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Saturday, September 28, 2013

Nature Study Monday {NSM} September LINKup!

The {Nature Study Monday} link up is for ANY nature study-ish blog post written at any time during the current month. Which means, when you submit your link, it will show up in every. single. {NSM} post. during the whole month! Oh, and be not confused, feel free to link up on any day, be it Monday or not! (scroll down for linky).



We've been making time during our weekly nature study hour for dry brush practice this school year. We've had several sessions, and the kids are gaining confidence in using only their 'pinceles' (paint brushes, in spanish) as opposed to pencils. We have a lot to learn yet, but I'm really excited by everyone's willingness. :)

Oh and you may notice that I have gained another pupil! She's my eldest daughter for the next couple of months! Christine's a college student who has come to hang out with us. She's an enormous help and so fun to have around. And look, even she was brave enough to attempt watercolor!! ;)

**Please share your nature study posts from September!! I'm sorry I'm so out of it with getting stuff posted on time this month. I'll leave this post up until I get the October NSM Link-UP up. Which technically should be in less than three days. Until then, please look over your posts and if you have anything nature study related from September, link up to share! Oh, and tell your friends, the more the merrier! :)


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Sunday, September 22, 2013

Jungle School! {from the archives}

I thought it'd be fun to have a look back at what we were doing this month five years ago... and it was fun!! I have such cute kids! ;) This is a look at Jungle School before we actually moved here. Now of course, we do Jungle School every single day. heheh.

Originally posted in 2008, from the archives:

Jungle School!

Here's what school looked like for us last week. We spent a total of 40+ hours in the car, 4 HOT nights in hostels and 2 1/2 days in the jungle! woohoo!



The boys had several free-reading books by Roald Dahl that they finished. We kept up on Bible reading and had several nature study opportunities. Fun.



We finished reading Squanto, by Feenie Ziner and Landing of the Pilgrims, by James Daugherty.
These two books coincide perfectly... definitely read these two together for SUPERB living books on pilgrims/mayflower/colonist history!











Jungle school is fun :)



{original post can be found here}

Thursday, September 19, 2013

Charlotte Mason Blog Carnival: Knowledge of Man - Languages

During the last weeks I am pretty sure I was living near the edge of the face of the earth. Some people may even have feared I'd fallen off, especially my mother, if perhaps they had forgotten that the earth is still round. Presumably far from danger, I actually wouldn't have minded risking a more lengthy stay, yet I have found my way back for the moment and here we are!

Still, that IS why the carnival is up late... :)
Due to the fact and relation of my recent hermitage, apparently I forgot about deadlines. I am so very sorry because I do understand that the convention of timeliness is very important in some cultures; of course, not so much in South America! ;) ... though, better late than never I hope.

Now, at the edges of the earth, if it were still flat, I'm sure there'd be people who speak different languages. Don't you think? And, wouldn't it be handy if you happened to find yourself there and you were able to talk to whoever lived at those extremities in order to ask him or her pressing and pertinent questions about the edge of the world and how to avoid falling off of it? I think that'd be mighty convenient, if not downright valuable.

Of course you'd have to speak their language to ask questions like: How steep is it? Precisely how far from here to the edge? What happens to people who fall off? etc. AND you'd have to understand their language in order to find out the answers... all of which brings us to the topic of this carnival. Languages. It's good to know the language(s) with which you must ask important questions or give important answers.

See. it was all for a purpose. ;)

And maybe you'll be glad that as I was writing this, I decided to break it into two posts, rather than compel you to wade through a REALLY, really long-winded version. Short lessons. Full attention. I'm doing this for your own good. You can find the other part here.


This picture is either symbolic of me trying to ignore the rest of the world by choosing hermitage,
OR how the rest of the world sees those of us that only speak our own language... you choose. :)

You've been SO polite to read this far.
OR maybe you just scrolled down directly.
Don't worry... no one will ever know. ;)

Oh and lest you think worry that fashionably late carnivals may be coming into style... don't worry. I won't host again 'til around the end of the year, and most of the other hostesses are North American. ;)

This edition of the Charlotte Mason Blog Carnival's topic is...
The Curriculum: Knowledge of Man - Languages



And now for the lovely, lovely contributions for this edition of the carnival...

Christine shares: Lessons for the New Homeschool Year

Lanaya shares: Finding a Balance for High Expectations

Cindy shares: Charlotte Mason Narration How-To with Video

Nancy shares: Our Schedule, Our Atmosphere

Bobby Jo shares: Starting with the Simple Things

Megan shares: The Mysterious and Wonderful World of Solfege

Camille shares: Learning and Teaching - Language

Carol shares: Intellectual Courage and Courage of Confession

Tammy shares: Teaching a Second Language if You Don't Already Have One Yourself

Mama Squirrel shares: On the teaching of languages, especially French

Amy in Peru shares: Thoughts on Languages

Find out more HERE about upcoming carnival topics & how to get yourself on the e-mail list to receive reminders and announcements so that you never miss another edition.

Submit any Charlotte Mason Education posts on any topic at any time to charlottemasonblogs (at) gmail (dot) com!

Monday, September 16, 2013

Thoughts on Languages.


In this chapter Charlotte discusses some basics related to teaching English, French & Latin. She states that it is better that a child should begin with a sentence and not with the parts of speech, that is, he should learn a little of what is called analysis before he learns to parse. Or said even more simply, he should learn to get the gist of things before being bogged down with the nitty gritty.

The basic method she mentions is listening with narration, other activities being added along the way. When it does come to parsing, much of the grammar of each language seems to be picked up through narration and/or pointed out naturally at first, advancing in detail with further learning. The teaching of these multiple languages seems to correlate and so contribute to the mastery of comprehension and grammar of all.

Which seems absolutely brilliant to me as I have seen the beauty of that correlation and contribution in teaching my own kids. Teaching Latin and a foreign language at the same time as going over the basics of English grammar, around year 5 or 6 I about shouted out loud as I saw all the lights come on. VERY fun.

Also not surprisingly, we once again find attention a major power in education, especially in acquiring a new language:
"This hitherto unused power of concentrated attention in the study of languages whether ancient or modern appears to hold promise of making us at last a nation of linguists." Vol. 6, pg. 213
I was encouraged by the simplicity of lessons described in the chapter. While I think she left a lot unsaid, I do think the simplicity shouldn't be compromised. Based on what I've learned from past attempts and in the mean time, I'm looking forward to improving the aspect of language development around here. ;) To read more of CM's own words, click here.

This has been another 'thinking out loud' post, along the lines of chapter 10, section II:II of CM's Homeschooling Series, Volume 6, Towards a Philosophy of Education. Did you know that the Charlotte Mason Blog Carnival is going through this volume systematically? Interested? Check out recent posts and the schedule for future posts here.

Saturday, August 31, 2013

Scheduling :: Finding Your Family Rhythm

It is my hope that through identifying regular life rhythms and learning to move and dance to them with our families, we will improve the quality of atmosphere in our homes. Finding our family's rhythm and beginning to order our days can also help us (and our kids) to form good habits, help us to look at life calmly knowing what comes next (or where to pick up when we get off track), and help us to make the most of our family's precious time.


It's very likely that your family already has a rhythm, it may be fast or slow (it may seem kind of chaotic at first glimpse!) Take a moment to consider, you may realize you already do many things the same way every single day. Your rhythm is influenced by the individuals that make up your family and what you think is important... and we know what we think is important by what we make time for.

Charlotte Mason taught that a big part of education is atmosphere. Our family rhythms influence much of what she would call 'atmosphere': the things we think are important, the way we move from one thing to the next and the way we treat one another in the midst. She also labeled education a discipline... this has to do with forming habits. The habit of orderliness (with our time, especially), is something we are looking to strengthen when we identify, concentrate on, or begin new family rhythms. It is calming to certain personalities to know what comes next. Finding and keeping a rhythm will especially help those kinds of people.

Keep in mind, when making lists or schedules, you don't want to create another guilt-inducer that will scream back at you when it simply doesn't work, something changes, or when for some reason or other you are unable to carry it out. Our goal for finding family rhythms is to come up with a visual reminder based on what we are already doing or things we'd like to add, which should serve as a tool to help us improve the atmosphere of our homes. After taking care of basic needs, we can calmly accomplish the things we've determined are really the most important.

If at any time you notice that following a list or schedule is stressing your family out more than it's helping (after the initial working-out-the-wrinkles stage), you need to remind yourself that all of these are only tools. They are meant to serve us, we should never find ourselves slaves to a schedule (or anything else for that matter). We aren't marionettes, we must find the freedom to move in a way that reflects our individuality!

Why, if we we get ourselves too tied down to a certain way, or try to dance to someone else's tune, that'll take the joy right out of dance! :)

Here's a little printable guide that hopefully will help you to identify, develop and dance to Your Family Rhythm. (Please let me know if you have any trouble downloading).

Monday, August 26, 2013

What I learned this summer... with pictures!!

This summer I had the enormous pleasure and privilege to find myself stateside in attendance of several Charlotte Mason retreats, with some shopping and visits on the side. How kind and longsuffering my husband is to have taken care of things back home in Peru so I could have a couple of weeks of ‘mommy break’ as he calls it!

Among the interesting gems I have laid hold of this summer are: the importance of the manual hand work of Sloyd in early education; the place and importance of Mathematics, as well as it’s proper instruction; and how to take Science out of the box even in the upper years, getting the student to ask the questions. And perhaps outstanding amongst the others, the idea of being fully present and living fully wherever one is, struck home once again.

Read more... HERE.



P.S. My arm may be twisted to blog about and/or link to those interesting gems... I will try and see what I can do.  :)

Saturday, August 24, 2013

Where has August gone? {NSM! LINKup}

I know, it's just not proper. I didn't post this month's Nature Study Monday until, the 24th?! I don't know about yours, but our summer break has flown by! I have some great pictures and words, but I thought I'd better go ahead and get this posted before it's September already. Maybe some of you have had better success at nature study blogging this month than I have?!



So, what DID you do for nature study over the summer?


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Monday, July 15, 2013

Ah. This is the Life... {NSM! LINKup}

The {Nature Study Monday} link up is for ANY nature study-ish blog post written at any time during the current month. Which means, when you submit your link, it will show up in every. single. {NSM} post. during the whole month! Oh, and be not confused, feel free to link up on any day, be it Monday or not! (scroll down for linky).

We've been on vacation from school since the beginning of June, so any nature study that has happened lately is completely spontaneous and informal. Actually, I've been SO busy between prepping for and hosting a short-term mission team, working on AO projects, holding down the fort for the last week and a half with my husband away, among other super enveloping projects... I wondered if ANY nature study at all would happen.

Oh! Can I just say that I've been SO pleasantly surprised?! One of the wonders of a CM education is the way it changes one's whole way of life. And it makes me want to exclaim... yippety, skippety! Or something.

I mean get a load of this; this is what I'm talking about...
Our days have been spent learning new jumprope rhymes, letter play, catching wasps-of-unusual-size, reading, writing and a whole lot of masterly inactivity on my part.

Doesn't that just sound downright wonderful?! I get happy all over again as I sit here writing it down. These are the days...

Here's some of the spontaneously informal nature-ish stuff we've done last week.
  • Kids asked to look at the moon with binoculars.
  • Heard and searched for a night bird, can't wait to try and observe it (maybe it's the owl come back?)
  • Compared a moth and butterfly.
  • Watered plants and observed new growth in all the kids' own edible greenery projects.
  • Observed a VERY large spider. Unsuccessfully tried to exterminate said spider. Still looking...
  • Listened to thunderstorm.

So, what do you do for nature study over the summer?


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Monday, July 8, 2013

Nature Study Monday :: July! {LINKup!}

The {Nature Study Monday} link up is for ANY nature study-ish blog post written at any time during the current month. Which means, when you submit your link, it will show up in every. single. {NSM} post. during the whole month! Oh, and be not confused, feel free to link up on any day, be it Monday or not! (scroll down for linky).

The day after tomorrow marks one month since my Dear Blue (my mac) was inadvertently drowned in a large cup of iced coffee. So sad. See a picture of us together, here. The mourning of whom, I hope, will be a reasonable excuse for not having posted the regularly scheduled Nature Study Monday posts. Dear Blue was replaced last week by Bluely Beloved and so, here I am again! Praise the Lord!:) Please forgive the lack of new and inspiring nature-ish notes this week, but please do feel free share your nature study posts for everyone to visit!!


A momma kitten came and shared her bed with us for a few days...



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Monday, June 10, 2013

How examining exams can help teachers teach better


There may often be a direct correlation between exam success and the quality of the term's work. Exams ala Charlotte Mason can be a pretty good indicator of whether or not things are going well with books, methods, character, etc. Though maybe not in the way we'd be naturally inclined to think. We are primarily looking for what the student DOES know, not what they missed. Exam week should simply be an extension of term work, an opportunity for the student to remind herself (& you) of the things s/he has spent time caring to know about.

What we have perhaps failed to discover hitherto is the immense hunger for knowledge (curiosity) existing in everyone and the immeasurable power of attention with which everyone is endowed; that everyone likes knowledge best in a literary form; that the knowledge should be exceedingly various concerning many things on which the mind of man reflects; but that knowledge is acquired only by what we may call "the act of knowing," which is both encouraged and tested by narration, and which further requires the later test and record afforded by examinations."   v6, p291

Taking a closer look at how we feel about exams and reviewing the student's given answers, I suspect, we might uncover some clues as to how we as teachers could improve; in order to increase and inspire MORE opportunities for 'acts of knowing' in subsequent terms. If exams are stressful for our kids, maybe we're getting too much in the way, or pressuring them unduly. If their answers are lacking, maybe we're asking the wrong questions. Or maybe the books we're feeding them are leaving them dry as dust? Considering exams can also help us become aware of personal weak spots (ours and theirs).

In this post, I'm going to take a look at a couple areas that recent examinations have exposed in our homeschool. But first, let's look at some of the main perks, guidelines and ideals in term exams.

Boys and girls taught in this way take up ordinary school work, preparation for examinations, etc., with intelligence, zeal, and success. v3, p302

When the terminal examination is at hand so much ground has been covered that revision is out of the question; what the children have read they know, and write on any part of it with ease and fluency... v6, p7

At the end of the term an examination paper is sent out containing one or two questions on each book. v3, p273

They appear to enjoy doing this; indeed, the examinations which come at the end of each term are a pleasure; the only difficulty is that small children want to go on 'telling.' v3, p276

For it is a mistake to suppose that the greater the number of 'subjects' the greater the scholar's labour; the contrary is the case as the variety in itself affords refreshment, and the child who has written thirty or forty sheets during an examination week comes out unfagged. Not the number of subjects but the hours of work bring fatigue to the scholar; and bearing this in mind we have short hours and no evening preparation. v6, p158

It is not the best children that answer the examination questions; the general rule is that everybody takes every question. v6, p297

After the experience of over a quarter of a century in selecting the lesson books proper to children of all ages, we still make mistakes, and the next examination paper discovers the error! Children cannot answer questions set on the wrong book; and the difficulty of selection is increased by the fact that what they like in books is no more a guide than what they like in food. v6, p249

"The terminal examinations are of great importance. They are not merely and chiefly tests of knowledge but records which are likely to be permanent. There are things which every child must know, every child, for the days have gone by when 'the education befitting a gentleman' was our aim. v6, p291

So, now that we have those key things about exams in our minds, let's take as an example a few of the things that our recent exams have made me aware of in our homeschool.

Books (History, Geography, Literature, etc):
This is my kids' strong point. What they read, they know. And I love that. As long as the questions are open-ended, they can usually give me something awesome. (Over the years there have been a very few problem books, when they just don't 'care' and there was serious lack of 'book connect'. But thankfully, that wasn't the case this term. Besides, I'm usually aware of that before exam time anyway).
Teacher takeaway: I can't take credit for all our book choices. But I can take credit for choosing the way we do learning around here. I'm SO glad for Charlotte Mason's philosophy, especially her emphasis on living books, and for AO's attempt at modern day CM programmes! :)
Something we've learned from past years... one issue we have to be careful of in particular is, having two students in the same year, they share the same books. I have to be careful to give the kids their questions a solas or else give them different questions, otherwise they are bent towards comparing.

Artist study:
Not one of my kids knew the name of our artist this term. Um, that's right, nobody knew. And I am a little embarrassed about that. Poor Seurat. While everyone definitely had a favorite painting or two or three, and I did read about the artist and mention his name, somehow it completely slipped ALL of their minds.
Teacher takeaway: Frequently, but unobtrusively, incorporate artist's name, the name of painting and other interesting data into weekly picture studies.

Writing:
Several of my kids don't write their names/dates very well. Though, this is not the end of the world with an 8yo, it is practically unforgivable with a 14yo.
Teacher takeaway: After thinking, I've realized that I rarely ask for assignments where they write their names. I bet it won't take more than a week to fix this little slip.

Also, CM says this, "Children in Class III. write the whole of their examination work." (v3, p288) Yet, my y8 students did about half written and half oral answers. I suppose that's in part because we did exams this year over three days instead of an entire week, and oral work is quicker. But the other part, honest-to-goodness, is due to my extreme aversion to reading cryptic handwriting and diversified spelling (note the courteous phrasing). I can honestly hardly bear reading their written answers. This is my bad.
Teacher takeaway: This is completely lackadaisical on my part. I need to keep them writing and I need to diligently correct a portion of their weekly written work. Even if I hate it. Perhaps not tons, but a regular amount until we see marked improvement. I am failing them as a writing teacher if I don't.

Singing:
Anything musical seems to be the most happy part of all our schooling. Everyone everywhere around here likes to sing everything singable every term, be it folksongs, hymns, harmony... what have you, we like it. Fun, huh?!
Teacher takeaway: Keep up the good work! And on the dull days, sing something to cheer us all up. Make sure to stay positively encouraging in everything musical. And PLEASE get on top of piano lessons before it's too late!!

Recitation and Memorization:
We consider these two separate subjects, even though there can be overlap. All of my kids did well with their recitations considering how little they've actually been taught. They read their selections nicely with good enunciation and inflection, even if their eyes were glued to the page. It was obvious their teacher {ahem!} had failed to teach them of the importance of connecting with the audience (eye contact, body language, etc). The only memorization we do is several Bible selections a term.
Teacher takeaway: While I regularly feel we come up short on the quantity of memorized material each term, my kids are slowly improving their presentation of such. I have given very little attention to the whole read aloud/memorize, prepare and present for an audience thing each week. Next term, I'll set aside some moments to go over this each week and maybe watch some examples on youtube.


"It cannot be too often said that information is not education. You may answer an examination question about the position of the Seychelles and the Comoro Islands without having been anywise nourished by the fact of these island groups existing in such and such latitudes and longitudes; but if you follow Bullen in The Cruise of the Cachelot the names excite that little mental stir which indicates the reception of real knowledge."  v3, p169

So, we know that even with Charlotte Mason style exams, as with other types of exams, at first glance, children might come off successfully from exams without having cared deeply about the term's work. But hopefully, as we listen carefully to their answers, especially to what's between the lines, we'll sense the extent to which they really care about the knowledge they're acquiring. Troubleshooting, we may look into areas of personal habits as well as quality of material. It's the teacher's job to analyze these things, adjusting to make sure we're doing all we can to lay the feast, stay out of the way and encourage the child to take a personal interest in and responsibility for learning. Our ultimate goal being that they and we take advantage of the full life set before us.

“The question is not, -- how much does the youth know? when he has finished his education -- but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?” v3, p171


More Fisher posts on exams:
Nervous about CM-style exams? Don't be.
Our Exams {AO year 8, term 3}

Sunday, June 9, 2013

Book matters for summer...

Summer Reading for Me & Mine.
I'll be steadily working at making a dent in my Extremely Daunting Reading List for 2013 (this linked 2013 list is no longer current as I've finished some but didn't cross them out AND several headings have grown by about 20 books... ur, well, who knows what year I'll finish :).

The kids will be snacking on Leftovers (the list of books we that we were supposed to but didn't get done this year ... which consist of a few y3 & y8 free reads... oh, and Desiring God which we had all along but I didn't know it. {nervous chuckle}).

But, I'm also hoping to go through some nature study science-ish stuff with the kids, particularly A World in a Drop of Water: Exploring with a Microscope, among others.



Wouldn't this add an extremely fun aspect to nature study?!
Check out Imagination Childhood blog's new summer catalog accompanied by 
a GIVEAWAY ending 6/11/13!



From the Feedly Feast: {inspiration blog reader} 
On Summer Reading
Tell me a story - Summer reading list
More Library Additions
2013 Summer Reading Guide - Ultimate beach reading
The Books of May
What I'm Reading this Summer
What we are reading
Reading Aloud

Other Posts of Interest
Spanish Online Game - Dia en el Circo
Why Finnish Babies Sleep in Cardboard Boxes

Friday, June 7, 2013

Our Exams {AO year 8, term 3}

While I went ahead and printed off AO's Year 8, Term 3 exam and did follow it relatively closely, as I went along I felt the need to customize and generalize a little. And you should too. Some trouble with past exams has been rooted in this very thing - me expecting to be able to use someone else's specific exam questions and then subsequently feeling like a failure when those questions don't happen to spark my kids' remembrance.

Recently, we've been WAY more successful when relying on more general questions (often based on discussions we've had throughout the term) which allow them to share what DID stick with them, which in turn reminds them of lots of things they thought they had forgotten. This, and we didn't follow the AOy8 schedule word for word in the first place, so I didn't use all of the questions and added a few of my own.

I have two sets of students in the same AO years, and though we do exams simultaneously, they are done very individually. Only one student is present when they give their oral answers and often I vary the question so that they aren't tempted to compare or compete; this is very important!


Observe, the evil lies in the competition, not in the examination. If the old axiom be true, that the mind can know nothing but what it can produce in the form of an answer to a question put by the mind itself; it is relatively true that knowledge conveyed from without must needs be tested from without. Probably, work on a given syllabus tested by a final examination is the condition of definite knowledge and steady progress. All we contend for is that the examination shall not be competitive. v2,p218



Here's what this year's Charlotte Mason styled exam ended up looking like:


Bible:
Summarize & explain one of the parables we read this term. [recorded]
Write a poem about the life of Joseph. [written]

Write from Dictation:
"Hence it happened, either that she proposed to herself as a good end what was not such in reality, or employed means which would rather produce an opposite effect, or thought them allowable when they were not at all so, from a certain vague supposition, that he who does more than his duty, may also go beyond his right; it happened that she could not see in an event what was actually there, or did see what was not there; and many other similar things, which may and do happen to all, not excepting the best; but to Donna Prassede far too often, and, not unfrequently, all at once."
pp17, chXXV, I Promessi Sposi

Composition:
Describe an episode from I Promessi Sposi. [recorded]
Summarize your favorite Milton poem you read this term. [recorded]

Grammar: (taken from Jensen's Grammar extra exercises)
Write all main verbs & identify them as V or LV. Write each noun and give its proper function: S, O, IO, OP, NSC (or PN), mod.
1. Columbus was a man of great importance in history.
2. His voyage and subsequent discovery of America have influenced all of our lives.
3. Christopher was obviously used in God's plan for this world.

History:
Give an account of the civil war between the Roundheads and Royalists. [recorded]
Tell about the "Lord Protector" or the "Merry Monarch". [recorded]
Discuss the great plague and Great Fire of 1666. [written]
What is the difference between a Whig and a Tory? [written]

Geography:
Tell everything you know about St. Peter's or Pompeii. [recorded]

Science/Natural History:
Draw a diagram of the circulation of the blood. [drawn]
Write an account of one memorable nature study you had this term in Susan Fennimore Cooper's style. [written]

Citizenship:
Considering Nicias' character, which things do you admire and which would you not imitate? [written]
Discuss two areas of life where you were most convicted about showing justice. [recorded]

Reading (in English & Spanish):
Dad selected passages. [recorded]

Maths:
Problems taken from MEP y9 lessons. [written]

Foreign Language:
In French, politely describe someone in the room. Use complete sentences. [recorded]

Picture Study:
Describe your favorite painting from this term's Picture Study. [recorded]

Recitation, Music, Folksongs & Hymns were performed and Handicrafts examined. :)


"The work is arranged on the principles which have been set forth in this volume; a wide curriculum, a considerable number of books for each child in the severnl classes, and, besides, a couple of hours' work daily, not with Books but with Things. Many of the pupils in the school have absorbed, in a way, the culture of their parents; but the children of uncultured parents take with equal readiness and comparable results to this sort of work, which is, I think, fitted, not only for the clever, but for the average and even the dull child."
CM in v3, p272


Javen's post-exam decompression plan... making a timeline. oh yeah. :)
See?! Exams make them want to do MORE school. Apparently! heheh.


More thoughts about Charlotte Mason style exams:
Nervous about CM style exams? Don't be.
AO Thoughts on Exams
Term Exam Year 11 (CM style)
CM Exam (Year 2, Term 3)

Thursday, June 6, 2013

Nervous about CM-style exams? Don't be.


StateLibQld 1 100348


Way back in 1919, an enquiry was made into the methods and results of the PNEU schools... here is what the examiner had to say after witnessing Charlotte Mason style exams:

There is the answer to that examination bogey. Let the teachers and the children lay it. There is no need of other words than theirs.

An Assistant who teaches the eight-year-olds in M. writes, “Miss Mason’s Scheme is at present one of the great surprises. We did not take any examinations at the end of the Summer Term, and many sighs were uttered and great dread felt when we heard we were taking the Christmas Examination. The feelings of utter helplessness and chaos grew worse as the dreaded Monday morning came. There was no relief when the questions came, many of which were on the first lessons of the term. The teacher stood before the class and gave out the first examination, a history question on the very first story told in the last week of August.

For a moment or two there was a blank. Then one by one the children pulled themselves together, and gathered up from the backs of their memories with most wonderful results. Hardly a tiny detail was missing by the time they had finished. After the first plunge the teacher breathed, and each examination was waited for with greater and greater serenity.”

From an early enquiry into CM's theory taken in 1919.
From the Digital Archives (by searching for cmc65 or here).

This week is exam week at Fisher Academy. 
I admit to feeling pretty nervous even after the first plunge, but now on the third day, I am much more serene. You might even say, I'm quite pleased. :)  I'll have more to say about exams in another post.


More exam posts here:
AO Thoughts on Exams
Charlotte Mason and Tests
Why Do I Give Examinations?
A Charlotte Mason Examination {AOy2, term3}

Monday, June 3, 2013

Nature Study Monday :: June!! {LINKup}

The {Nature Study Monday} link up is for ANY nature study-ish blog post written at any time during the current month. Which means, when you submit your link, it will show up in every. single. {NSM} post. during the whole month! Oh, and be not confused, feel free to link up on any day, be it Monday or not! (scroll down for linky).


Have you ever seen AO's Nature Study Rotation page? Well, it just happens to say this:
2012-2013
Summer/Fall: Birds

And whadya know?! Here we are at the dawn of summer in 2013, and we have actually been learning about BIRDS; right exactly at the time when we were supposed to! Honestly, I feel pretty proud of that, even if did happen completely on accident.  Uh... OOPS. Scratch that. We are an entire year LATE. hahahahahahah!

We are supposed to be studying:
2013-2014
Summer/Fall: Trees/Shrubs/Vines
Don't mind me.

It helps that I actually found this nest in the midst of some vines, though right?!


In another part of my brain, I've been thinking about gardening. 
Apparently as soon as I had my gardener hat on, 
I completely forgot about being a good naturalist... :( 
Read more at the end of this post.

Note what else that page says:
"A rotation that covers all the topics in the handbook of Nature Study in five years: This arrangement balances more accessible subjects and more complex (slightly less tangible) subjects evenly throughout the rotation, as well as interspersing living and non-living objects. Although these were arranged to facilitate seasonal observations, feel free to re-arrange terms to suit the region you live in.  [Schedule by Amy Tuttle]" (emphasis mine)

You see, I may have pieced together a Nature Study Rotation, but that does NOT mean that I follow it to a tee. I do like having it all thought out and written down so that I can know that in a period of five years or so we will at least have briefly touched on everything (if I ever get my act together! ;), but I do not feel in the slightest bit bound to the schedule. After all...
"The schedule was created for mom, not mom for the schedule." ~ Amy Tuttle
heheh. And you can quote me on that. ;)





Friday, May 31, 2013

things not seen...

Thursday, May 30, 2013

conerning foreign language...

interesting bits about monolinguism vs. bilingualism:


click the image to see it bigger! :)

Monday, May 27, 2013

the way of the will.

This subject is, I believe, the single most wanting characteristic in our culture today.

We want, want, WANT everything now, now, NOW. 
In. every. area. of. life.

We want to tell everybody what we're thinking RIGHT NOW (and we can via twitter or facebook; whether it's worth the telling or not).

We want to share the beautiful moments with the entire universe RIGHT NOW (and we can via instagram or other modes of photo sharing).

We want to eat a hamburger or a taco or a salad RIGHT NOW (and we can via numerous fast food outlets or myriad quick fix options available on every shelf of the local grocery store).

We want to know a good story RIGHT NOW (and we can by watching a two-hour summary via the theater or DVD or by gobbling down an abridged version or even worse, reverting to the clif notes).


We want to feel good RIGHT NOW so we... well, fill in the blanks of what the impatient, undisciplined and/or worldly would do.

But the real question is not what we WANT, but what we ought as applies to both action and thought. And in order to do or think what we ought, we must WILL ourselves to it. Obviously, some decisions require more power of will than others.



Tarapoto's best, no wait, only FAST FOOD... a very real and constant temptation for me to skip out strengthening my will when it comes to our family's eating enjoyment. I am not saying that fast food is bad.  Or that taking advantage of quick foods is wrong. It's just that, not so long ago, I shared that cooking was one of the areas I needed to work on... "For me lately it is cooking. I've never really liked to cook. And for some reason, in recent weeks, it's become more of a chore. But someone must cook, or there'd be certain mutiny among my crew. And we'd be very, very hungry. So, even though I don't want to cook, and wish someone else would do it, I know that I ought to. So I do. Many days I can think of a thousand things I'd rather, and so have to will myself to do it; twist my own arm, so to speak."

Like my friend Tammy wrote in her post, this is not just a consideration for children. I think that's why this post was so long in coming. There is just so much that could be said. AND, it hit so close to home for me!! This is a lesson we as parents must take time to consider for ourselves if we are ever going to really teach our children a single blessed thing. Especially those of us raised in the generation of Instant Satisfaction. We must will ourselves to live a disciplined lifestyle in order for some of these things to rub off on our children. Of course we must keep in mind what my friend Megan mentioned, "Once again, though a disciplined will is not a necessary condition of the Christian life, it is necessary to the development of the heroic Christian character." And this is of course, what I'm so intensely longing after, praying for and thinking of as I'm writing this post. In order to do that:

We must be willing to go the distance, to will ourselves to make right choices even though they may be difficult or even postpone gratification for a very long time.

This chapter is absolutely chock full of food for thought, as relates to personal life, education and the life of a nation. You should read it! :) And maybe someday, I'll write up full posts for all the thoughts I had... you never can tell. :)
Two guides to MORAL and INTELLECTUAL self-government.
The way of the will: Children should be taught,(a) to distinguish between 'I want' and 'I will.' (b) That the way to will effectively is to turn our thoughts from that which we desire but do not will. (c) That the best way to turn our thoughts is to think of or do some quite different thing, entertaining or interesting. (d) That after a little rest in this way, the will returns to its work with new vigour. (This adjunct of the will is familiar to us as diversion,whose office it is to ease us for a time from will effort, that we may 'will' again with added power. The use of suggestion as an aid to the will is to be deprecated, as tending to stultify and stereotype character, It would seem that spontaneity is a condition of development, and that human nature needs the discipline of failure as well as of success.)
Read more about how we Pursue the Way of the Will here.

This has been another 'thinking out loud' post, along the lines of chapter 8 of CM's Homeschooling Series, Volume 6, Towards a Philosophy of Education. Did you know that the Charlotte Mason Blog Carnival is going through this volume systematically? Interested? Check out recent posts and the schedule for future posts here.

really cool nature: sloth. {nsm}

Our question for today is, are sloths, as their name implies, really slothful?
I'll let you decide for yourself. Let me know what you think in the comments, if you feel so inclined! :)


Sloths.

These little guys are absolutely fascinating. The way they move, the way they live, their seemingly bemused expression... I like them. We've run into a few on occasion, though surprisingly, we've never seen any in captivity here. Either they were 'what's for dinner' in one of the villages Micah visits (I know... sad), or we happened to see one in the low bushes or trees on the side of the road (or on the side of the boat, in the case of the video above). I think they're otherwise kinda hard to spot when we're out and about in the really tall trees, but honestly, I haven't actually purposefully tried to look.

The most interesting bits from personal experience are: 
They have a very strong grip. Once they grab onto a branch, it's difficult to deter them.
They can swim! Who'd a thought it?
They move more quickly than rumor would have it.
Their claws LOOK dangerous, but they are seldom aggressive.

Basic facts & myth debunkers:
While it has been rumored that sloths move so slow that moss grows on their hair, this is not at all true. Sloths do not always move slowly. But their movements certainly do look almost mechanical (see linked video below). While normally, their moves seem measured and certainly unhurried, they have been known to move very quickly if defending their territory (males) or their young (females). All the sloths we've seen personally have not been all that slow. Think ground to tall tree top in 2 minutes or less.

One thing's certain, these strange creatures are utterly un-slothful in their bathroom habits. Matter of fact, they make their way all the way down from their tree lodgings at least once a week to go number two. Not only that, but when they get to ground level, they actually dig a hole with their stumpy little tails and bury their excrement. Now, I know that's the kind of thing you've always wanted to know... You are so very welcome. :) It is interesting, though, isn't it??

The greenish hue that some sloths take on is actually from algae, NOT moss. But along with the algae, scientists have found all sorts of other yummies in hanging out in their hair, read the scientific paper to find out what those things are.

Sloths usually have a favorite tree (a modal tree), but may roam about between 10-40 trees. They are said to consume about 10% of the trees' leaf/bud/blossom output. But, thankfully they are good stewards, taking their ecological responsibility seriously and are efficient fertilizers (remember how they use the bathroom?). I found thhe author's viewpoint in one of my books, though not intended to be, almost humorous on this point:
"This scenario may be pure wishful thinking on our part; there may be a more parsimonious explanation for the hygienic ways of the sloth. But we like to believe that in the arduous, dangerous descent of the sloth there is a metaphor, a message urging humans to show a similar regard for conserving the fertility of the tropical rain forest."
Adrian Forsyth and Kenneth Miyata, in
Tropical Nature, Life and Death in the Rain Forests of Central and South America
Metaphor or no metaphor, as people who appreciate God's generous gift of Creation, home to innumerable incredible animals like the sloth, we ought to be conscious of our responsibility to be good stewards of it. The same goes for every other gift we're given, right? And, why not take the sloth as an example? For this reason, I resolve to take my compost pile more seriously from now on. :) I think I shall even christen it the sloth pile.

Helpful links:
Do you find sloths fascinating? You are not alone because, "Scientists are fascinated by sloths" and have been for good reason. Read the article full of randomly awesome slothful tidbits here.

Visit a sloth sanctuary! - VERY fun to read through the posts. :)

Watch a great video showing very un-slothful sloths' movements.

Read ARKive's data on the type of sloths we see most frequently near Tarapoto, Peru:

KingdomAnimalia
PhylumChordata
ClassMammalia
OrderPilosa
FamilyBradypodidae
GenusBradypus (1)


Can you spot the sloth in the trees?!


...and the differences!! ;)

Color in your own sloth!! (right click and save image as)



For more really cool nature posts, see the linky below!


We're accumulating posts for sharing our nature studies in May... Won't you add yours to the list?
Please feel free to share the following image in your post inviting your readers to come on over and join us, too! The more the merrier!! :)

::



my favorite audio bible... is on SALE!!

if you are in the market for an audio version of the bible, this one is FANTASTIC! 
we use it every. single. day.

AND it's on sale today for only $7.49! 
(i gain nothing from this linkage except the satisfaction that comes from sharing!!)
while you're there, don't forget to pick up this month's free audiobook, 
a biography of A.W. Tozer, 'A Passion for God', by Lyle Dorsett

click the image to go to christianaudio.com 




and here's the OT in ESV that's completely FREE = $0.00! 
it's a dramatized version which might be super great for circle time!



Saturday, May 25, 2013

watch...





"And above all, watch with glittering eyes the whole world around you because the greatest secrets are always hidden in the most unlikely places. Those who don't believe in magic will never find it." - Roald Dahl
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