you learn math everywhere- grocery store, counting flowers outside, counting clouds. But what about multiplication? Evens and odds? I get that some mathematical concepts can be a very natural learning process but some may not be so much.

These are the only two areas I think I will continue to try using worksheets and books. To be fair, my daughter does not like writing some days but she really wants to read. We are doing whole word applications with books that she picks out from the library. This has given her the reins on what she is learning to read. We also read My World books or BOB Books.
Are they exciting? No, but I explained to her those books break it down so that she can recognize the words when she sees them again on her own so she asks for them now during our reading time. They do work.

 

Phonics and spelling we will continue to use ABC Mouse, Brainquest, and Scholastic. I use the mix because they all have a different approach. As long as the time we spend on them is not long (like not past ten to fifteen minutes) we can usually get through a letter or sound without any pushback. That was another lesson for me being a first-time homeschooler. I was used to teaching in 45-minute blocks. At home, with one ADHD child with other stimuli around, ten minutes. Get it or get out.

The conclusion to all this is I still am learning the best way to homeschool a special needs child. Our schedule has not been consistent because of my job but that is ending in the next few weeks. I hope to be able to offer her more freedom and more creative learning utilizing her interests. So far, I know we will have to change the spring and summer curriculum I developed. Instead of learning things chronologically to mirror the traditional kindergarten classroom we will be:

A) Doing much more baking and cooking. Gigi loves baking and wants to open her own business. We are going to start writing down our recipes, creating new ones, finding places to bake for (ie nursing homes, her co-op group, family), and how to create more healthy recipes. We have even talked about creating a logo for “business”, she has a thing about logos. This way we are learning math, science, and writing.

B) Gardening/garden planning. We are creating a better play area outside this spring. Part of that play area is going to contain an edible garden. She is going to help with the planning, mapping, design, planting, monitoring, and then cooking with our ingredients. We will be learning geography, science, math, reading, and writing. Also PE!

C) Camping. We tried going camping when Gigi was three and I think my husband and I are still scarred from it. However, I think it may be a field trip idea for this year. Camping provides AMPLE learning experiences.

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After this year is over hopefully I can update you with how it went using her interest as our guide as opposed to the standard instruction of our area. We are basically working off of a very broad schedule of topics. Each month I have two to three main lessons (i.e. phonics, addition, counting to 40) type of goal and then a list of five to ten topics. If she has one of her own that I don’t have then I’ll add it in there as we go. If she doesn’t I will ask her what she’s interested in and we’ll try to steer our learning that way. I think for now it’s a good mix that will allow us more communication together about her education, give her more motivation, and allow me the satisfaction of knowing we are hitting markers and I’m able to report everything that I need to. Since I do still really like schedules and with her diagnosis schedules work well for keeping her anxiety down we will still have a daily schedule. I will post it once I figure out which one works best. We are also adding personal hygiene and life skills in her learning.

Unschoolers with feedback or success stories are welcome to comment 🙂

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Posted in Education, Family, Opinion, parenting, pop culture, Social Change, teaching, Uncategorized

Kindergarten is hard

“Kindergarten is the new first grade”- everyone in education ever

Kids are growing up faster these days.

When I was in kindergarten it was a half day. We had quiet time on our mats. I remember eating graham crackers with peanut butter. Letters were learned, numbers were counted, and we went home with paint on our hands.

I don’t remember tests. I don’t remember stress. I don’t really know if I had a “desk” per say.

“Five- and 6-year-old kids now spend hours in their seats doing academic work, often with little or  no recess or physical education, or  arts, music and science.  These kids are tested ad nauseam and expected to be able to do things by the time they leave kindergarten that some, perhaps even many, are not developmentally prepared to do” (source).

Since the early 2000’s kindergarten classes have been under attack to be more and more academically focused. More reading! More math! More STEM education! We need those computer engineers knowing what they’re doing early on! (Yes I realize the photo is not a kindergartner just stay with me here)

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But it’s not just quantitative data from a group of disgruntled moms, dads, or teachers. It’s actually a legit change in curriculum that has been studied since the 1990’s.  “The researchers compared kindergarten and first-grade classrooms between 1998 and 2010 and found that kindergarten classes had become increasingly like first grade” (source) Its not just the lengthening of the days and the increasing intensity of the subjects, its the lack of thought about their interest stimulation and the amount of testing (TESTING!) that kindergarten involves now.

“In 2010, 73 percent of kindergartners took some kind of standardized test. One-third took tests at least once a month. In 1998, they didn’t even ask kindergarten teachers that question. But the first-grade teachers in 1998 reported giving far fewer tests than the kindergarten teachers did in 2010” (source).

This is one reason I think the whole “play equals learning” movement has been thriving so much. Montessori schools, Tinkergartens, the interest in Swedish education systems, have all risen here in the U.S. because we don’t want our kids turning into intelligent zombies. This is also why a lot of people believe the diagnosis of ADHD, ADD, and other disorders has dramatically increased. I can’t say yes or no to that one, but I do feel that this sort of learning at such a young is detrimental to what is natural for a child.

One parent said “I’m worried that my son is going to hit a point where he doesn’t like learning in school because he thinks learning is humiliation and frustration, and discouragement and anger rather than curiosity and encouragement, and fun and discovery. I think that a lot of the policymakers don’t care. They think there are kids that are disposable” (source).

Children are curious by nature. Every child wants to learn when they are young. It’s exciting, and fun if you let it be.

“We saw notable drops in teachers saying they covered science topics like dinosaurs and outer space, which kids this age find really engaging,” says Bassok, the study’s lead author” (source). 

“The percentage of teachers who reported offering music every day in kindergarten dropped by half, from 34 percent to 16 percent. Daily art dropped from 27 to 11 percent” (source).

But why is this movement towards more strict lessons and academics for such young students still gaining momentum when so many people seem to be against it?

“Much of this is tied to the belief that academic performance should be the sole measure of school and teacher effectiveness” (source). 

That. Right there. “Effectiveness”. Qualitative data. Competitions. Seeing our students succeed “better” than other countries. Better then other states. Better than the county next to us. Better. Because more academics means higher test scores, which means your class is “better”. It’s kind of a sad premise. What about people skills? What about emotional learning? What about art skills? Music ability? Physical ability? What if your child is an amazing unicycle rider, is there nothing good to say about that? I couldn’t do it. I think it’s awesome.

What about soft skills? Things that you can’t teach an adult. Things that you learn as a child. Empathy, understanding, and all that hippy dippy stuff that makes you a decent member of society. You learn those things in kindergarten.

What about the argument that this rise in a more strict curriculum of math and language arts is only due to the fact that children are entering kindergarten more school ready? That this emphasis on early education is creating children who are already able to read and write at the age of five? I say fine. That’s great if kids are grasping these concepts early because they want to. I love early literacy initiatives when they are in a fun and open environment. But the structure and the testing doesn’t need to change in order to stimulate a child’s intellect. Centers, dramatic play, art, music; all these things still play crucial roles in their development and do not hinder them reading and writing.

So I’m just going to leave this here to wrap all this up. I love this little poem so much it was even read at my wedding. Maybe one day we can get back to it but for now, this has been a huge deciding factor for me to homeschool. I know not everyone can and I’m not trying to sway you to, but just keep in mind your kids are going through more after a day of kindergarten then we ever had to.

All I Really Need To Know
I Learned In Kindergarten

by Robert Fulghum

All I really need to know I learned in kindergarten.
ALL I REALLY NEED TO KNOW about how to live and what to do
and how to be I learned in kindergarten. Wisdom was not
at the top of the graduate-school mountain, but there in the
sandpile at Sunday School. These are the things I learned:
Share everything.

Play fair.

Don’t hit people.

Put things back where you found them.

Clean up your own mess.

Don’t take things that aren’t yours.

Say you’re sorry when you hurt somebody.

Wash your hands before you eat.

Flush.

Warm cookies and cold milk are good for you.

Live a balanced life – learn some and think some
and draw and paint and sing and dance and play
and work every day some.

Take a nap every afternoon.

When you go out into the world, watch out for traffic,
hold hands, and stick together.

Be aware of wonder.
Remember the little seed in the styrofoam cup:
The roots go down and the plant goes up and nobody
really knows how or why, but we are all like that.

Goldfish and hamsters and white mice and even
the little seed in the Styrofoam cup – they all die.
So do we.

And then remember the Dick-and-Jane books
and the first word you learned – the biggest
word of all – LOOK.

Everything you need to know is in there somewhere.
The Golden Rule and love and basic sanitation.
Ecology and politics and equality and sane living.

Take any of those items and extrapolate it into
sophisticated adult terms and apply it to your
family life or your work or your government or
your world and it holds true and clear and firm.
Think what a better world it would be if
all – the whole world – had cookies and milk about
three o’clock every afternoon and then lay down with
our blankies for a nap. Or if all governments
had a basic policy to always put thing back where
they found them and to clean up their own mess.

And it is still true, no matter how old you
are – when you go out into the world, it is best
to hold hands and stick together.