ThadenPierce School

This is a subject near and dear to my heart, as I studied sociology of gender and did a few years of graduate work on gender topics (women’s studies, women in the classroom, gender/race/class, etc) and I taught a class, women in learning communities. So I spent a couple years of my life reading about gender, both for academic and personal interest reasons. Later I’ll add some books I found interesting on the topic of gender.

I just read an article from a BYU women’s conference talk on gender equity in the classroom. Despite my background, this was actually not even a thought for us when we made the choice to homeschool. Reading this now, though, it’s yet another reason why I am thankful we were guided to make this choice.

In a nutshell, our society has trained all of us to treat boys & girls differently, in obvious ways and in subtle ways that are negatively impacting EVERYONE in the classroom. (And college, workforce, relationships, but that’s a whole other topic…) Yes, each of our daughters may individually be able to fight off some of that negative impact and rise above, pursuing their passions and excelling despite what obstacles may be thrown in their path in a traditional high school public classroom (though these gender studies go all the way from birth through college years, it starts young that we treat boys and girls differently in detrimental ways)… It’s not that ANY of us is able to act independent of our socially constructed habits, they are so ingrained in us. And it’s not that boys and girls are the same – they’re not, but it’s the bad habits and ways they are treated unfairly because of socially created stereotypes that I find disturbing. Being aware of them at least helps us to counteract them to some degree. And homeschooling allows us to be more in tune with the experiences they are having, more able to counteract some of those negative labels, able to talk with them when they make these discoveries themselves, able to push and encourage and work to overcome some of these issues…

Some interesting quotes:
“The single most important contributor to the quality of education received by each individual student is the amount of attention that child gets from the teacher… The important factor is the attention. Oddly enough, it doesn’t particularly matter whether that attention is positive or negative.”

Again – if they are learning through mentors, tutors, parents, small groups then we’ve already addressed a large part of this. They will be getting more attention.

Findings from just ONE of the many studies she references:
“Teachers are more likely with boys to (1) ask higher order questions (how or why instead of who or waht); (2) ask follow-up questions that encourage deeper understanding (‘Why do you think the cure for anthrax was so important for the people of Pasteur’s time?’); (3) wait longer for boys to remember or formulate an answer.”

Knowing this, we as parents can be sure we ask these types of questions of ALL our children and discuss it with other parent-teachers in our co-ops.

Quote from Brigham Young:
“It is the duty of the Latter-day Saints, according to the revelations, to give their children the best education that can be procured, both from the books of the world and the revelations of the Lord.” (discourse given April 18, 1874.)

The BEST education that can be procured. The BEST… doesn’t every child deserve that??

Again, it’s not that we want to make all children the same – every child is different, gender is a part of that. But it’s when children are uniformly treated one way because of their gender that I get nervous. And the studies, both ones I read in college and ones touched on in this article, remind me of how much an issue this is and encourage me to be mindful of this when we’re teaching our passel of kids.

I thought I was being spotty with the morning sickness, I’m a million times worse now with the pregnancy AND the house buying thing. Knowing we’re moving soon I’m frantically purging and cleaning and packing up stuff we don’t use. I’m also on the phone constantly dealing with house stuff and lessons are now so here and there.

Christopher is doing the Saxon Math 1 worksheets now, it’s getting detailed enough that it’s too much to do orally.

First Language Lessons year 2 is much more in depth than year 1, we’re not racing through as fast and it’s taking more time for him. Both language and math are still less than 30 minutes each but I’m getting distracted and so he gets distracted. MUST WORK ON HABIT OF ATTENTION, for both of us.

I’ve also not been reading to them, have to work on that. I’m telling myself this WILL calm down and we’ll find a groove again, right?

by Vilate Raile, a poem about the pioneers

“They cut desire into short lengths
And fed it to the hungry fires of courage.
Long after—when the flames had died—
Molten Gold gleamed in the ashes.

They gathered it into bruised palms
And handed it to their children
And their children’s children. Forever.”

I’m reading A Thomas Jefferson Education Home Companion and it’s good. Borrowing a friend’s copy so mostly skimming it, but I’ll post notes later. That poem was included, about why we need to do this, raise these children to be leaders, and how it will impact the world and generations down the line.

They have their last three VHS movies left in stock on clearance and for all three plus shipping it was $19. I’ve not found them anywhere else for that cheap, not even used on half.com – so I bought all three. SO much for saving for that house, eh? But Bennett LOVES them and I’m sure Emy and Mojo will, too.

Christopher’s on Saxon Math 1, Lesson 95. I’m suppose to introduce him to the concept of counting by 100s so I write them out up to 1,000 and call him over and say, “Look what we’re going to learn!” and he says, “Oh, counting by 100s.” And then he counts them all.

And I think, “Remind me why I’m here?”

He’s also suppose to be introduced to some basic algebra, adding different numbers to equal 10. I give him 4+x=10 and he fills in x. Except he’s already learned this so he races through it, apparently he and Kit have been playing algebra games, finding for x? This is what happens when I’m napping, Kit sneaks in these lessons.

We were covering counting coins (but I was too lazy to actually get out the coins) so I would ask, “What coins could you use to equal 27 cents?” and he said 2 dimes, 7 pennies or 4 nickels and 7 pennies, etc. I asked what if I had 5 nickels or a quarter and so on, and Kit’s listening as Christopher adds up the various denominations to equal 27 (just rattling them off!) without any tangible way to count – though I know it’s not developmentally appropriate to expect symbolic thinking at this stage. I know, but I was lazy. And Kit mouths to me, “He’s really smart!” And we both laugh. I completely blame Kit for this. But we try, when encouraging the kids, to do the, “You worked so hard!” praise instead of, “You’re so smart!” because of that New York Magazine article… good read!

It does make for very easy math lessons on days like this. There are days we have to sit down and actually work but I can’t decide – if he has the concepts down, should I have him do another lesson or call it good and send him to the yard to play?

You can find part I and II below.

I decided to not go past volume 3 right now, the others are geared towards older children & some broader issues. Good reads, no doubt, but I need to focus on some other things right now so this will be the last summary for awhile.

Obedience – training children. Verbally state need, physically follow up. Explain (whenever possible) the why and the natural consequence. Then move to verbally state, and expecting there will be obedience but still follow up. Then move to verbal and presume it will be done. Try to let natural consequences follow.

Children need to see options and be able to choose the right for themselves, not because of fear of punishment or disapproval from parents. Must find internal motivation to choose right. But teach why, explain moral foundation for why this is important – and – explain social significance. We do not tease because we speak kindly and show love for others (scriptural reference.) When we tease (natural consequence) we hurt feelings and friends do not want to be around you. I think both reasons are important to explain in core/grammar stage, when children are young and need to see direct concrete impact of their actions. When older, will have moral understanding and better understand abstract moral reasons.

Children should be given transition time. As adults we can check time and be aware of schedule and transition ourselves. Children need help learning to budget time and transition. (Raising your Spirited Child book)

Masterly inactivity (Parenting Breakthrough book!!!) – do not take charge when your child is learning skill. Teach, inspire, then allow them to do it themselves. Don’t steal their opportunity to learn!!

Be confident in your decisions – you are the parent.

Trust your children – if you have helped them develop good habits, be confident in their ability to choose the right. But be mindful of their location and activities.

Take time for yourself and your needs.

Children should – be free in their play (not dictated in all activites.)
- be given freedom in their creativity and work intitiatives
- stand or fall in their own efforts
- choose their own friends
- spend their own money as they see fit
- form their own opinions

“Exposure to a multitude of ideas is necessary because we don’t know which idea will spark a child and lead to great deeds later.”

Children should be skilled and confident in public speaking, a skill crucial for leaders and all citizens. (Thomas Jefferson Education – leadership education)

“Charlotte lists three underlying principles of her schools: 1)––Authority as a law is universal 2)––Habit training is a vital part of education 3)––Ideas have power to inspire.”

Education is a life, an atmosphere, and a discipline.

Knowledge we gather ourselves makes the strongest impression – allow them to discover, to form a relationship with the author. But we must watch reaction, be there for narration & discussion, and ensure we provide living books instead of textbooks or twaddle.

Encourage development of relationships – with ideas, with people, with concepts, with nature, with world to be discovered. Do not attempt to censor entire world for them, but do protect them from inappropriate things.

“It is mostly suburban parents who try to manufacture learning experiences, because the limitations of that environment don’t offer the rich opportunities that are a natural part of country life. Children learn more from keeping up with other children in free play in a natural environment than from formal lessons contrived to learn skating, hockey and tennis.” (Pondering on that!!) Says better a summer in the lake than 6 weeks of swimming course.

“It is mostly suburban parents who try to manufacture learning experiences, because the limitations of that environment don’t offer the rich opportunities that are a natural part of country life. Children learn more from keeping up with other children in free play in a natural environment than from formal lessons contrived to learn skating, hockey and tennis.”

Four ways we may squash a natural love of learning-
too much explaining instead of encouraging exploring
too many lectures instead of allowing them to form connections
textbooks instead of living books
competition to motivate, instead of inherent value of learning

Until eight year olds, plan to read to kids. After eight may be able to do more reading on own but still – keep reading aloud sometimes.

“Children are too valuable to be used as guinea pigs of educational fads.”

Part I, thoughts on Volume I, updated.

Volume II thoughts:

family – children should feel content at home so do not seek contentment (approval) elsewhere, but also remain aware of needs of community outside their home

parents are to inspire children by their example (educational, spiritual, social – manners, how we treat others) – Thomas Jefferson Education, mentors’ job is to inspire students to want to learn

children need to learn to analyze and question their own opinions & faith so when facing the world, they know where their faith & beliefs are based and are not shaken. just because it’s in a book, doesn’t mean it’s true (ditto, if it’s on the internet that does not make it FACT!) faith is not based on evidence and that’s okay, but understand concept of faith and reason and develop own strong testimony.

needs to know THEY control their thoughts and have power to dismiss thoughts and to embrace better ones.

begin in early years to develop self control, realize we are in charge of our reaction things (well before six years!) and that we choose how to express our emotions – what’s appropriate and what is not (say you are angry, not okay to hit)

HUGE FOCUS POINT, very important to me we explain & demonstrate this concept – explaining that no one can “make” us angry, emotions & thoughts may come to us but we choose which to focus on, which to express, how we treat others. it’s OUR CHOICE and we are accountable for our reactions to situations.

show by our example that WE feel various emotions and verbalize to them how we feel and how we are handling it. show by example our self control. if we snap or yell, apologize and try again.

family pride – unity, identity

believe that hearts can change (in adults and in our children) and do not despair by improper habits – know that it can be changed (and the younger they are, the easier it is to redirect and replace with positive habits.)

nagging is not training, it teaches kids that we will be their constant reminder. must train children and trust that they will be accountable. habit training – teach, instruct, demonstrate, follow up. then slowly back away over time – verbal reminders. but work to point that assumption is child IS accountable and faithful to task (lessons, chores, proper behavior) and our expression of faith in their good habits encourages. if something is forgotten, discuss it and express faith it will be fixed.

train senses – spend time focusing on gift of sense and recognizing. what do we smell? what do we hear? painting picture – what did you see? how does this taste? close eyes and describe. increases awareness of surroundings, appreciation for sense & our world, can help with memory

teach reverence for sacred things by example and by discussion

teach sensitivity to others’ emotions – address teasing

teach children to NOT be constantly worried about others’ opinions of them, a child always wondering what others thing of them “is looking inward rather than reaching out to others.” teach them to lose selves in service and will be less worried about themselves

expect accuracy and honesty from children – and demonstrate it for them. do not exaggerate, do not make excuses that are misleading, be tactful but honest.

children grow at their own pace, we must not dilute the ideas/concepts we present to them but present it all and allow them to make their own connections. DO NOT DUMB IT DOWN FOR THEM.

when a bad habit is formed, plant the seed of a positive alternative. If child is being greedy, plant seed of generosity by example and explanation. Allow positive habits to replace bad, don’t try to simply break bad habits.

teach children to ask why & to analyze their own ideas – don’t assume your views are “right” and be open to idea that you are biased and need to consider other perspectives. (see faith note – others will question their faith/beliefs and if have not considered where their foundation is, much harder to stand firm and explain own testimony. question not to dismiss own faith, but to strengthen.)

pause, consider where you have come from and what direction you are heading. don’t just keep going, sometimes course correction is needed.

teach children to not focus on discomforts (scratchy clothes, being cold, being tired) but to focus on lesson, to develop fortitude and focus so as to not be always distracted. to remove focus from self. (Interesting dilemma for children with sensory disorder and input that is beyond “typical” levels of distraction, but part of therapy was teaching sensory kids to “tune out” distraction and by exposure to it to be able to move beyond.) move beyond sensory distractions/annoyances and focus on concepts, ideas, lessons – higher focus. good practice for real world when distractions from work/reading/situation are often beyond our control and we must learn to tune them out and still accomplish what’s important.

teach them we control where our mind focuses and we must learn to control our reaction to sensory input even if we cannot control our environment. (Thinking of labor, pain & ability to focus on other things to tune out or cope with pain.)

Awareness (of senses, of direction we are heading, of habits, of values, of beliefs, of others’ needs) and ability to focus our minds, redirect and rise above temporal.

If you have read or plan to read any of the Charlotte Mason works, Well Trained Mind, or the Thomas Jefferson Education, would you let me know? I always appreciate the chance to hear other’s thoughts on these works, it helps me to learn from you and get your perspective. You can leave a comment here or email me – all comments, even on old posts, are emailed to me.

Thank you!!

My other post on the Thomas Jefferson Education book.

Okay, skimming it again before I pass it onto another sister –

stages of learning:
core (0 to 8 years)
love of learning (8 to 12)
scholar (12 to 16)
depth (16 to 22, college years)

Comparable to classical approach of grammar, logic (or dialectic), and rhetoric. Get the facts in, begin to analyze arguments, then begin to form own arguments.

George Wythe method:
1. classics, not textbooks (what Charlotte Mason calls “living books”)
2. mentors, not professors – inspire, don’t preach
3. inspire, don’t require
4. structure time, not content – give autonomy
5. quality, not conformity (Charlotte Mason, better one perfect than many sloppy)
6. simplicity, not complexity – stick to the basics, then expand w/passions
7. you, not them – you are the mentor, work on YOUR educational as well

Heidi thoughts – I agree that classics are great and should be used whenever possible. Not just for literature, but classics in history and so on… as he says, there are “classics” in every field, including technical fields. Classics does not mean old, it means foundational works. However, I do not agree that the best way to learn spanish is to read classics in that language (Don Quixote, he suggest). Or that math is best learned by reading Euclid. I think in the core/grammar stage that the kids do need to learn math concepts with hands on experience, not by having a classic read to them. Sure, good to cover those things once they’ve mastered reading skills but in the foundational stage I think some textbooks are helpful – teaching math, grammar, etc. Within context, yes, and with hands on experience but sometimes reference books/texts are helpful in things like math.

On that same note, I think structuring time is great but in grammar/foundational stage that structuring content is also important. When helping a child learn basic math and reading and grammar, I need to structure the content (we’ll do math and language this morning) as well as time. I can’t just leave content open before the foundation has been laid for them to master these skills.

Getting started:
1. Forget the kids. Start working on you, then we’ll get to the kids.
2. Read a classic.
3. Read 3 more classics, one per week.
4. Read & annotate a classic. (Declaration of Independence – look up every unclear word & write down definition. Write 10 ideas that interest you. Sit down w/two people and discuss it with them.)
5. Annotate two more classics – write down thoughts, discuss with 2 other people.
6. Once your child is scholar age (12 or whenever you feel ready), then this step. Until then, keep working on first 5 steps and your education. Have your child read one of the classics. Read it yourself and take notes. Set discussion time and be patient – let them open up.
7. Have group discussion on classic (8 people.)
8. Repeat step 7.

Setting weekly schedule –
Designate your study time. Establish their study time. Set daily writing assignments. Schedule weekly discussion time with them to hear what they are reading. (Sounds like narration, but weekly instead of instant feedback of core/grammar stage.) BOTH parents be at discussion time.

Setting monthly schedule –
Designate planning meeting monthly to review schedule & write plans. Write list of classics you’ll read. Classics your child will read. Other subjects scheduled. Schedule group discussion times. Schedule fieldtrips, enrichment activities, and visiting lectures to attend.

Heidi addition – set semester mini & yearly (big!) planning times, to review and set goals, clean up and add to portfolio of writing & projects, and to review direction. Meet with spouse, with family, and each child individually to write up goals and find out what each child wants to study & focus on – what is their passion?

I’m ever so slowly working through her readings (six volumes!) and I’m in volume 1 and haven’t even finished but this is what I have so far.

This is NOT a summary of her writings, this is simply the points that jumped out at me that we want to implement combined with my thoughts – these are NOT Charlotte Mason’s philosophies, these are the Heidi philosophies influenced by Charlotte Mason. You’ll have to go read her works (all available on-line for free, I’m too lazy to link right now) and then see what you think.

Points for me to remember:

Children should spend first six years in secure, quiet childhood and focus on just growing and being. No formal lessons/table work (though if they want to play at handwriting, math, etc that’s fine but do not enforce structured lessons until 6 years.) Playing with phonics is great, games with math, any fun learning activities – but don’t attempt to start “school” before six.

Be outside as much as possible, 4 to 6 hours a day, good or bad weather. She says April through October, I think March through June and October & November are more realistic in Texas. Eat outside, let the baby play. Mom must go WITH and be there for children.

Things to do outside – sight seeing (go tell me what you’ve discovered) and picture painting (describe in detail the nature/landscape/discoveries.) Paint a mental image. Other lessons taught – flowers, trees, animals, geography, exercise, tracking (camping skills?) Use nature guides, learn more about your area. She says don’t bring books to read (focus on nature instead) but I think reading outside is wonderful! Don’t go to playground, which prevents kids from exploring and focusing on nature because they’re playing on the big plastic slide.

Habit Training – focus on teaching child to form good habits early!
Attention – if baby drops toy, pick up and try to engage baby’s attention a bit longer, describe, interact, etc. Teach to focus just a little longer. Lessons for children under 8 years should be around 20 minutes and varied, to keep their attention. Let them MOVE, clap and dance and jump. Set lesson times (we do 30 minutes.) If child finishes early, let them have spare time time to run, explore, play until next lesson. If child is distracted, seek to regain attention and if not able then move on – don’t make it a battle, don’t allow time wasted by wandering mind.

Knowledge is its own reward, do not bribe or use praise or competition to motivate. (Punished by Rewards book!!)

Habit of application – focus, think quick on feet, respond to questions promptly. Don’t ask them questions when you are distracted and then not follow up. Teach them focus & application by you applying yourself fully.

Habit of thinking – allow child to form their own conclusions, do not just give them the answer or tell them the point. Even if it’s incorrect conclusion, the habit of thinking is crucial and recognizing a mistake and then trying again is wonderful process.

Habit of imagining – ask questions, allow them to ponder. Read books that aren’t twaddle, encouraging them to imagine and visualize. No twaddle books, avoid television or anything that creates the story for them and leaves nothing to imagination. Blank piece of paper is better than coloring book. Illustrated book is worse than one with no pictures – allowing them to visualize for themselves. Encourage them to CREATE. Art, music, stories, handiwork.

Habit of remembering – review previous lesson as starting new (briefly is okay) and connect facts. Concepts learned in context will stick, randomly given bits will be harder to recall.

Habit of perfect execution – better one perfectly formed letter than a whole row of half hearted work. Teach them to do their BEST work each time, not just to rush through it. Compete projects, don’t give up and leave undone. BUT don’t give children projects they cannot complete/not age appropriate.

Habit of obedience - FOLLOW UP on rules & requests, do not say they must do something and not follow through or you are setting them up to be disobedient. If it’s important, then be consistent. If it’s not important, don’t ask for it. Even just once of NOT following through with a request or lesson teaches child that you will not enforce rules and there are exceptions. (Heidi phrase – pick your battles carefully, do not make everything a battle, but do NOT lose!) If it’s important enough to make a rule/request then it MUST BE ENFORCED EVERY TIME. I have no idea how to handle this in situations like bedrest? Nursing a new baby and unable to get up immediately? But consistency in expectations/rules will encourage obedience and give them structure and something to count on…

Habit of truthfulness – not just deliberate lying, but careless lying through exaggeration or inaccurate information should be addressed. Teach them to be precise in language and respectful to all people.

Part II of Volume I: I’m reading the summary of the modern english so this is so butchering it, and I’m NOT summarizing – I’m just writing down the points I want to remember and implement. Sorry, no abridged version for ya!

Do not expect narration before 6, though children under 6 will eagerly share – do not make it a requirement.

Do not expect compositions before 10, dictation (writing) and narration (speaking/summarizing) are practicing for writing until then.

Do not ask children to memorize twaddle – memorize good works.

Do hands on math (manipulatives) before expecting children to understand abstract symbols (numerals.)

When students are reading (any subject, history or literature, etc) locate on map and put into century book and/or timeline.

CREATE CENTURY BOOK! Notebook with tabs for each century, have them write in some notes/dates/information for each author or topic they study. Similar to timeline but more detail, creating a chronological encyclopedia of their own studies. Use from year to year.

Art, music, exercises & handicrafts should be started at six.

Art appreciation – artist, style, and create own work in style. Similar to “painting picture” in nature study. Show work, take away and ask for details – what did they see, what did they think, how did they feel?