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10/16/2008 2:51:16 PM
Home School Legal Defense Association
HSLDA's Homeschooling Your Struggling Learner Newsletter

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HSLDA's Homeschooling Your Struggling Learner Newsletter
October 2008--Teaching vs. Assigning
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By Betty Statnick

There is not a shred of doubt that you have been called to homeschool.
Your child was making minimal academic progress in his previous
school setting and you reasoned that surely he can do better than that
at home under your instruction.

However, you have been homeschooling for six weeks now and you are not
as far along in your teaching him as you had expected to be by this
time. Something else tries to whittle away at your confidence, for
you overhear your child's homeschool friend boast that he is already
on page 65 of the same math textbook that you and your child are
inching your way through. That comment may initially have been
ego-deflating, but it has the potential to spur you on. You determine
that you will not retreat; you have your assignment from the Lord to
teach this child.

You will need to remind yourself that even a robot can "bark out"
assignments: "Work page 32 in math book. Do page 25 in your language
workbook. Reading textbook: Read the story beginning on page 40 and
answer the questions at the end of that story." In that sort of
setup, you would simply function as a study hall monitor who would
peek in occasionally to see if your child appeared to be on task.

Teaching, however, is in stark contrast to that kind of arrangement.
As one homeschool mom quipped, "Teaching is not just checking off
pages and clocking in time."

Guidelines are valuable and published curriculum can help steer you
toward your goal for your child to achieve his maximum potential.
There are some red flags in selecting curriculum. For instance, you
may have purchased a highly-recommended curriculum that is at the
grade level where your child is "supposed" to be. After using this
curriculum, you come to realize that your son has scattered skills:
He is on grade level in Math but below grade level in Reading, so you
must select other materials for instructing him in Reading. (NOTE:
If a child has trouble decoding/pronouncing five words on a page, that
text is above his current functioning level.)

There are also published scope and sequence charts. "Scope" tells
what is taught and "sequence" tells when (at what grade level) it is
typically taught. Some parents refer to a scope and sequence chart in
their eclectic approach to selecting curriculum materials. That is,
they may purchase math materials from one publisher and reading and
language arts materials from a different publisher.

You do not always have to be "locked into" exactly when to teach
something. A teachable moment may occur at any time. For instance,
there may be a need or desire to know something which isn't
"scheduled" -- according to the textbook-- to be taught until 50 pages
later. Free yourself to seize that teachable moment when your child
has high motivation to learn. Other circumstances may also require
that you deviate a bit from "routine." I was helping to homeschool a
teen whose mom forewarned me that he was in a foul mood on that autumn
day. I told her not to worry--that her son and I would take a parts of
speech walk for that particular day's session. In our trek along the
bike trail, we "retrieved" (not picked up) "crimson" (not red) and
"gold-colored" (not yellow) leaves, etc. That lesson about vivid verbs
and more precise adjectives didn't involve use of pencil and paper.
However, that teen became actively engaged in the learning process,
and he left my home in a cheerful frame of mind. Remember: Curriculum
is to be a tool to assist you and not a tyrant to enslave you.


Some schoolwork is just plain hard work. However, schoolwork can also
be delight-driven, interesting, and relevant -- not just
workbook-based. For instance, when you are presenting lessons on
fractions, "take to the kitchen." Bake pizzas, and cut into halves,
fourths, eighths, etc. and everyone will enjoy his fractional portion.
Connecting learning to everyday life and showing your child practical
applications will help to cement learning. You will know that your
child has really grasped a concept or skill you have taught when he
can apply it in other settings.

It's not just the what and the when you are to teach but also the why
and the how. You address the "why" because you are considering not
just your child's present but also his future. You are thinking long
range -- about his possible post-high school education, about his
employment, and about his becoming a marriage partner. All of these
things must be on your prayer list as well as on your heart when you
are teaching.

Carol Barnier, author-speaker and veteran homeschool mom, sums up the
"how": "Don't call anything 'teaching' unless it results in
'learning'. . . Find out what sparks her (your child's) enthusiasm,
secures her attention, and pulls her in. Set aside traditional
assumptions about how your child should learn and begin the journey of
finding out how your child does learn."

There are many published resources available about learning styles and
how to use that information to guide your teaching and increase your
child's learning. Among those resources is Howard Gardner's "Theory
of Multiple Intelligences." He lists these nine intelligences:
Verbal-Linguistic, Logical-Mathematical, Spatial, Musical,
Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalistic, and
Existential. Existential is the intelligence that Gardner refers to
as "half-intelligence" because he could not find a physiological
location for it in the brain. Some have referred to existential
intelligence as spiritual intelligence because those who scored high
in this intelligence are concerned with life's big questions like
"What is the meaning of life? Why do we die?" Remember that no
teaching is really complete unless it also addresses those big
questions as defined by the Word of God.

Bon voyage as you continue this year of teaching--not just assigning.


POINTS TO PONDER:

Am I modeling before my child enthusiasm about learning?

Do I say "I don't know" and just move on when we come to a question we
can't answer or do I stop and model the look it up habit? (In other
words do I guide my child in learning how to find the answers?)

Do I allow myself to take detours from the workbook and manual to
embrace teachable moments?

Isaiah 48:17

"I am the Lord your God, who teaches you to profit, who leads you by
the way you should go.

teaches = lamad (in Hebrew): To instruct, train, prod, goad; teach: to
cause someone to learn. The origin of the verb may be traced to the
goading of cattle. Similarly, teaching and learning are attained
through a great variety of goading, by memorable events, techniques,
or lessons. (from Strong's Concordance)


Luke 2:47
"And all who heard Him (Jesus) were astonished at His understanding
and answers."

understanding = sunesis (in Greek): Literally "a putting together;"
hence: quickness of apprehension, the critical faculty for clear
apprehension, intelligently assessing a situation. Comparable to the
modern idiom, "putting two and two together." (from Strong's
Concordance)
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