If you know me, you know that I'm not a black and white kind of girl. That means that a strict schedule doesn't suit my way of doing things. That's not to say that I'm overly lax, though, either. I like to think that it's more of an easy-going, roll-with-the-flow kind of routine that we have going on. What we do is more of a routine than a schedule, the difference being that each day we know that certain things WILL happen in a relatively orderly way, and about the same way each day. But that also means that some days things come up and we do it a little differently for that day, depending on the needs of our family that day.
One of the benefits of homeschooling is that we can do several of our subjects together, regardless of grade level. Unfortunately "together" no longer includes John Wesley. Now that he's in high school, he does all of his work independently, and he has made the camper his classroom. He comes in a couple times a day to ask a question or two and, of course, to eat lunch, but most of his schoolwork is done in the camper. It is much quieter there and much more conducive to the concentration required to do his algebra and other subjects which require a lot of reading. I do lots of reading aloud to the rest of the kids. Cody, William, Jonas, Lena and I study Bible, geography, history, science, and literature together. I read to the kids for about 1-2 hours each day from several texts--the Bible, at least 2 separate novels (usually biographies and historical/cultural works), a poetry book, a book about unreached people groups and a science text, plus others depending on the day.
After we're done with the "together" part of our day, it's usually time for lunch (although some days I switch things up and do the together part of the day after lunch, depending on what else I need to accomplish that day.) Meals are Matthew's favorite parts of the day! Eating lunch (or breakfast or dinner) by himself is very much a learning experience for him and definitely part of his "schooling." His goals include appropriate interaction with others, beginning communication, eating skills, and overall learning to interact appropriately with his environment. Remember, this is a boy who wouldn't make eye contact with us and detested having food in his mouth. How far he has come! He's getting it! Praise the Lord!
After lunch (or sometimes before school depending on what I need done), we usually take a few minutes to have everyone pick up and do their "areas." Everybody has a job to do to help keep the house picked up.
Then it's on to the subjects they do independently, which are Math, English, independent reading, and part of their science. Of course, "independently" means they have their own level and they don't do it together. I still need to be available. For example, today, I worked through Lena and Jonas' English assignments with them and helped clarify instructions for various math assignments, as well as checking through a few past assignments to be sure one of the kids was ready to move on to the next concept.
While the big kids do their independent work, I work with Jared and MaKenzie on their school work. I do about 45 minutes to an hour of intentional "bookwork" type instruction with them. I find that's about all they can absorb before crayons begin to stray, eyes start wandering to the ceiling, and answers to my questions become extremely random. Letters are finally starting to stick for them. I've tried letter recognition off and on with them for the past two or three years, but the next day they wouldn't have a clue, so I just kept on with the other readiness activities. But they seem to be starting to remember a bit from day to day, so I'm keeping at it. Slowly, but surely. There's no hurry, and no "rest of the class" to keep up with, so we're taking our time.
Besides their "formal" curriculum (which is an early preschool level), we do about an hour or so of physical therapy several days a week which William usually does with them and I use lots of everyday activities with them, like educational videos, toys that they don't realize are "learning toys," and games that reinforce colors, counting, shapes, taking turns, categorization, and other important concepts.
Somebody asked me the other day if homeschooling was hard, and that was a difficult question for me to answer. It's not physically hard. It's not un-enjoyable, in fact I LOVE it. It's not boring or brain-taxing (to me--the kids may have a different opinion). I think, for me, the thing that makes homeschooling "hard" is just the burden of it. I don't mean burden as in "drudgery." I mean burden as in "this is all MY responsibility--these kids have to learn and it's all on me." If *I* don't choose the right curriculum...If *I* don't take time to be sure they get this particular concept...If *I* don't make sure to cover this specific subject...they might not become successful people. This thought, erroneous though it may be, weighs on me often, but I try to take comfort in Isaiah 54:13, "And all thy children shall be taught of the LORD; and great shall be the peace of thy children." In reality nothing about my children's lives is dependent upon me or on anything I do, it's all in God's hands. My job is to be faithful day to day in what is before me, not to worry about what we might be missing. They're HIS children. He has entrusted them to me and He will give me what I need to care for and teach them, if I remember to depend on Him.
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