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Becky Parker
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| Posted: March 05 2014 at 6:59am | IP Logged
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Warning: Long and rambly post with little practical purpose! 
I can not tell you all what a blessing The Living Pagehas been for me. It was the boost that I have needed for so long! Something about the author's style really resonates with me and encourages me to keep going in our Charlotte Mason homeschool.
When we started this homeschool journey, 13 years ago, Charlotte Mason was the first "method" I learned about and embraced. I added in MODG after some time because I felt like I needed some accountability and for the most part, I felt that it was compatible with CM. But over the years I have sort of fallen away from most of it. Possibly due to burn out, this past fall I completely changed gears and went with Seton. Seton is a great program and I have friends that use it with excellent results! But I think I know why God lead me to Charlotte Mason when we started! It's what my kids need. It's how they learn best. An example - My 7th grade ds loves to read. He loves history. When we got the Seton history book he really liked it. Lots of nice pictures and good information. But now I see that instead of reading the chapter and answering the questions he flips to the questions, then scans the paragraphs for the answers just so he can get it done. He's not really learning. ON the other hand, when he reads before bed at night he's always running into the living room where his dad and I are to tell us about the latest thing he's read from his current "free reading" book, In Freedoms Cause. I see that he is learning so much about William Wallace.
Reading The Living Page has reminded me of the rich education the children can receive when we follow the Charlotte Mason methodology. I've done a complete shift now, back in that direction and it feels so much more comfortable. And do you know what I'm finally doing after all these years??? Joining the kids! When we have quiet reading time, I sit and read! When they work in their notebooks I pull out mine! I'm learning to sketch various herbs and flowers in my nature notebook! THEY are so much more enthused!! Why oh why didn't I do this sooner? I'm sure it is because I felt like I had better things to do. But what could be better then learning with my kids and watching them delight in the idea that I am sketching (or trying to sketch) right along with them?
I'm hungry for more reading material! I've reread all of my CM books, Macauly, Levison, Gardner, Andreola, ... But I'm hungry for more! Somebody needs to write one!! 
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Becky
Wife to Wes, Mom to 6 wonderful kids on Earth and 4 in Heaven!
Academy Of The Good Shepherd
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Betsy
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| Posted: March 05 2014 at 9:33am | IP Logged
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Becky,
I might recommend CM Archives at Redeemer University.
Here you can read CM words and many, many other things.
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When handcrafting my work, I always pray that it will raise your heart to all that is true, modest, just, holy, lovely and good fame!
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Grace&Chaos
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So nice to read your post...I've always thought that a leap of faith is required to follow CM...it's great, but we've been programmed to think it's not enough. I'm enjoying the book so much as well!
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Jenny
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Mackfam
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| Posted: March 06 2014 at 6:36am | IP Logged
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It IS very invigorating, isn't it, Becky!
You've done some fantastic reading! You hit all my favorites! It sounds as if it could be time to start living it out! Do some brainstorming for how these ideas and methods could transform what you're doing.
** Take a look at your shelves - what can you set aside that may be superfluous or is an obstacle to a living education?
** If you're not ready to make the jump for the final part of this year, start planning next year and really taking the time to consider books and things.
** How could you transform your language arts approach?
** What do your days look like? Is there enough margin for exploring and walking out of doors?
** Work on cultivating the habit and gentle art of standing aside (Masterly Inactivity) when the children want to pursue an idea.
** Maybe now would be a good time to really lay down some good notebooking habits - penmanship, good notebooks, care of the notebook, tidy space for notebooks.
Those are just my thoughts because you seem so ready to roll with this, and your passion and excitement are inspiring! You might already be doing all of this!
Here's a little more to keep you excited - Ambleside Schools International offers an 18 part video series that I highly recommend! The first 7 videos have study guides that go along with the material in that video and they're so helpful! The questions at the end of the study guide can really "bring it home" in a sense! I think they're working on adding more study guides to the rest of the series. Really take your time with this - commonplace it as you watch!!! You'll come away with so much refreshment from this series! This is MY FAVORITE mini-boost if I need to refresh my focus! Even if you've watched it before - it's worth watching again...and again!
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Jen Mackintosh
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Wildflowers and Marbles
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CrunchyMom
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We are in a music class, and the teacher just referenced new "cutting edge" studies that show shorter, focused time spent practicing or studying a concept is more effective than longer time. It always amazes me how CM was so ahead of her time! It is great getting affirmation from outside sources, too.
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Lindsay
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[URL=http://mysymphonygarden.blogspot.com/]Lost in the Cosmos[/UR
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Becky Parker
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| Posted: March 18 2014 at 6:12am | IP Logged
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Just getting back here after we were away on vacation. Thanks for the replies. Jen, along with all the great suggestions (ahem, note the "book request" above! ) you suggested this:
Mackfam wrote:
** Maybe now would be a good time to really lay down some good notebooking habits - penmanship, good notebooks, care of the notebook, tidy space for notebooks.
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So here's a question. In the Living Page, I believe, (it may have been in another book I've recently read) the author suggests that the parent does not set aside specific time for notebooking or make it "assigned" in any way. I understand this since true learning does come from the heart and if a child's heart leads him to notebook about a topic we know he is truly learning there. However, to instill this habit of notebooking I can't think of any way to do it well other than have a specific time of day or specific part of our routine, at least in the beginning, during which the kids are working on their notebooks, under my watch. I can make sure they are taking the time to do things neatly, encouraging them to make it their best effort, helping with spelling, etc. So how to make this happen? Do you have, or maybe did you have at the beginning, a specific time in the day when the kids pulled out their notebooks and worked in them? Could you give me an idea of the daily routine regarding notebooks?
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Becky
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Aingeal
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| Posted: March 18 2014 at 9:51pm | IP Logged
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Becky,
I am right there with you! Getting excited, re-reading, letting inspiration sink in. And Jen, thanks for the reminder about the ASI videos. I started a homeschool notebook based on all these discussions about note booking, and I've been reading books/watching videos while taking notes. Circe is great for this too...
Yay for renewed enthusiasm!
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In Christ,
Angela
Wife to DH of 9 years and Mama to DD (7) and DS (5)
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Mackfam
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| Posted: March 24 2014 at 2:30pm | IP Logged
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Becky Parker wrote:
| Do you have, or maybe did you have at the beginning, a specific time in the day when the kids pulled out their notebooks and worked in them? Could you give me an idea of the daily routine regarding notebooks? |
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We need written pegs or reminders for this during our days. I've just found it works best for my children and for me. It was just a help in getting into the routine of notebooking at first, then more children came along and it helped ME with accountability or I forget what each child should be doing during a day since I have one child in almost every Form.
(S --> Form V/VI, M --> Form III/IV, JP --> Form II, K --> Form I)
So, I put a simple reminder for the notebook directly on each child's lesson plans, in the appropriate place. All children 4th grade/Form II and up are self-directed, so this helps them understand daily expectations without needing input from me.
** For older children (Form II +) I do not designate a particular time of day that notebooking should be done - just that it should be completed on a given day.
** At beginning of each term - make sure that the child has all tools needed - pen and notebook, primarily.
** Daily - after narrating history reading, child gets out their notebook (or other history tool). We begin by having a conversation via their narration about event/century/persons from the narration/reading. I ask them if there is anything striking from the daily reading that they consider worthy of adding? The rest is their choice.
** For language arts (copywork/dictation), I'm very involved and engaged so I see that notebook in action.
** For Nature Notebooks, I notebook alongside. I find this easiest to do if I get our table all set up before we even take our nature walk. So, right after lunch, while the children are playing outside, I set up our table -
1) I clear the table and set out small acrylic easels in case they are needed for displays
2) I set out each child's nature notebook, open to the next blank page, and...
3) One super fine pen for each child
4) The containers of color pencils
5) Favorite field guides
6) Small easel for my phone in case there is a picture of a specimen on it - it's easier to sketch from an upright phone on display.
7) A small wooden tray for holding specimens - flowers, rocks, leaves, lichen, etc - from the walk
8) Hand lens (magnifying glass)
Here are a few samples from one of my children's lesson plans (Form III).
HISTORY LESSON PLANS - MONDAY
"The Book of Ancient Greeks
O Read 6 pages
Term work: finish book
--------------
Celebrating 2000 Years of Christian History
O Read 1 Century
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O Book of Centuries Entry
HISTORY LESSON PLANS - TUESDAY
Hittite Warrior
O Read 9 pages
Term work: finish book
--------------
Celebrating 2000 Years of Christian History
O Century Chart
O Map of Centuries
************************************************************ *************
We peg nature walks and nature notebooking to Fridays as part of our Morning Basket work and we do those together. But again, it's on my Morning Basket weekly plan just so I have the record. It looks like this:
MORNING BASKET PLANS - FRIDAY
O Nature Walk
O Nature Notebook
Springtide Seasonal Nature Themes:
O Signs of Spring walk
O Spring wildflower trail walk
O Flint River walk
O Identify 6 native local trees and
add to nature notebook
O Identify 6 wildflowers native to
Alabama and add to nature
notebook
O Add our frequent visitors &
common birds to nature
notebook
O Listen for spring peepers
O Will our fox return?
O Will we spot the mallards?
************************************************************ ******
Hope that gives some ideas, Becky!
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Jen Mackintosh
Wife to Rob, mom to dd 19, ds 16, ds 11, dd 8, and dd 3
Wildflowers and Marbles
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Becky Parker
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| Posted: March 28 2014 at 7:04am | IP Logged
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I'm trying to limit my screen time during Lent so I'm just now taking a minute to respond to this. Thanks, Jen (again!). This is very helpful. I like the way you set up for nature notebooking ahead time, and your helpful list. We are pretty good about the hiking part but then the notebooking doesn't get done so maybe if I set up ahead of time it would help.
I have a question regarding your history narrations:
Mackfam wrote:
(** Daily - after narrating history reading, child gets out their notebook (or other history tool). We begin by having a conversation via their narration about event/century/persons from the narration/reading. I ask them if there is anything striking from the daily reading that they consider worthy of adding? The rest is their choice.
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Just to clarify. Does this mean the child does an oral narration with you before he does a written narration in his notebook? I haven't asked my kids to do this but I'm thinking it would sure help with some of the "quality" issues we've been having!
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Becky
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Mackfam
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| Posted: March 28 2014 at 9:21am | IP Logged
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Becky Parker wrote:
Mackfam wrote:
(** Daily - after narrating history reading, child gets out their notebook (or other history tool). We begin by having a conversation via their narration about event/century/persons from the narration/reading. I ask them if there is anything striking from the daily reading that they consider worthy of adding? The rest is their choice.
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Just to clarify. Does this mean the child does an oral narration with you before he does a written narration in his notebook? |
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Yes. Ideally, I like to progress in this way:
1) Child read's living book
2) Child narrates - either orally or written. These are NOT a part of notebooking at all. Usually the notebooks aren't even out at this point. These narrations often springboard conversations and provide a natural place for inviting a child to begin to see events or people that might be entered in the notebook. I do have to be careful that I don't direct the notebooking choice, since a key component of CM notebooking is that the notebooking selection is child-chosen. For my older Form VI student (and to some extent my Form IV student), the oral/written narration may actually take place AFTER the notebooking. This is a logistical function of *1* mom/teacher and *4* students of different ages/Forms and limited time in the day. I give priority time to establishing good narrating habits with youngers. My older students already have an established narration habit, often narrate to themselves after reading, and then notebook on their own. When it comes to the narration they give me, they may narrate later in the day...or even once/week with me. But their notebooking time is still regular. I hope that makes sense. I did want to be clear that this is a deviation away from the ideal though - a logistical function of managing the day with home life and a range of ages/Forms. In introducing NEW notebooks or tools, I always bring the older child back in closer - though it takes very little time for training for the older child. So when I introduced the Century Chart to my Form IV student a few weeks ago, I re-established the ideal progression of read, narrate, notebook - in order to set the habit.
3) Child notebooks - for history that means one of these possibilities: a current events notebook, century chart, Book of Centuries entry/illustration. Each of the notebooking entries is short/succinct.
Just for further clarification - written narrations are not a part of notebooking time. They're independent of CM notebooking. I *used to* keep some written narrations in my child's Book of Centuries. (These were polished written narrations that we had walked through the editing process.) I don't do this anymore.
Does that help, Becky?
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Jen Mackintosh
Wife to Rob, mom to dd 19, ds 16, ds 11, dd 8, and dd 3
Wildflowers and Marbles
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JuliaT
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I just received my copy of The Living Page yesterday. I am halfway through it already. I love it! It has inspired me to attain to a better level of notebooking. I have tried in the past but have always let it limp along until it gradually just disappeared. I don't want this to happen any more. I need to be more intentional in our notebooking efforts.
I am still a bit confused with the history tools and notebooks that are explained in the book. There are so many of them that I am getting them confused. I understand that you don't use all of them all of the time but it has been tricky for me to figure out what to use at which time. I am planning, now that I have the book, to go over Jen's blog posts on this topic to see if I can 'unmuddle' myself. 
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Julia
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DominaCaeli
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JuliaT wrote:
I am still a bit confused with the history tools and notebooks that are explained in the book. There are so many of them that I am getting them confused. I understand that you don't use all of them all of the time but it has been tricky for me to figure out what to use at which time. I am planning, now that I have the book, to go over Jen's blog posts on this topic to see if I can 'unmuddle' myself. |
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Yes, Julia--I just want to encourage you to read Jen's post on the history tools section. I found it really helpful, and honestly, much clearer than the book itself on what to do when.
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Celeste
Joyous Lessons
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Becky Parker
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| Posted: March 31 2014 at 7:25am | IP Logged
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That helps a lot Jen! Thanks a bunch. Now I just need you to walk me through an entire CM day, complete with copywork, narration, dictation, nature study, history notebooks .........
Just kidding! I do find it so helpful to see how others manage everything though.
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Becky
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Academy Of The Good Shepherd
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4Real Forums : Living Learning
Topic: Charlotte Mason / The Living Page
