4Real Forums: Moving from relaxed to more academic

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Topic: Moving from relaxed to more academic

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Connections
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Posted: Nov 05 2008 at 5:27pm \| IP Logged

For those of you who are more relaxed in the early years and then start to "require" more in terms of academics, what sort of things do you look for to determine that your children are ready for more academic requirements and structure?

Do you simply make the decision based on age, or are there certain other "triggers"?

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Tracey

Angie Mc
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Posted: Nov 05 2008 at 5:42pm \| IP Logged

Great question, Tracey. Our family has done this and feel good about it, but I've never thought about the process in terms of "triggers"...cool! I'll think on this and get back to you. I look forward to reading what others have to say.

Love,

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Angie Mc
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Cay Gibson
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Posted: Nov 05 2008 at 6:09pm \| IP Logged

Since we have definitely slipped into a more "academically-structured" year, I'm anxious to read what others have to say as well.

Like Angie, I feel good about our year as well. I can't say it'll stay this way after Christmas though. Things always seem good until the holidays.

But we're very focused and productive this year...so far.

Perhaps it's because it's just that kind of year for us. I wouldn't say it's that way every year or even that it's a good idea for every family. My youngest is first grade this year. We're able to get a lot done.

I've also backed away from other things in order to give myself completely to my children's academics. It's working.

I also have two in college. I now know what they need past 12th grade so I'm more focused with our studies and my expectations.

As far as "triggers" (great word,

), I think it has more to do with comprehension and maturity level than age.

One must also look for motivational triggers. i would have to write an essay on the difference motivation has made in the life of my middle child. I don't have the time.

But in the last three issues of Mater et Magistra , Laura Berquist as written on the subject of motivation.

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missionfamily
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Posted: Nov 05 2008 at 7:21pm \| IP Logged

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ALmom
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Posted: Nov 05 2008 at 7:26pm \| IP Logged

Well, in our case there are a few "triggers" and a lot of just what seemed to work.

As to the triggers:

1) The ability to handle seat work, read, not get eyestrain and gravitation to small print naturally. Some developmental things where answering questions does not block learning.

2) Request by the children themselves.

3) Increase in the size of the family, children that are one passion and a mom who is scatter brained. Without a plan or some structure, I began to notice that each child was totally avoiding at least one major subject year after year and I am totally like a becalmed sailing vessel with no idea what my children are doing - so it is essential in our family that we have some sort of structure after a certain number of children.

We do still try to maintain a certain amount of time and space to pursue in a less structured way those subjects that are the passion, while gradually demanding more structure in the subjects that have always been avoided. When I add in structure or the children request textbooks or other such things, I have discovered that I have to spend some time doing a textbook 101 crash week. This seemed to be the only way I managed to keep up with and hold them acountable and most of them begged for this by the time we implemented it.

I have discovered that certain of my children need the structure waaay more than others. These tend to be creative but highly distractable and never tend to finish anything. It is helping them focus and reducing their stress. Some, I wish I'd discovered this just a bit earlier.

I think the success of the structure also depends on how much it takes into acount the natural learning styles of the children. For instance, I want my children to learn to organize their thoughts. Some do better being shown how to outline, others do better with a brainstorming, more visual/graphic type organizing style. I try to give alternatives in keeping with our purpose and spend a lot of time determining the children's goals and desires as well so that the structure is not totally a thing imposed from on high. We are the parents and we do not abrogate our role but the children all do have an active part in helping design their structure and communicating needs.

Janet

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