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lapazfarm
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Regarding keeping it short.
I think there is a difference between short "lessons" and time on task. I do believe if we are actively "teaching" a lesson,asking for dc's full attention, then short is good. But I think we do our children a disservice to keep everything we do limited to short time chunks (except for the very young). Children need to cultivate the habit of attention and it needs to increase with age. If we never allow them to get fully immersed in any topic for any length of time, then we basically teach them to treat topics superficially. Read-alouds can certainly stretch longer than 15 mins, but let your children's attention be the guide. When it starts to wane, then is the time to draw it to a close. But we should encourage that to develop into longer periods of time as they age. Same with projects. If a child is fully immersed in a project, then to cut it short is not aiding in cultivating the habit of attention. But, again, let your children's natural attention span be your guide here.
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Theresa
us-schooling in beautiful Fairbanks, Alaska.
LaPaz Home Learning
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stacykay
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Thank you for mentioning read alouds, Theresa.
How long do most spend on this? And do you usually read aloud after all the other work is done?
After reading so much of what you all do, and Elizabeth's book, etc., I have visions of hour-long readings with children at rapt attention, sipping their tea and munching right-out-of-the-oven scones/cookies  .
God Bless,
Stacy in MI
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Erin
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stacykay wrote:
| How long do most spend on this? And do you usually read aloud after all the other work is done? |
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Stacy
Our read alouds go for at least half an hour but often an hour. It depends on how long my voice holds out. The always beg for more, sometimes we may stop for a break and if they can catch me we will read more in the afternoon.
When they aren't begging for 'one more chapter' then I know to drop the book and find another. Although I always implore the dc to give the book till the end of chapter two before 'sentencing'.
We tend to do all our seat work prior to morning tea, that is maths and language arts. Then read alouds are after morning tea till lunch. Just haven't worked out where to fit in the notebooking. Grateful for suggestions here. 
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katilac
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>>I am blessed right now to have dh working from home so I am not by myself trying to accomplish this. Dh is actually the one who is doing Latin with them and I don't have to maneuver everyone to Mass by myself...he comes too<<
well, that's a relief. I was starting to wonder if you had secret super-mom powers . . .
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rm4mrfrus
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katilac wrote:
>>I am blessed right now to have dh working from home so I am not by myself trying to accomplish this. Dh is actually the one who is doing Latin with them and I don't have to maneuver everyone to Mass by myself...he comes too<<
well, that's a relief. I was starting to wonder if you had secret super-mom powers . . . |
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rm4mrfrus
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Oh dear, I don't know how this quote thing works! I was tying to quote and then answer...obviously didn't work!
Anyway, golly no! No super-mom powers!! Just a tremendously supportive dh! I dreaded doing Latin and was thrilled when he said he would do it instead! And as someone pointed out, I think they are enjoying it more since they get to do it with Dad! But Dad has been working from home for 6 yrs now and it is an incredible blessing. I am quite spoiled by it!
Plus to be perfectly honest, taking the kids to Mass by myself would not be too terribly overwhelming because it is such a small parish and the daily Mass attendees are so nice that nobody even blinks when one of the kids is loud or fussy or whatever. We have a great priest who even waits to start Mass if one of us regulars are late...But to show how small our Mass is, when we moved here and started going to daily Mass, we doubled the attendance!!  I just wish they would change the time to in the morning so it would not be such a big break from school!
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Hollee married to dh in 94,
ds(96), dd(97), ds(00), ds(02), ds(03) and dd(05)
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aussieannie
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Dear Hollee,
I have read this thread with much interest, as what you discuss has always been my problem...I am having a few days break at present to try and sort these problems out as well as making a big change with my Maths (from Rod&Staff to MUS) I do the 'harder' routine work in the morning and unit study/lapbooking, relaxed reading etc, in the afternoon. (since very recently)
Still trying to juggle the morning work is still a challenge, I too, utilize other periods in the day (travelling to Mass doing Catechism in the car, and other reading)
I do not like the pressure of 'XY&Z having to be done today' so I have in the last 24hours thought that I would try this approach: (maybe someone can comment of what they think or if they have tried it)
Listing the subjects to be done, for quick example:
Reading outloud
Maths(this two can be done at the start of every day and then onto the rest...
Oral Narration
Copywork
Spelling
Phonics
Written Narration
Spelling
Phonic rules
Children reading
Spelling
Writing own story
Reading&Comprehension
Then doing all this list in a cycle, 20 mins for each subject with break 5mins on otherside for preparation and correction - so naturally I would not get this done in a day, (probably 1/3 to 1/4) so if I only get 3 done one day - fine! If it is only one or two - that's great, I am just following my 'cycle' and so when the days not as much get done, I still don't feel I have 'failed' - so here I am - not even tried it yet - but it seems good in print! 
If someone thought this was a workable idea, I would be interested to know what combination/order they would suggest (in other words what might need to be doubled in the list like the spelling - may this is too much spelling - maybe there is a more important suject that ought to repeated more often? - as I am only new to a more CM approach and I am very green!)
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Erin
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Anne
A couple of questions first
- Is the reading aloud done by the children ie. reading practice or are you referring to read-alouds, done by you?
-oral narration and written narration, are you wanting to have a quick oral narration sometimes and you writing another time? Or are you feeling Jack is old enough to write a narration?
-Is the phonics for your learning readers or do you have a phonic practice for all?
-what does your reading and comprehension entail? And do you feel it will continue to be necessary with your cahnge in focus?
Answer these and I'll endeavour to help
I like your idea of 20+min I also find that it works best if I leave myself about 30min per block, sometimes it all gets done much quicker but when they are fooling around or I'm interrupted I'm less stressed because I've given myself enough room to accomplish without clock watching.
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lapazfarm
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Anne, I think that is an interesting approach and might be ideal for an environment (such as with lots of littles) where flexibility is key.
I don't see any spot for arts/crafts or music in the cycle, nor science or history/social studies. Or are they outside your rotation like math?
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aussieannie
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Erin wrote:
couple of questions first
- Is the reading aloud done by the children ie. reading practice or are you referring to read-alouds, done by you?
-oral narration and written narration, are you wanting to have a quick oral narration sometimes and you writing another time? Or are you feeling Jack is old enough to write a narration?
-Is the phonics for your learning readers or do you have a phonic practice for all?
-what does your reading and comprehension entail? And do you feel it will continue to be necessary with your cahnge in focus?
Answer these and I'll endeavour to help
I like your idea of 20+min I also find that it works best if I leave myself about 30min per block, sometimes it all gets done much quicker but when they are fooling around or I'm interrupted I'm less stressed because I've given myself enough room to accomplish without clock watching. |
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Erin, the reading aloud at the beginning of each day is mainly our saint of the day and any other particular thing I would like to read to them. (We also have a reading period during lunchtime-some novel we are working our way through)
Yes, both written and oral, alternating probably, Jack is old enough for written narration - his Christina the Astonishing was that.
I have a very good phonics program (LEM) that I personally enjoy and the children learn well with - we are behind, that that is why Jack is not finished, we are just going at a nice, slow pace with it. So at this stage it is all and they are at different lessons.
I am using Seton's R&C at present, but I am keen to get hold of CHC R&C! I would keep it in even with the change - just not as frequent.
My 20mins is in the middle of a 30min block for precisely the same reasons you have mentioned - I WANT THE CLOCK TO BECOME MY FRIEND FROM NOW ON!
Look forward to feedback and advice!
lapazfarm wrote:
| I don't see any spot for arts/crafts or music in the cycle, nor science or history/social studies. Or are they outside your rotation like math? |
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We have music on Mondays with a big group of homeschooling families that goes for 2 and a half hours all up (from 3year olds up to 12 with lessons dispersed amongst that time) children get to play with their friends while waiting for their lessons. I joined a Gregorian Chant Choir 3 years ago, at first, mainly for my children to be a part of as we all enjoy singing, but it has become my personal passion as well, it involves 'dressing up' and singing at Masses as well as other public places to showcase the Gregorian Chant (Medieval Festivals, singing ecumenically with Greek Orthodox, High Anglican etc. (my oldest cantored on a CD we produced which was a great experience for him!) so much enjoyable scope here!
The afternoon unit study and lapbooking involves these other subjects, geography, history, social studies, art, crafts etc, the reading of living books in that time period as well. We do Latin with a group of homeschoolers on a Friday afternoon.
I have since my teenage years done pastel portraits on the side and intend to be trained in Medieval Illumination Manuscript, God willing, very soon and would then train the children if they showed interest. They have watched me since babies, they ask questions and I dicuss this sort of thing, naturally and out of 'school hours', when they are older I would train the ones who show great interest. They are also fortunate as my husband was a trained commercial artist and pastel portrait artist as well.
Comments on all of this is much appreciated!
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BrendaPeter
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Hollee,
I just wanted to mention that Mass at noon is actually the best fit for us.
We're all very "fresh" thinking in the morning so it makes more sense for us to focus on book work. After chores & piano practice, we say our prayers & read about the saint of the day (or from the Bible) from 8-8:30. Then I work with the little ones (twins age 7) for 1 hour while the big ones do their math. Next I work with the big ones (ds 10 1/2 & 12) 1 1/2 hours (mainly Latin & Composition).
We have lunch at 11 or so & have a break until 1:00 - so noon is a good time to squeeze in Mass.
From 1-2, all the dc do their independent workbook-type work (Easy Grammar, Religion, etc.). Since my brain is pretty foggy by this time, the most I can usually muster is reading aloud for about an hour while the dc draw. They have directed reading time from 3-4 and then they have playtime and help me make dinner.
Also we pray the Holy Rosary at 7:30 p.m. every night, right before bedtime (8:00) for the 4 littlest ones.
HTH!
We do science about once/week & history is lots of living books with the Usborne books & Anne Carroll cds as spines. We always listen to books on tape - sometimes during breakfast, lunch AND dinner (if DH gets home late).
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Brenda (mom to 6)
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4Real Forums : Living Learning
Topic: Is it too much schoolwork or me?
