An Apple a Day - Using homeschool with public school

               There comes a point in your child’s life where a “best practice” may be to take advantage of what the public domain has to offer education. My niece, Olivia, was homeschooled her whole life, but as a teenager, she decided to attend Davis Technical College as part of her homeschool “high school” experience. She thoroughly enjoyed taking classes and learned how to navigate multiple classes, her peers, and is prepared for college now.

               Some homeschoolers I know let their children take a few classes a day at the public high school. For others, they try a charter school approach or a work-study approach. As children grow up, sometimes they desire to stretch their wings and be more independent. Mixing outside classes in with homeschool can facilitate this need.

               Do not feel guilty to use public school as needed. I have gone through times in my life when, as a single parent, I was the bread-winner and couldn’t continue to homeschool. However, I kept supplementing my children’s education at home in the evenings. I also returned to homeschooling when my situation improved. Most of my children have done both homeschool and public school, depending on our situation.

               We do the best we can with what we have. Supplementing your child’s learning at home – whether public, private, or home school – is one of the very best practices needed to help your child succeed. It can make the difference to overcoming the obstacles in education that hold so many children back.

                However, I caution you. Common Core is a horrid curriculum, and I completely disagree with open bathrooms. Our children are no longer safe in the federal public school system, so proceed with caution and keep both eyes wide open! Plus, if Christianity and Judaism have no place in our public schools, than neither should Islamic studies. You have the right to refuse any course of study that goes against your conscience.

http://thegodfreymethod.com

An Apple a Day - The flexibility of homeschool

               I love homeschooling for its flexibility! My youngest son has bipolar sleep issues. His circadian sleep cycle changes with his bipolar mood cycles. It is almost impossible for him to wake up early. Public school mornings were a nightmare for him. Now with homeschooling, we have the flexibility to have school any time of the day or night.

               My son sleeps in as long as he needs, then does his school work with his father. One of his classes he does at bedtime, because that’s when he prefers to read the lesson – in bed. Homeschooling has helped him thrive. The flexibility has eliminated the early morning battles. A sleep-deprived person is less reasonable and less able of self-control. Our family life is much more pleasant now.

               Be flexible. Homeschool does not need to be done on the same schedule as public or private school. As my quotes from Hartman Rector, Jr., show, it also does not need to be 6 hours a day, every day. For best practices, find the rhythm that works for you. Then stick with it.

“There’s no question in my mind that about 14 minutes with mother is equal to all day in the public school. That’s what they determined when William Bennett was director of the Department of Education under President Reagan. He tried to determine how much time it would take with private tutoring for a child who had been injured and couldn’t attend school. All it takes is 1 ½ hours a week to keep a child up with his class. That’s about 20 minutes per day!

“[Mother burn-out] happens because they try to put on a public school in their home. They even use public school materials. That doesn’t work. You’ve got to adapt to what will work. I’m convinced that Glenn Kimber’s gone a long way down the road to getting past this burnout problem. He suggests teaching three days a week, four hours a day, and no homework. Homework was devised by Dewey to make kids hate school. He didn’t want students to love learning.

“Don’t teach on Monday. You need Monday to get over Sunday. That’s when you do your housework, learn about Tide in, dirt out and if you put yeast in, bread rises. Then when you go on [your own] you’re not helpless… and the kids who came out knowing how to cook and mend were better qualified to survive well [as adults].

“The afternoon is open for students to play in the band or sports with local high school, if they want to. Friday is field day; you’ve got to know how the fire department and the police department work. I’m convinced this is a great system.” ~ Hartman Rector, Jr.

http://thegodfreymethod.com

Do not use Your Baby Can Read

Do not use Your Baby Can Read. It is sight reading in the worst way. It wires the brain in the wrong place for proper reading later.

http://godfreymethod.com/default.aspx

Phonics improves brain function

Phonics improves the structure of the brain

A research team headed by scientists from the esteemed Yale School of Medicine announced in 2004 a particularly significant finding for children who have trouble learning to read. It was reported by Gilbert Zarate in the Brownsville Herald: http://www.brownsvilleherald.com/opinions_more.php?id=61072_0_11_0_C

The focus of this study, as much of the writing on this topic, is on how to assist struggling readers. While struggling readers show us what the critical issues are, children who are not struggling will be able to learn much more, much quicker, if they are also given exposure to the best teaching practices. Unfortunately, as is commonly the case, teachers leave good students to fend for themselves on the mistaken assumption that they don’t need help. Mom and Dad can and should do things at home to enhance their child’s learning and intelligence.

In the words of the reporter:

“The study reported that the brain function of poor readers actually changes to resemble the brain function of “good” readers when they have been taught to read through instruction that is direct, systematic, and focuses on the sounds and letters that make up words, the meanings of words, and helping children read accurately and quickly.

Using functional MRI scanners, researchers were able to document that effective reading instruction not only improves reading ability but actually changes the brain’s functioning so children can read more efficiently. These struggling readers were taught to read using a comprehensive reading program that focused on systematically teaching phonemic awareness, phonics, reading fluency, vocabulary and spelling and, as a result, formed new and lasting neurological connections and pathways in parts of their brain that regulate reading ability.

We know that almost every child in America — whatever race, ethnicity, or socioeconomic level — can become a strong and confident reader when taught through a comprehensive approach grounded in systematic, research-based instruction. And we know that scientifically based reading instruction can be successfully implemented in all schools — whether urban, suburban, or rural.

Unfortunately, the reality today is that nearly 40 percent of fourth-grade students are unable to read at grade level. While many policymakers, educators and parents are enthusiastic about teaching children to read, not all schools and school districts are implementing instruction grounded in scientific approaches that have been proven to increase reading skills. Despite what we know works, not all schools have put in place carefully developed, comprehensive reading programs that include research-proven instructional practices. This is a travesty.

We know that reading instruction for struggling readers must be explicit, systematic, and allow sufficient time for student learning. We also know that the reading curriculum should include the five critical components that are fundamental to learning to read — phonemic awareness, phonics, fluency, vocabulary and reading comprehension.”

So if the scientific evidence strongly proves that phonics instruction re-maps the brain for the better, why does the educational establishment, for the most part, continue to ignore the data and teach ineffective reading (and math) methods? Part of the answer may be found in the lobbying and monetary influence of textbook publishers, who follow fads for personal gain rather than true research results. Part of the answer may be found in the egos of some educational people pushing their own theories and agendas. Part of the answer can be found in the inertia and ennui of large government entities, schools, to resist change.

Whatever the factors, it is clear that parents must not let their gifted children be left to fend for themselves in school. Parents can follow the best practices of phonics reading instruction (and math instruction) with their children at home to ensure a great foundation for success.

http://godfreymethod.com/default.aspx

Why do gifted girls play dumb with their peers?

The author agrees whole-heartedly with the recent study (June 1, 2009) at the University of Wisconsin- Madison- that definitely culture, not biology, accounts for the differences in math performance among men and women. Professors Mertz and Hyde say the data just do not support the stereotype. http://www.cardinal.wisc.edu/article/23150

In fact in elementary school, girls are usually ahead of boys in math. It isn’t until middle school that girls start falling behind. And why, on average, do they fall behind?

Early teen years are when girls begin to realize the patriarchal order that exists in most societies. They begin to see that they are quickly approaching womanhood and what that means in relation to men. They also quickly understand that boys have sensitive egos about being ‘bested’ by girls. So they often downplay their intelligence and physical abilities to win the attention of the boys.

One of my daughters hid her report card and down-played her straight A's in an effort to keep friends. She didn't want to stand out. She was ashamed of her gifted abilities, sad to say. Thankfully, as an adult, she learned to value her good mind.

A woman named Joyce hosted a Japanese businessman’s visit at work, who brought his wife on the trip with him. It was obvious that the wife spoke better English than him, but she held her tongue in his presence. Many cultures subtly- or not so subtly- discourage a female from embarrassing a male in front of others. She has to hide her talents to be accepted. In the name of “respect”, the often better person has to play dumb. Isn’t that sad?

One woman says, “Lucky for me, my 8th grade algebra teacher was a woman, Mrs. Barton, who was also a mother of 4 children. She became my role model. She taught math so well, so understandably, and juggled motherhood, too. From that moment on, I excelled in math, going all the way through calculus in high school.

“Doing well in math spilled over into doing well in physics and chemistry, too. College was the obvious next step. I realized that I didn’t have to give up using my brain to be a mother or give up motherhood to use my brain. Because of Mrs. Barton, I have always excelled at math and science and motherhood.

“And I was the older sister of several boys, so I was used to out-performing males. I had a bit of an ego myself. In fact, I liked to prove that I was smarter and better than most of the males around me. I figured a guy could like me and my intelligence, or I didn’t need him.”

Girls today have more social freedom to choose a professional career than the previous generation did when they were young. However, most of the magazines for girls and women still focus on hair, nails, clothes, and being sexy. So the messages that other women editors in society give to girls, still focus on traditional feminine interests. More of this will be discussed below.

This makes it harder for science and engineering women to get their message heard. The narrow focus to be attractive is stronger than to be intelligent, even in these modern times. Society needs to blend the two. A smart woman can be attractive, and she attracts a better caliber of men.

In this way, it is the social messages that girls get at puberty, not necessarily the hormones, which draw them away from mathematics in the adolescent years.

Why do gifted girls play dumb with their peers?
To tell you the truth, it also has a lot to do with what the magazines and other media push at them. The idea of needing a boyfriend to fit in is everywhere.

The "dating" ideas in teen magazines often rival the porn mags. It takes away their childhood much too young. Many models are young teens and pre-teens dolled up to look older and sexier. What kind of message is that? It seems that some companies will do anything to make a buck.

Those magazines and shows that focus on all the other interests and abilities of girls- instead of being sexy- should be applauded.

Another problem is mothers who promote the objectifying of their daughters. Pride and vanity are very immature needs. It's sad when they come from mother to daughter. The mothers are trying to live through their daughters.

Feminism used to mean, not wanting to be a sex object and wanting equal opportunities. Now it seems to mean, put everything out there for the whole world to see. This is not power. It is not progress (though I'm sure the makers of spring break videos and others are enjoying the show). What happened to the original feminist ideas of self-respect and not being used? How can our daughters be seen as equals in the workplace when they are so willing to be mere decorations? This is not empowerment.

Girls use their bodies to get attention at younger and younger ages. But that's just it - they are being used. They dress like Britney Spears and Madonna for school, which is unfair to the male students and teachers. It also takes the girls' focus away from developing their minds and talents the way they should. They need to become women of substance who contribute to society, not just eye candy, which is fleeting.

All of the conflicting messages create great confusion for our girls. Teenagers and pre-teens don't have the ability to fully understand cause and effect. Science has shown that brain chemistry actually changes after age 18, giving their frontal lobe more ability to project the long-term effects of our choices.

So while our children are adolescents, it is up to us adults to help them see the half-truths out there for what they are. Adults have a responsibility to help them feel their self worth for something beyond looks and boyfriends.

Taking away girls' childhoods is also taking away their future possibilities in adulthood. Keeping themselves free from bad choices now will keep their adulthoods free to be their best selves. Parents need to give their daughters the tools to combat peer pressure. They need to teach them things they can say to their friends to get out of an uncomfortable situation. They need to take time to show them how. They need to help them have the inner strength to be true to themselves, even if it means losing those friends.

Just because society has changed doesn't mean that the natural consequences have changed. Adults need to make sure that our girls know what those consequences are. We need to help steer them toward choices that keep their self-esteem and dignity in the long run, so that they don't change the whole course of their future before they're even old enough to understand what that is.

And moms need to quit living vicariously through their daughters to be sexy and popular. The short-term reward is not worth the long-term cost. Sometimes parents just have to say no to certain media and clothes. Sometimes they just have to do what's best. Their girls will understand later. When they have daughters.

Teen years can be a great time to help your gifted child explore unconventional careers. There are a lot of ideas at http://giftedkids.about.com/od/giftedadolescents/Gifted_Teens.htm to help you help your gifted daughters be proud of their abilities.

Get them involved in Expanding Your Horizons (EYH), which gives hands-on workshops in math and science for girls. I used to be an EYH workshop coordinator and taught girls how to make their own scented lotion. They had fun learning math and chemistry. They saw women mentors in science and engineering. They learned to be proud to be smart! http://www.expandingyourhorizons.org/ and choose your state for local chapters.


http://godfreymethod.com/default.aspx

No child left behind means all children left behind

Are you kidding me?! At the end of each school quarter, the teachers in many school districts get a whole or half-day off for "professional development" days. I thought they were learning better teaching skills or something. Not so! Guess what they do on those days?

They all get together and re-evaluate the performance of their class from the last quarter, and readjust the curriculum down to fit the lowest achiever in class.

Are you kidding me?! They are in effect dumbing down the whole class so that one or a few aren't "left behind." Isn't this the same as leaving them all behind? I don't think this was the intention of the No Child Left Behind Law. Why can't the schools just get a tutor or aide or resource person to help the slow kids, and stop holding everyone back?

It makes me just about ready to home-school my kids. First, Project Follow Through ruins over 3 generations of US kids, then NCLB is mis-interpreted to mean that the whole class has to learn on the level of the most-challenged student.

What is the real political goal, here? To have citizens too stupid to vote with any intelligence? To make sure that all our technology jobs keep going to India and China? Do we enjoy talking to a help desk half-way around the world whom we can't understand? Why promote this?

Any parent who cares anything about his/her child's future would not depend on the schools to do the teaching. Even if you can't afford public school or to home-school, you can supplement at home. You can teach your child to read by phonics before kindergarten. You can find math systems to do at home. And you should!

How do you get parents to care?

You know, I am absolutely amazed at how hard it is for people to catch the vision of teaching their child to read before kindergarten.
Don't they care about giving their kids the ability to take the opportunities that will come their way?
Don't they care about helping their children become their best selves?
Don't they realize that IQ is only 50% genetic? The other half is the home environment and mental stimulation, especially between the ages of 2-5 years old.
I am doing everything I can to try to help as many kids as possible out there, with the least amount of time and money required by mom and dad.
I wish people could understand how important early reading is! I wish they understood how simple the Godfrey Method is!
I wish I could get them to see the importance of my picture-letters to young minds.
The foster mom in me wants to scoop up all children and help them myself, but they learn best from their own mom and dad.
Where are the proactive, purposeful parents?
Please tell me the homeschoolers aren't the only ones who get it!

Why teach your child to read early?

1. Why should parents teach their children to read before kindergarten?

There are many good reasons, such as:

To increase their child’s IQ, by catching the child’s optimum developmental window for reading, as proven by Dr. Glenn Doman and Dr. Michael Merzenich.
This will increase their capacity for learning for the rest of their lives.

To prevent dyslexia and other learning problems, because prevention is much better than remediation.
Yes, gifted children can have hidden learning disabilities.

To reverse the downward educational trend, because parents are their child’s best teacher, as proven by Dr. Glenn Doman and Ms. Glynne Sutcliffe, M.A. Dip. Ed. Only parents doing something at home can reverse the whole language fiasco of public education.

To feel confident and have a good self-esteem at school, by staying ahead of the class.

To create a joyful bedtime routine, giving children the 2 most crucial things they need – parent time and reading skills.

To help children excel in the technology workforce of the future, because reading is the foundation of everything else.

2. Why should parents teach phonics instead of sight-reading?

Phonics wires a child’s brain properly for reading. Phonics is the only proven cure for dyslexia.

Sight-reading limits a child’s vocabulary and can cause reading problems later in life. Sight-reading requires memorizing the shape of about 4,000 words, while phonics only requires memorizing 42 sounds.

Phonics allows a child to decode an unfamiliar word, avoiding embarrassment as an adult.

3. How is the Godfrey Method different?

The Godfrey Method, as found in A Pretty Girl Was Alpha Bette, helps all children learn easier and faster.

And it helps those who are struggling to come up to speed.

TGM connects the letters to their sounds in a child’s mind in a way that makes sense to her.

TGM has two important components: picture-letter phonics cards and the way to teach them properly.

TGM allows children to learn phonics at younger ages.

TGM easily fits into any busy family schedule, and makes a great bedtime routine.

TGM is affordable, and costs less than you’ll spend at the convenience store next week.

TGM purposely does not use electronics or video to teach- since television, video, and radio noise can be precursors to autism and dyslexia in young children. Its book and cards help parents give their children the one-on-one attention they need.

TGM, as found in APGWAB, provides both the phonics tools and the method to teach them properly.

TGM guidelines are easy to understand and fit on only one page.

Anyone can do this. You don’t need a teaching certificate to teach your child to read.