October 2007 - Page 2 of 4 - A Brave Writer's Life in Brief A Brave Writer's Life in Brief
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A Brave Writer's Life in Brief

Thoughts from my home to yours

Archive for October, 2007

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Quiddler


Quiddler
Originally uploaded by juliecinci

If you want to turn spelling into a challenge akin to Scrabble but with less trauma (you don’t need to interlock words, just create them), Quiddler is a terrific little card game. In our house, Caitrin even played before she could read! How? We helped her. She would put her cards out and we’d talk about the ways you could make words from her letters. Her drive to play this game actually helped her learn to read and has been critical to helping her spell.

We often play “open hand” when a child is stuck and can’t think of what to do with his or her cards. So don’t feel the need to turn the game into ruthless competition (unless you enjoy that kind of thing!). Take a break from handwriting and play Quiddler instead.

For more information about Quiddler, check out this link.

Posted in General, Words! | 5 Comments »

Friday Freewrite: Surprise!

What would you do if the surprise party was for you but you weren’t surprised?

Posted in Friday Freewrite, General | Comments Off on Friday Freewrite: Surprise!

One Thinging High School: Johannah

So we wandered down Noah’s labyrinthine path to college. Let’s take a short cut to Johannah’s.

Her journey answers the following question: How do you do “one thing” at a time when you have to fulfill college entrance requirements? Or as my daughter so aptly put it in 10th grade:

I don’t get the saying that you should live as though you only have a week to live. That’s a stupid idea. We are required to live as though we’ll be alive next week, next year, in four years, in twenty years. What teenager can say, “I will live like I only have a week to live so I’m not going to spend it doing Algebra 2…”? But then, oops: “Uh-oh. I’m still alive and I need to put Algebra 2 on my transcript except, well, I went skateboarding instead.”

Johannah was bugged that she wanted to do all those little things that make life interesting but felt the press of requirements crowding out that spontaneous desire to make origami cranes for three weeks straight.

So let’s back up a bit and look at how Johannah tackled her future one thing at a time.

In eighth grade, I designed a schedule for Johannah to follow that would train her to work through a course of study with assignments and due dates. She had co-op classes (including biology, logic, theater and literature discussion), my writing courses, history and math. I felt really good about the carefully laid out plans, the weekly assignment sheet, the check list, the way each item neatly fit our targets for high school prep (when things would “really” count).

One morning, about six weeks into our carefully crafted plan, Johannah picked up her stack of books, moved to the living room sofa and declared, “I hate my life.” That comment, so utterly uncharacteristic of my daughter, stopped me in my tracks. What could she mean?

Over a cup of tea, I found out. She loved us, of course, but she knew all about us – what we ate for lunch every day, how we brushed our teeth, which TV shows we couldn’t miss. She knew how Liam and Caitrin bickered and made up. She knew how I’d present a lesson and what I would expect and what I wouldn’t. Childhood had been a Disneyland ride, but that ride was over. The little car had come to a full stop and she wanted me to release the metal bar clamped over her body so she could exit like the other travelers and head out to a new ride somewhere else in the park.

I got it. I saw the four walls of our house through her eyes: limits, boundaries, familiarity that no longer comforted, tedium. That wasn’t how the four walls appeared to me! I saw them as canvases for paint, as the boundaries that kept my kids protected, as the warm backdrops to teatimes and snuggled up read alouds. For Johannah, they were barriers to seeing the big wide world right outside the door.

That conversation led us to consider part time enrollment in the local high school for her. While that decision for Noah had proved to be completely incompatible with who he was, it seemed that Johannah could imagine nothing more wonderful than the inexhaustible opportunities to people watch. So we made a promise: get through 8th at home and come 9th grade, she could go to school a couple of hours a day. We modified her 8th grade program (she found some of my terrific ideas tedious – imagine that!). But what made the difference in her attitude was knowing a day would come when she’d get out of the house a couple of hours a day.

9th grade included to two school classes: Honor’s English and French 1. At home, we turned a corner. I had the following conversation with Johannah:

I want you to have a great four years and your dad and I will do everything you need us to do to make that happen. We’ll coach you in writing, Dad will help you with literature, we’ll provide you a math tutor, we’ll pay for extracurricular activities, I’ll create a transcript for college, we’ll invite your friends to our house.

What we won’t do is nag you, coerce you, tell you what to do and when to do it. If college is your aim, we’re happy to collaborate to make it a reality, but we won’t harass you into fulfilling requirements. That will be your job – finding out what they are (with our help) and then following through.

This strategy was perfect for Johannah. I stopped following up on her school work or even assigning it. She would come to me for advice about how to organize her time, what classes to take and would ask for help in fulfilling those objectives.

One Thing Lessons
Because Johannah was college bound, we did want to ensure that she fulfilled the requirements for her transcript. However, because we are a family much more interested in learning that checking boxes, we tailored her education to fit her personality and learning style.

For instance, math. Algebra had stumped Johannah in 8th grade. We waited. She didn’t start algebra until the spring of her 9th grade year. Then she did math year round with a tutor through algebra 2. We found out that Johannah was good at math when taught by someone other than me. We discovered that with a tutor, she could skip a week when she had too many other requirements, when the plays were in full swing. She could cover a chapter in more depth when it was challenging or she could move ahead quickly when she understood the ideas. Because math had not been her favorite subject nor her strong suit, using a tutor meant that math became manageable with the rest of her life. She did math one unit at a time, fitting it to her life (not the other way around).

She studied Latin one year starting in the summer (with a tutor) to see if she’d like it. By starting in the summer without any other subjects, she could give it the attention it needed and a fair chance of success.

She participated in a Shakespeare company that included summer camps and year round acting training. This program also included textual analysis which provided her with her best vocabulary development of all the things she did during high school. As a result, we didn’t do a formal lit program her sophomore or junior years of high school.

She continued French, took chemistry (hardest class of the four years), and electives like AP psychology, sociology, human sexuality, acting, economics, and government at school spread out over four years. Chemistry was a bear. I wanted her to quit about six times. Jon had a different point of view. He felt that rather than think about learning chemistry as the objective, Johannah could use that class to learn how to pass a class when it was hard and not interesting. So he helped her think of test-taking strategies, she used the teacher’s tutorial times to help her learn the material (every week), she did all extra credit and I sat with her going over the chapters she read each night during the first quarter to be sure she was understanding what she was reading. We adjusted our other expectations to make extra space for chemistry that year.

It worked. Johannah not only passed chemistry, but she learned how to learn in a traditional setting even when it didn’t suit her temperament or interests. Because she was not carrying a full load (at school or at home), she could give that extra time to this challenging class without hating her life.

Johannah was heavily involved in extra-curricular activities: color guard, plays, psychology club, Darfur Awareness Week planning committee. I often wonder how she could have done all she did with a full load of traditional schooling.

What about history? Interestingly, Johannah doesn’t enjoy the study of history. Which stumped me. It was my major; I was a Sonlight mom. So we put it off.

Because we had done ancient history in 8th grade (and in some depth), I didn’t worry about it early on. But by senior year, she did need to have studied US History for admissions to the colleges she chose. So we did a crash course. I taught her every night for six weeks using the SAT 2 prep book. Then she took the test and got a better than passing score. I happily checked that box at the end of it. It struck me that she may not have had the level of depth in history that some people consider necessary. However, even with a major in history, I noticed that I have not retained all the details of history over the course of my adulthood. It’s been a process of layering. I grasp it better and better as I age. She will too since learning is not limited to the years under 22.

What we discovered with Johannah is that we could organize her learning into blocks. Rather than having to take seven courses every day over four years covering all of the subjects, we figured out how to manage the stressful courses one at a time, how to stagger the expectations so that she could learn the subjects that challenged her most with the greatest support that she needed, all while meeting her social needs through school.

So Johannah took math with a tutor during summers and during the years she didn’t take chemistry. The year she took chemistry, she wasn’t writing papers for an English class. When she wanted to try Latin, she did it with a tutor in the summer to get started to see if she’d like it. In her sophomore year, when she discovered that the Honor’s English class in school felt like a dud (she couldn’t bear students hating on Shakespeare), she dropped the class. She and her dad set up a lit discussion group in our home with four of her best guy friends. They met every other week, reading a great book and discussing it together over the year. No writing, as a matter of fact. Does this approach to learning remind you of anything? College! That’s how it’s done. You take a few classes at a time, intensively.

She built her tolerance for school classes going two hours a day in 9th grade, then three in 10th, then four and four in 11th and 12th. She never did go full time so that she could still pursue her own interests outside of school (which included a daily date with Oprah and a nap :)). Interestingly, Johannah earned a 5 on her AP pysch test and had her highest GPA during the last semester of her senior year. She made a great comment:

I never got senioritis. I wanted to do all my homework right up to the end and did it. I still liked my classes. I wanted A’s. I guess I never burned out on school. It still interested me. I wanted to learn the content and I liked being there. I didn’t understand why other kids were so glad to be done. Then I realized I hadn’t been “doing school” the way they’d been doing it for 12 years.

We’ll look at what I make of all this in tomorrow’s blog.

Posted in Brave Writer Philosophy, General, One Thing, Tips for Teen Writers | 5 Comments »

Tuesday Teatime: Sunflower Tea


Hi Julie,

I hesitated to send this tea time report because I sent one last fall and this one happened before we officially began school. Still, when I heard my little one speak with the depth that only little ones can, I felt moved to share this experience.

Living at an altitude of a little over 7400 ft., our growing season is pretty short. Thus, planting Mammoth Sunflower seeds the second week of June, after the last frost, was pretty wishful thinking. This circumstance, of course, did not diminish the delight and enthusiasm of my two year old son as he pushed each seed into the soft dirt.

We dutifully watered every day and enjoyed the thrill of watching the seedlings emerge. Eventually they grew into pretty sturdy stalks and I watched with pleasure as the plants began to reach above my son’s head. He stood amazed, as day after day they gained inches and towered high above him.

As the end of August approached, I wondered if all our watering and tending time was in vain. Would they ever bloom? Finally, on the last day of August (and Julian’s third birthday), the miracle occurred. We awoke to find several buds ready to open and by the end of the afternoon three flowers were blooming. Three! What a birthday gift! Surely this occassion demanded a celebration with a tea party in the sunflower garden. We hastily gathered some left over birthday cake, lemonade and cups. I even looked up some “sunflower poems” on the internet which my older son and I took turns reading. It was the first of many garden tea parties in the sunflower house.

I had hoped the experience would end with all the flowers going to seed; with families of birds enjoying the harvest. Jack Frost, however, had other plans. He came too soon to allow the birds this blessing and the flowers are all drooping miserably in the back yard. The blessing did come however in the remarkable way little children seem to express things.

Today, as we sat on the floor sipping magic tea from miniature tea cups, Julian sat gazing out the window at the once glorious garden. Then, in the sweetest voice imaginable, he said, ” We” (his replacement word for our), “We sunflowers are bending their heads down for their nap in autumn time”. A brief pause ensued and then, in the spirit of a Dostoyevsky winter, he said softly, “The sun can’t cheer them up anymore.”

Poetry lesson, science discovery, nature encounter, language development? All learning is better with tea time!

Michelle

Posted in General, Poetry Teatime | 1 Comment »

One Thinging High School: Noah

I have so much to share about high school that I thought I’d take it a child at a time first. I have two who have “finished” (a relative term as you will see) high school and they couldn’t have tackled it more differently. The principle of “one thing” in the teen years is expressed in the following idea: Momentum is gained when a child is allowed to build on his or her interests and skills one thing at a time. It doesn’t mean that multiple things aren’t going on at once. It means that the center of life (the things that animate and motivate your teens) will get a lion’s share of attention… one at a time. It means that some things (some subjects, requirements etc.) will not be addressed with the same level of commitment as others. This will look different for each child, by the way, just to make it more complicated.

Without further ado, let’s look at Noah, my now 20 year old son who lives in an apartment and goes to University of Cincinnati.

Full disclosure: Jon and I are hopelessly committed to college education. We think it’s the elixir of life. I wander through university quads with my palms up expecting “collegiate smarts” to rain from the skies and bless me, Ultima. So while we always prided ourselves on letting our kids be who they were, are and would be, rock star or plumber, the one silent coercive expectation in our home is that kids go to college. Period. Just like some parents expect their kids to take over the family business, go into the ministry or join the military…. Only see, we didn’t know we were like that. I mean, we thought we were being normal and friendly-like. We never saw that our passionate cheering for UCLA football and slobbering gushes over university professors invisibly cajoled our kids, telling them, “We like people who go to college more than people who don’t…”

Translation: The not-so-hidden-from-our-kids agenda (though well-concealed from ourselves) meant that my educational decisions were directed by the inward push to see our kids get to college. And I would still say that is a reasonable approach to high school education assuming you have kids who show academic aptitude and an interest in traditional modes of education. Assuming… which is just what we did.

Train on wrong track: So while the ideals were noble (college for all our beloveds, and even paid for by us!), the reality that we faced as our oldest made his way through high school and college prep revealed just how stubborn our hidden agenda really was! Noah has never been one to follow the straightest path to our expectations for him (probably because he has enough internal spirit to have his own ideas of how to spend his life). So freshman year of high school looked like a check list of courses that would sweeten his high school transcript not the portrait of a highly creative, curious linguist in the budding. Resistance to school work? Understatement. The high volume tug of war had begun between my anxiety over his future and Noah’s commitment to his valuable present. By midway through sophomore year, Noah pulled the plug. He told us he couldn’t do it any more.

Rerouting the train: Noah knew that he didn’t like traditional education (evidenced by the fact that he wrote poems during his math tests at the local high school where he was enrolled part-time) nor did he feel motivated by the dire predictions that without college, he’d have no future. Instead, he poured himself into the study of Klingon, he read widely, he learned some computer code, taught himself guitar, played the piano, acted in a Shakespeare company, worked for a pizza place and then Barnes and Noble, watched movies, played RPG’s and skipped: chemistry, US history, English in its traditional structure, a second year of foreign language and math beyond Algebra 2. He also hung out with friends and slept a lot. By what should have been his senior year, he stopped anything resembling traditional education.

Getting on board with who he was: It took me three full years to adjust to this new reality: Noah was not college bound, not worried about it, not interested in a graduation or homeschool diploma or party to celebrate the end of homeschool. What interested him? Living one day at a time, one interest at a time. I had to let go (so hard for me to do!) and trust that if college were in his future, he’d discover that without my constant prodding and pushing. I also had to accept (and still do) that college may not be for him. Once Jon and I got past our need to direct him, we enjoyed him! We found his interests truly stimulating. He knew more than we did about grammatical structures, the IPA, Shakespeare and math (he developed an interest in math as a language) than we ever would.

The surprise! At 18 Noah decided to move out to live with friends. We were thrilled for him to feel ready to take on paying rent and living on his own. Then as an after thought about a month later, he said, “If I’m going to live down the street from college, maybe I should go.” Come again? It did not seem possible to me that he would be able to meet the admissions requirements for college. But what do I know? We put together his transcript which included a list of linguistics books he’d read as well as all that stuff he did on his own. UC not only took him, but they waived the courses he didn’t take saying that his linguistics profile combined with what he did study was enough. (He did have one college level Greek class on his transcript, something he took “for fun” during his year off.) And I had been worried…

Today: College is a challenge to Noah. He loves it (just like we hoped he would). But the structure is not conducive to his learning style. He’s not a natural academic. He’s a natural learner. I don’t know if he’ll finish. It no longer matters. What is more important now is to stay tuned into him as he figures out what makes him tick one thing at a time. Backing off in high school made it possible for him to reconsider college because by the time he went, he had not burned out in high school. Additionally, he sought help at the learning center and is able to take advantage of accommodations designed for him (he discovered that he has some auditory processing issues).

I share this story in part to set up conclusions I will post after I share my daughter’s on Wednesday. So stay tuned if this feels like you are still trying to figure out where I’m going. I also have observations to make based on working with hundreds of teens over the last eight years through Brave Writer.

Posted in Brave Writer Philosophy, General, Homeschool Advice, One Thing, Tips for Teen Writers | 8 Comments »

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