Assessing home educators

Many questions home educators receive have hidden agendas. For example;

"Does anyone have to inspect you?" hides the questions: 

"How can you educate without someone telling you what to do?" 

and;

"How can you be good enough?"

To which my reply ought to be:

"I have a brain, I can figure out the stuff my kid should know. I can read at least as well as an average teacher, I can access the same resources. Most people can do these things. Even if I can't buy books I can request them through my library. I can beg and borrow. You may be surprised to hear that many home educators spend plenty of time considering educational philosophies and honing their approach.

"I continue to educate myself. I have family and friends to whom I am accountable and I trust myself to make choices for my family. I work damn hard to achieve the best for her and no-one has a right to judge my ability or define us by arbitrary numbers made for a system we reject."

...but instead I will continue to smile and shake my head, "no, it's not like school." Because some arguments are still too frighteningly radical to get into out loud.

Resources Page

I've added a page up the top to put my home-made resources in!

These are here in good faith for personal use, please let me know if you've used them and credit me where possible, I'll try to do the same if I happen to borrow anything.

The first thing I have for you is a set of dinosaur silhouettes that you can cut up, laminate and use for anything you like :) 

Print two and play matching games or use them on a large timeline or map.

Enjoy.

"Orwellian Schemes"?

"A graduate is taking legal action against the government over a scheme which she says forces people to do unpaid work." via BBC

I'm really struggling with this report that was just on the news. I would love to hear a bit more from Cait - the aforementioned graduate; things like whether she has worked before, what experience she already has and what sort of job she wants. 

I'd like to ask her whether she had to work during her degree, and where she got money from to support herself during those three years. I'd like to find out how difficult it is to find work in her field and what other students from her graduating year are now doing.

I'd like to ask whether she believes she is entitled to JSA until she finds a job exactly in her field. I'd be interested to find out why she thinks the Job Centre is the right place to find a graduate career. I'd like to hear how she spends her time when she's not volunteering at a museum. Is she improving herself, creating a kick-ass CV, keeping on top of her field?

I don't like to criticise without knowing these facts. 

But.

Man.

I...

I can't get over feeling that this STINKS of entitlement.

I detest the idea of unpaid internships, of which this government scheme is a dumbed-down version. But sometimes, just sometimes, you have to get over yourself and do what is necessary. Which means taking a job beneath your skill level. Which means working hard, finding opportunities and taking things in your stride. Because everything you do should further you, whether you are only working towards the next pay cheque or bettering yourself to move up the ladder. 

  

I'm not saying Cait should have just got on with it. She obviously felt insulted by it, but no-one walks into a graduate job. Even the people who seem to do so have usually been working their a*ses off for 3+ years. Perhaps working a job alongside their degree. Perhaps working two jobs whilst also developing a portfolio of work in their own time. Perhaps working hard on an extra-curricular activity that turns out to be the thing they do for the rest of their lives, the degree being a leg up or a period of time to develop.

So what should a graduate expect from a government funded partnership scheme? Well, you certainly shouldn't assume they'll give you something awesome. Especially when that scheme is contracted through a large company. When you enter a framework that expects conformity, through a scheme administered by a big business, where does it say that they have to give you exactly what you want?

Cos that scheme? The whole structure of it? It ain't about what the lowly job seeker wants, is it?

Self direction with Sonic

My girly is trying to use a handheld Mega Drive. And getting really frustrated with it not doing what she wants.

It's hard to stand back and stop myself from showing her.

The litany of 'If you want to play you play, but if you're frustrated you can put it down,' is getting tiresome, but what is the alternative? What will she learn if I do it all for her?

I'm obviously happy to help her read and find what she's looking for, but I'm not going to play the game for her. I can facilitate her use of the game ('What happens when you press this button?' 'What's happening now?') but I won't tell her what to do.

And guess what this approach led to: she realised that to find the game she wants, she needs to read. 

She wanted 'Sonic and Knuckles,' so we worked out that it had 3 words and started with /s/. Then it was a matter of puzzling it out with logic. She found the game then realised there was another Sonic game underneath.

So, what have we learned by playing on the Mega Drive? Through the intrinsic motivation to play the game we want we have practised:

• letter recognition
• counting  
• logic
• whole word recognition and matching

Not bad for half an hour of work.

Banana and Date Breakfast Muffins!

Let's lighten things up a bit here!

I've been investigating making muffins for about 6 months now and finally think I'm getting the hang of it. 

I invented these with NP and they were well received by all, they are low on (added, refined) sugar and not too fatty (I think). I reckon they could be tarted up a bit more with some nuts to slow the release of the sugar, perhaps some chopped walnuts? 

So, so sorry there's no picture, I'll remedy that next time we make them. Have to say, there's some guesswork gone into remembering this, but I hope you enjoy them.

makes around 12 large muffins

150g self raising flour

50g wholemeal flour 

100g oats

1 1/2 tsp baking powder

1 tsp bicarb

pinch of salt

50g soft brown sugar

c.100g chopped dates

3 really ripe bananas (the browner they are, the sweeter)

50g sultanas

1 large egg

60g melted butter

c.2 tbsp of milk (just for binding because the wholemeal flour sucks up liquid, add one at a time to make sure you're not adding too much)

Get some muffin tins ready in your preferred manner. Grease really well or use some paper cases. 

Put your oven on a high temp (gas 6 or 7, 200-220c, 400-425f) and put a tin filled with water in the bottom (the steam is supposed to help your muffins rise) 

You will be turning this temp down later - don't forget!

Mix the dry ingredients together by sieving them all into a bowl, then add the dried fruit and have a good stir. 

(if you chop the dates yourself you might want to roll them in cornflour before adding to the mixture to stop them clumping together) 

Mash the bananas to a good smush in a separate bowl then chuck them into the melted butter and whisk in the egg slightly. 

Put the wet ingredients into the dry ingredients and mix to a cakey-slop with some of the milk, don't take too long over this, make sure they're *just* combined. 

Spoon into the prepared tins (I fill them to the top and do a little peak in the middle so they rise like mini mountains :) 

TURN YOUR OVEN DOWN TO gas 4/180c/350f

Bake in the oven for 20-25mins. They will be nice and brown when they come out.

We love cooking with bananas and dates because they are lovely and sweet for baking, it might even be possible to reduce the amount of sugar you add, but that's an experiment for next time.

You can also change the proportions of flours, but remember, the more wholemeal you use, the more liquid it will suck up, making your cakes drier if you don't add more!

Please leave me a comment if you make these ;o)

Summer Reading Challenge

Children are often liable to take you by surprise, aren't they? 

At the moment, we aren't using any kind of structured learning but we are doing lots of reading and taking advantage of every opportunity. In this environment, over past month, my little one has discovered something awesome.

The glee on her little face when she takes a book off me and says, "Now I'll read it to you mommy," eek! It still makes me grin.

She uses a number of techniques to help her read the story, but I don't think it involves the writing at all. It reminds me of the wordless books that I think form level one of The Oxford Reading Tree. It has also set off a chain reaction in my head of Awesome Things We Can Do Now.

So, how does she do it? 

Firstly, she chooses books that she knows well and recalls the exact words from memory, she uses inflection she's heard from us.

Then she looks at the pictures to jog her memory.

If she can't remember the exact words she sometimes gets frustrated, but she has recently tried substituting similar words (and received a lot of praise for thinking of that idea!)

She has also recalled and re-told the story of Peter Rabbit for me, without the book, in order to create our own little version of the story in a mini-book (thank you, zine-making obsession, I knew it would get me somewhere, even if I never made one of my own!)

This week, she used her new skills to finish her first book in the library Circus Stars challenge.

I'm so excited to see what happens next in our reading journey and I'll be updating the fun reading stuff we get up to on the way :)

School, Socialising and Being Different

OK, I need to talk about school.

I'm not sure where this will lead. You know how hindsight is, it makes you feel much more important and self-righteous than you ever probably were; adult brains do love to rationalise past actions. It's important though. It's important in the context of why I want to Home Educate and why I don't agree that school is necessary for all children. Yet, please, don't for a moment assume that this encapsulates everything about my approach to HE, it does have an influence, but this is more a reactionary post than a personal doctrine - it needs to get out there, even if said influence is minimal.

It's about being 'social'.

Because school isn't a social experience for everyone. People ALWAYS have 'socialisation' in the baggage of worries they bring to any conversation about Home Ed. I won't repeat what other people have to say about it, you can find extensive information if you bother to use Google.

Anyway, anecdote time. I can't say I 'suffered' at school, I was offered plenty of help, I didn't receive any serious bullying, I didn't perform badly. But a lot of the time, I didn't go.

It's not something that was ever addressed successfully. My only perception of it now is that I didn't want to be there. Over time it became easier and easier not to be there. Every time I managed to maintain the work,   I proved myself right. I remember sitting in lessons thinking other people were stupid. I remember sitting in lessons fuming angry for no reason. I remember feeling so f*cking apathetic about it all.

I probably thought I knew best, but I don't remember thinking that thought. 

Anyway, what do you know? I, the girl whose high school attendance was often barely more than 60%, completed a degree at a Russell Group Uni with 1st class honours. Few people thought I would. Some voiced their fears, some emanated them without words (though I'd count my two 6th Form history teachers and my Mr Onions among the few who DID think I could do it).

And the school? Well, they accommodated me. Can you believe it? At a time when parents were being fined for truancy, the school let me do it. Because I was still achieving.

Well, what does all that tell you about school? I'm not sure. 

Sometimes I feel like I took the resources they offered and taught myself, but that's pretty arrogant, and inaccurate. Sometimes I feel like I had such a strong desire to be alone that perhaps I dealt with it in the only way available to me. Sometimes I feel like I was simply too self-absorbed and obstinate.

But besides all this educational rubbish there is one thing I do know: school, itself, didn't teach me to be sociable.

My friends taught me to be sociable. The school environment didn't facilitate socialising: it was an opportunity to meet people, but it wasn't the place to develop meaningful relationships. That part happened outside of school hours, with the people I had found. I didn't WANT to see people at school, I wanted to avoid them.

As a teenager, so many other things were important in my life, but school was just there. I never thought I was going to fail, I just wasn't sure when I was going to get around to it. I guess I was like many teenagers: if you ask them they'll tell you that school gets in the way of socialising.

Ahem. I know that all this secondary school stuff isn't relevant to my 4-year-old's education, who knows, perhaps she'll go there one day herself. Until then, however, no-one is going to convince me that school is a better social experience for her. She can get social interaction with different people every day of the week if she wants it, or stay at home with me if she wants to be alone. Her need for interaction is important to her and she will damn well tell me when she wants to go somewhere. And I will listen and adapt. Because I can, because it's important, and because it's my duty.