by Mimi Rothschild, Founder of Learning By Grace, Inc. the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.
In spite of the fact that we are never too old to learn, I believe it is true that the best learning for human beings is when he is in its period of immaturity. The longer the period of childhood, the greater the possibiliies for learning.
A few summers ago, I was walking through a wooded park. Seeing a strange gray and white object lying in the path, I stopped to pick it up. It was full of hexagonal cells and curiously crunched up with paper covering over one of the cells. Out flew a hornet, who knew exactly what to do and it promptly. No one had instructed his newborn creature in the art of self-defense. It was born at sure knowing all of it ever need to know, and caring within itself the exact pattern of all that it could ever be or do. A dog’s puppyhood lasts about three months. The old saying that it is “hard to teach an old dog new tricks” is not without its foundation in truth. After weaning, the earlier the trainer gets the puppy. The more he can do with the puppy in 12 or 14 months, the dog has reached maturity and its best learning period is over.
The term instinct has largely fallen into disuse by modern psychologists, but it is a fact that the lower the form of life the more completely equipped for existence when it is born. Wasps, bees, flies can perform at birth without practice or learning, with all that they need to do is survive. The higher the form of life, the more helpless the incident is at birth and the more prolonged is its period of immaturity. The human child still has much to learn. There are no moral or spiritual qualities to be developed in a hornet or in the puppy. Not only must the human infant be taught the rudiments of self preservation, but also he must learn to live in a social and moral world. He must learn that his wants and needs follow up while of the utmost importance to him, must on occasion give way to the creature needs of others. An only child who sees his mother’s lap and breast preempted by the new brother. That place which until now has been his own place of comfort and refuge, learns that hard lesson early. The child is aware of others in his world with rights and privileges equals to his own. If he comes from Christian parents, he should have learned that God made his world and in His laws govern it. The child has begun to discover that it is a world in which cooperation works best, but he can work with the Supreme Being and that those who share the world within and so make it a happier and safer place in which to live.
All of this learning is possible because the child can think, as his experiences increased in number and kind, he recalls many of these and reflect upon them. He exercises judgment in connection with them and comes to certain conclusions, which helped him to make judgments and adjustments in his contacts with the natural world and with other people as the child learns and grows, he masters the techniques of knowledge and thought that make the world safe for, more beautiful, more convenient for himself and his friends. He finds that thought mocks the universe, and that a lifetime is too short to learn all there is to know. Who can doubt that the long period of human child and a definite part of God’s plan for those creatures whom he has made and equipped to think and to work with himself?
by Mimi Rothschild, Founder of Learning By Grace, Inc. the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.
Objective observation of children at play is highly rewarding. To those who have never watched children at play, the first observation may be a startling experience. Though there are exceptions, most two or three year old children, free to choose their own activities, usually do so without fear. Their need for supervision is obvious. Yet the experienced homeschooling parent does not guide their boundless energy with endless “do’s” and “don’ts”. Instead, she proactively provides opportunities to explore and investigate. She encourages the homeschool children to try out materials and equipment, to do what is safe at the same time she leaves them free to venture and to experiment with what she has made available.
It is helpful to study the equipment provided by those who know and understand the physical needs of children. Note the large but lightweight box, but push and pull toys, the big boxes that can be climbed into, that can be filled up, emptied out, pushed over on their sides, all through the use of the larger muscles. Note, too, how careful the homeschool parent is not to cause fear or uncertainty in the venturesome child who is about to scramble up the jungle gym for the first time. She noticed that children are often better judges of what they can do that are anxious adults. She does not continually warn “Look out, you’ll fall”! That is a frightening thought to implant in the mind of the little adventurer. Instead, she said, “go slowly”, “Hold tight.” With these encouraging suggestions, a climber reaches the top successfully. He shouts in triumph, “See what I can do!”
Observation of older children is just as rewarding. The older child is greater skill in handling himself. There is evidence of purpose in every act, but he is more cautious in attempting what is new to him. Older children do not reveal their curiosity as frankly as little children do, nor do they call attention to their successes as openly. They are most humiliated by their failures, and often struggle with surprising determination to overcome physical difficulties.
Watch for signs of beginning cooperation in little children. Notice, to have the understanding leader of older children forestalls difficulties through sick gestures for cooperative action. She notices, for example, that France is an undertaking to move the bookcase away from the wall and that it is too much for her. Before temper blazes, or discouragement stopped efforts, both homeschooling parent suggests to Edith, “Francis needs help”. “Will you see what you can do?” She turns her attention to a couple of juniors who are growing weary or bored and says that’s too something else to do. Perhaps you end Mali would like to help clean our supply closet or would you rather work on our castle?
No single trait is more essential for effective Christian living, and the ability to live and to work with others cooperatively.
When I first began homeschooling, I had many parents ask me, “Where do you find the patience to do that? I could NEVER homeschool my children! I just don’t have the patience.”
My answer has always been the same. As the mother of 8, patience is something I desperately need. I would say “Patience is something that develops by being tested, and it doesn’t happen over night. It takes time. It’s not something someone either naturally has or doesn’t have. If I’d have waited until I had patience to homeschool my children, I never would have.”
We’re not born with patience. It must be worked at and constantly refined. Just about the time I would think I had all the patience I’d need, something new would come up and I’d find out I had much fewer patience than I had thought.
Public school teachers don’t always have patience either, but with 20 to 30 students in their classroom, they don’t have the advantage that homeschoolers do to discuss the situation, or apologize to a particular student when they’ve been impatient.
Homeschooling is a way for parents and their children to live together in an understanding way. The very nature of a family has a number of different personalities within it. That then means that everyone’s patience will be tested from time to time. However, the opportunity is also there to correct an impatient attitude through an apology when necessary, and passing a similar test the next time instead of failing again.
The additional result will be the example you are to your children. Just as you teach your children through being patient, you also teach them through being impatient. It’s only through the special parental love you have for them, and the daily tests you go through together, that patience is ever found and perfected.
Take some time to read this great article about helping students with Attention Deficit Disorder. Included are seven solid strategies that parents and teachers should start implementing for students with ADD.
As all good teachers know, every student has unique interests, abilities, and learning styles. In a successful classroom, this individuality is respected. In fact, teachers use what they know about each individual to help students learn. This same care and respect can help the growing number of students with Attention Deficit Disorder (ADD) overcome some of the educational challenges that they face.
Distinguishing ADD from the normal range of childhood activity is difficult and requires the help of a trained professional. There is no cure for ADD. However, you can use strategies like the seven below to help students with ADD find success in your classroom.
Establish a calm, structured classroom
Set up regular routines and clear, consistent rules. While this classroom structure need not come at the expense of creativity or excitement, students with ADD are usually most comfortable in classrooms where procedures, expectations, and limits are explicit.
Provide a “stimuli-reduced study area” in a quiet, low-traffic area of the classroom. Encourage students to use it. To learn more about setting up this study space, go to KidSource Online.
Seat students with ADD away from distractions and close to you. Younger students who have trouble staying in their own spaces can benefit from clear physical boundaries, such as their own table or a box marked on the floor with colored tape.
Always be clear and concise when giving instructions
Repeat yourself! Students with ADD flourish in classrooms where reminders and previews are the norm. Be sure that students know what to expect, and give them frequent updates.
Maintain eye contact when giving verbal instructions and make sure that students understand the instructions before they begin the task. You may want to have students repeat directions back to you.
Simplify complex instructions, and break large tasks into a series of smaller, more manageable parts. Provide older students with written instructions for multistep projects. Review these instructions orally to be sure that students understand.
Use non-verbal cues to communicate with the students; for example, quiet the class by raising your hand or blinking the lights. Give private cues when students are off-task, like sending a signal to re-focus by placing your hand on the shoulder of a chatting or distracted student. If a student is struggling with written instructions, print simple, easy-to-understand icons in the margins of the page in order to draw attention to key points.
Help students to become better organized
Provide students with an easy-to-use assignment log. In this log, clearly list the day’s assignments on a clear, standardized homework schedule. Be sure to include a checklist of all books and supplies that students will need to complete the assignments. If possible, older students should make these homework schedules on their own. Remind all students to consult this notebook at the end of each day and to make sure they understand the assignments.
Take advantage of technology
Encourage students to do writing assignments on computers or word processors that have a spell-checking feature. Students can also use hand-held, computerized spellers. Of course, these aids should not replace good, comprehensive training in these basic skills. However, for projects that emphasize content mastery, technology can be a very valuable tool! Students who can demonstrate their knowledge without worrying about spelling or handwriting can feel pride in their accomplishment and enjoy a great boost in self-esteem.
Give frequent and specific praise
Be sure to tell students how much you value them. Praise all good behavior and outstanding academic performance or improvement in front of classmates or in private. Be specific - tell students exactly what they accomplished!
For example:
“Great job, Leila! You raised your hand before you answered the question!”
“Thank you for washing your paintbrush and putting it back where it belongs, Juan. You really listened to my directions!”
“What a clean desk! You are very organized today, Matt.”
Reward success in the classroom by:
Distributing small prizes, like stickers.
Adding checkmarks or stars to a prominently displayed chart.
Giving successful students firm handshakes and bright smiles.
Telling students that you are proud of them!
Share good news with family members
Tell family members about their children’s accomplishments. Don’t limit home-school communication to difficult periods or crisis situations.
Give younger students a daily home-school “report card.” Encourage them to keep cards in their assignment logs and to share them with their parents. Use this report card to describe students’ achievements and to ask for information or assistance.
There are no easy solutions to ADD, but a classroom environment that is rich in structure, support, and encouragement can nurture success in all students.
