Tag Archive | education

‘Let Them Play’

A little while ago fellow home educator Alice Griffin posted a piece about her home education journey and how their learning can be integrated into everything they do – even sewing. She’s writing on a new topic this time which I’m sure you’ll find inspiring. It’s that difficult feeling we all experience about allowing the kids to learn through play.

Here’s what she says about it in her own words:

“Honestly, let her play, she will learn so much” was the advice offered during my first ever interaction with a home-educating parent “But what about reading and writing?” I questioned, “well, I know my daughter is ready for numbers now as when we take the goats out she says ‘look Mummy, two plus two is four’” said this woman to me about her daughter, who at that point was seven.

Had I been drinking a cup of tea I probably would have spat it out and in my mind all I could think was ‘whaatttt?’ Every traditional thing I had ever known (including being taught to read, write and do sums at age 4) was blown out of the water in that conversation on a Portuguese hillside and I was left wondering, but what does ‘they learn so much through play’ actually mean?

Now, nine years on, it tickles me that I am now that person.

It’s not that I harbour negativity towards my own traditional upbringing, it’s just that I now know there are other ways to learn and my daughter, now not far off 12, is proof of that. Everything she has achieved she has come to with no forcing and with our utmost respect for letting her play and thus, has moved naturally onto next steps.

But it wasn’t always that way… at age 5 when we were new to home-ed and believed we must recreate school, we tried hard to get her to do maths. She would cry and scream and despite buying numerous pretty workbooks, it would always end in nothing but frustration, tears and fallings out. At 6 we decided it was time to ride a bicycle and duly removed the stabilisers, encouraging her to take to her bike and peddle. She stomped her feet, we shouted and agonised before, exasperated we decided that we would put the stabilisers back on and leave it. In fact… during that conversation we pretty much decided to leave off forcing anything, and we have never looked back.

At 8 she came to us – came to us! – asking to do maths. It seems that once she recognised the benefit of being able to work out what you could afford to buy at the shop when with friends, maths became infinitely more appealing. It was around the same time that, when playing in a friend’s garden, she turned to me and said: “you know, I think I’m ready to ride a bike now” and promptly hopped on her friend’s bike and cycled off, leaving me open-mouthed and laughing. All that pressure and heartache and there she was, cycling around as if she’d always done it.

Earlier this year she announced she was going to write a book. Even in my now fairly relaxed knowledge of her coming to things when it’s the right time, I’d been secretly worrying about when she might start writing and spelling a bit more. “I just feel I want to write now so I’m going to just put the words down and then you can correct them” and together, we have watched her love for the written word blossom. Right now it’s requests for science workbooks and Portuguese courses so that she can work towards her current dream of being a wildlife biologist studying wolves… and that’s after years of letting her run around with a tail on just being a wolf.

So, if I could say something to myself seven years ago it would be, ‘let her play, shower her with love and support, surround her with books and look at everything as a learning opportunity… and please don’t worry’ and if your child works in a different way (which they will!), I would say ‘trust your instinct and know that when you spend time with your children and really know them, you will see the route to take’ and if, on that journey, you meet a home-educating parent who extols the value of learning through play; please listen… and try to not spit out your tea.

Alice Griffin is a home-educating mum and writer living between the UK and open road.

www.alicegriffin.co.uk

www.facebook.com/alicegriffinwrites

 

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3 important things you need to home educate

I was thinking what the three most important things you need in order to home educate and I kept coming up with the same answer:

Respect. Respect. Respect.

Respect came up in my last blog. I was talking about successful home schooling being dependent on succesful relationships with your kids and they in turn are based on having respect for one another. It’s essential.

Here’s what I mean:

Respect within relationships.  

This Australian kids’ helpline site has some excellent simple ideas about respect; click on the pic

Your learning life is going to be based upon the respect you share with your children. and I say share because it’s a two way thing. You have to command it as well as demonstrate it. Both are important. Commanding respect doesn’t mean anything authoritarian – as some people interpret it. It just means showing care and consideration and asking that it be shown to you in return. It means being honest and truthful, owning up sometimes, keeping strong and consistent with your values even if it’s hard – your strength will become their strength, your consideration will become theirs. It means having integrity, thinking things through, making decisions. making mistakes. Putting them right. Accepting and working with imperfections and things less than ideal. Finding solutions. Respecting that’s how life is. That’s how love is. Love requires respect for it to be true.

Respect for the learner

Every learner is different – but sometimes we neglect to act as if they are and try and make them all the same. Every child has varied learning preferences, learning strengths and weaknesses, learning needs. We can’t ride roughshod over individualities and try to ignore them or make kids fit. That’s not respecting them. Equally we have to show them how to get through the challenging or tedious bits, why that’s valid, be patient with their imperfections, give them room and time to grow. Some kids learn well in school – we need to respect that too. But some can’t – some need alternatives. Some develop later than othes – allow them time for that. Some can be still while they learn – some can’t. They need to wriggle, run, play, experiment and learn in practical ways without having to read and write. Respect they’ll be able to do what’s necessary and right for them as they grow. Respect means having to back off sometimes and be uncomfortable with the way your learner needs to learn. Trust – and wait. Respect that education is a long term thing and you have to acknowledge it might not happen in the way you want it to.

Respect for yourself

You won’t know everything! But that doesn’t mean you cannot have respect for yourself and what you do as you flounder about, doubting and worrying at times. Give yourself a break! You will be able to learn about the home educating life, you will be able to find a way forward that works for you, and whatever doesn’t you can change it. However, respect that although you are a home educating parent you are not a ‘dog’s body’. Respect that you have needs too which equally deserve to be addressed along with your learner’s needs. Respect that you will get it wrong sometimes – we all do – we can put it right. Have as much consideration and compassion for yourself and your needs as you do for others.

So I guess those are the three most important things. You’ll probably differ – do say in the comments below.

But consider this; every time you demonstrate respect within your home schooling life you are teaching your children how to build respect too, how to respect others, how to have self respect. Through that respect youngsters come to learn about living, working (and what it takes to get work), how to understand themselves, others, society, the planet, how they can make their own contribution to the interchange this is and how worthy that is.

Which is, after all, an itegral part of becoming an educated person.

Learning is for living – not just for targets

We’re a such quick-fix target-driven nation now. Both in work and education.

Everything is about results – measurable results. A quantifiable outcome a god-like goal, out-valuing the process of getting there, whatever it costs you. Tangible results overtaking what education is supposed to be for; building a warm, happy successful life.

Some of the stuff on the English curriculum provides a good example of what I mean, with its dissection of English into obscure parts you can’t even pronounce let alone remember or apply to the context of our daily living. Some of the maths can be the same. Small kids are expected to understand complicated mathematical concepts at a younger and younger age, concepts that are not only irrelevant to their young lives, but which make them feel like failures, as they grapple to comprehend them. So schools can put ticks on sheets and politicians can pretend this system is working.

Education is as long term a process as growing a tree!

It’s tragic. And it doesn’t have to be that way, as many homeschoolers prove, as they leave the more complex and academic stuff for when the children are older yet still achieve mainstream outcomes such as qualifications.

What’s even more tragic is that the target-led approach to learning puts many kids off. Too many rigid targets means learning becomes for targets only not for the experience of enhancing a life – which is really what education is for. And it suggests that learning success is dependent on falling into these measurable compartments, at specific times, which it isn’t.

Becoming educated is instead a long, ongoing, experiential process that continues beyond specific learning outcomes and can be the result of many diverse approaches that do not need to be measured to be successful.

I look at it in a similar way to growing things.

To grow a tree you’d need to provide the right environment for it to grow in; the right soil, the right place, the right climate. The right climate needs to be conducive to its ongoing growth. It needs the right nourishment, compost and care, and the right support to hold it up to start with, not to be overshadowed by too many others.

These are not outcomes, just un-measurable on-going processes that guide the tree towards flowering and healthy growth. But measuring them along the way will not make them grow taller or bloom brighter. Neither will it make them grow faster.

So now apply that to education.

For a child to learn to their potential they need the right environment; a base that provides for their need for love, security, calm, safety, encouragement. A place for them to flourish in their own time.

They need the right climate that will change as their needs change and grow; different things at different times, sometimes quiet and solitude, sometimes buzz, sometimes inspiring others, sometimes comfort, a feeling of belonging, acceptance of their differences as all kids are different. They need a climate where they do not feel afraid of failure or being trampled by others.

Then they need the right nourishment. Not only in the form of healthy food, but other types of nourishment which comes in the form of stimulation and exercise for their minds, bodies and spirits. A wealth of experiences and opportunities to discover who they are and what they can do.

And they need the right support from others they can trust, peers and adults, friends and family. Support that’s able to adapt to their changing requirements. Warm loving encouragement that shows them ways to have a go, to discover their potential, develop new skills and work with any weaknesses.

These conditions will compost into an education that can be applied to living a life – a real life, not just a set of outcomes only useful in one instance of time.

Targets and outcomes are often only valid within a given period of time.

But education is for life, to build an understanding of learning as a life-long attitude and opportunity to enhance and improve that you can never fail at simply because, if what you’re doing is not working for you, you can change it.

This is the beauty of home education. Through home educating you can ditch the obsession with targets and short term outcomes and educate towards an ongoing learning life that can diversify approaches until the right one is found. One that is free from the idea of ‘failure’. One that instead perpetuates the idea that learning is for living – not just for targets!

For more notes on this see my ‘Home Education Notebook’ available from Eyrie Press where it’s on offer and Amazon.

5 Tips for new home educators

Experimentation, trial & error, play are all valid ways to learn

It’s that time of year when the numbers of home schoolers suddenly shoots up!

And it’s a rise made up of all sorts of parents; those who never intend to start their child at school, through those who’ve done it a while and don’t want to ‘go back’ after the summer, right to those with teenagers who really need something different now.

Making the decision is often the hard part. Then it’s exciting and inspiring to get launched into it. However you sometimes get a rebound where you think; ‘Heck! What now?’

So I thought I’d post five quick tips to bump you over that bit.

  1. Relax! Be confident in the fact home education works for thousands – it can work for you. But it takes a long time and is a long slow process – obvious but oft forgot! And it takes a long adjustment period if you’ve come at it from schooling. We forever read that a relaxed and mindful approach to life creates just as much success as a tense and driven one – now is the time to really practise that. Your child’s education will be better for it. So take some time to find the best way forward; time to research, time to connect with others, time for trial and error until you find a way that works for you. You have the time – because you won’t be wasting it on tedious school processes where the kids are learning nothing!
  2. Enjoy it. Learning IS enjoyable, although that’s difficult to tell in the system sometimes. A learning life is enjoyable. Don’t think that if you’re enjoying it then it’s not ‘proper’ learning! And happiness is important for learning and achieving anyway. Unhappy kids don’t reach their true potential. (There’s a post here about that)
  3. Connect with others. Take some time to find other home educators and visit groups, read or see what others are doing. Learn from them. There’s a huge range of approaches and groups and it may take time to find one that works for you. And for goodness sake don’t worry about the ‘socialisation’ issue – there isn’t one! (As I point out in this post)
  4. Diversify your learning approaches – and your thinking. Consider the difference between schooling and educating – there is one! Learning can happen at any time, any venue, in or out, in a multitude of different ways from the way it’s done in school. (Read this post) It does not have to take place inside, at a desk or table, in silence, sitting still, or through academic exercises. Children learn best when they are inspired through observation, experimentation, trial and error, going out, experiencing things practically as much as possible. So you’re going to have to diversify your thinking if you’re stuck thinking about classroom ways of learning only!
  5. Get out lots. Play lots. Talk lots. Whatever kids are doing they are learning – they just can’t help it. You can formalise it later, just enjoy it for now. Wherever kids are there are opportunities for learning. whether it’s spotting ants on the pavement, discussing the dinner, playing with others in the swimming pool, journeying, holidaying, meeting others. Play is essential for learning too. Use libraries, sports halls, museums, galleries, garden centres, shops, parks, playgrounds, nature reserves, sites of specific interest – natural – historic – scientific. Learning out and about stays with kids far better than sat inside.

This may also be a useful reminder for all of you who’ve been home educating a while now. If you’re anything like me you can get all up-tight about it and forget these simple ideas. So enjoy your home education too.

Whatever stage you’re at, may you have as much fun home educating as we did.

But – Could I really home educate?

It’s a bank holiday weekend. Who wants to think about education?

Of course, if you’re a home educator there is little distinction between education, learning and life. Which is really as it should be.

If you’re not a home educator and you’re perhaps considering it you might be interested to discover that there are thousands who are not going back to school after the summer but are continuing their learning life out of it – and much of it isn’t at home anyway!

Many parents think they couldn’t do it. A few are right – it takes a certain kind of parent, a certain kind of relationship with your children, and most importantly a mind that’s open to different ways of doing things.

But there are many parents who think they couldn’t homeschool who possibly could, with a little research and altered ways of thinking.

If you’re one of those I thought it might be helpful for me to repost my YouTube talk here to see if it might change your mind!

Click on the picture!

For more information and increased understanding of how home education really works see my books; ‘Learning Without School Home Education’, ‘A Funny Kind of Education’ and ‘A Home Education Notebook’. Details and extracts on the My Books page.

Shocking practice – for so-called education

Education is about people – I’ve always said that. If you think about it; how could it be about anything else?

Children excluded from the school picnic as reported on BBC news

It is about the development and evolution of our species – although we’re more normally concerned with our own particular individuals within it. But our individuals are part of the wider community, the human race, the planet and other species living on it. And how to live harmoniously in order to sustain it.

That’s what education is about – when you can see the bigger picture.

If anyone dropped in from outer space and observed it I doubt they’d know that – they’d just think it was about statistics and results and a huge political treadmill.

The bigger picture is of course made up of smaller parts; it’s children that most concern us when we think about education.

So when those individuals are treated in a less than harmonious way – like these children I read about recently as an example – it seems a complete contradiction of what education should be and proves the point about statistics – they’ve become more important than humanity.

This reported how a group of children who were unable to maintain a 100% attendance at school were excluded from a party.

I found this a shocking practice that creates a poisonous and divisive attitude to others and to education, clearly focussed on building school statistics not developing educated people. And I’m also shocked that the so-called educated people who make such policies are too uneducated to see it.

In order to develop educated people we have to demonstrate care for them, inspire them, nurture their skills and talents, enable them to extend and apply them to the wider world. This is what education is for isn’t it? It is about people going into the world, developing a relationships with it and the people in it, how this is sustained, so therefore its premise and its role must extend far beyond the small world of schools, institutions, their stats and results and the ensuing politics. And it starts with individuals.

Thankfully there are some in the profession are beginning to see this.

Geoff Barton writing in the TES agrees. He says that education is becoming so insular it is failing to relate to the bigger world out there and the people in it.

He says we must reclaim education as ours.

Well, that’s exactly what thousands of home educators are doing. Their inspirational approaches bypass the institutional treadmill education has become based on stats and attendance, records and results, yet the result of homeschooling is often the same; qualifications for some, higher education, employment, social adept individuals. Yet their approaches are nearly always centred around people – not stat-building.

Which just goes to show how unnecessary it all is. And how unnecessary it is to put kids through the cruel practice described above.

Shocking!

Fascinating approaches to home education

I had a long and thought provoking comment from Nav on my recent post ‘The Hypocrisy of Educational Discrimination’, about her home education – did you see it?

It was so interesting I invited her to expand the ideas she’d touched upon about their approaches in a post here. She describes being inspired by many other thinkers which she’s condensed in to five big ideas that influence their home education. I think you will be inspired too so do read on. Here’s her piece:

A Vernacular Home Education By Nav K

A science session outside with friends

I’m an English psychiatrist of Punjabi-Indian heritage, on an extended career break (possibly permanent one) and my husband is an English writer (with recentish Cypriot heritage mixed in). We live with our two primary school aged children in a rather small house, on a bit of land in rural Ireland (a move we made partly to make home education possible for us). My husband and I have always been drawn to the vernacular (I’m using that to mean designed or developed specific to the place) and to being part of nature, rather than separate from it. These ideas have guided our home education and made it a family and personal journey.

I’m the main educator in our home and I can’t tell you then that we follow a specific approach such as Unschooling, or specific school curricula, or Reggio Emilia or Charlotte Mason approaches – I think we are probably drawing on them all to different degrees in pursuit of the best education that we can access. I have some favourite educational thinkers (a bit of Jean Piaget, Lev Vygotsky is very influential and contemporary thinkers Kieran Egan and Gillian Judson are wonderful guides) but I also try to read widely and influences come from many thinkers outside the discipline of education. As a result, we’ve developed some underlying big ideas / philosophies or principles for our family education, which keep evolving of course, as we learn more together. The overall aim is not just to get clever, but to develop wisdom.

5 Big Principles and their influence on our learning:

  1. Seeing the grand, beautiful whole

The intuitive mind is a sacred gift and the rational mind is a faithful servant.We have created a society that honors the servant and has forgotten the gift.”~ Albert Einstein. Recent research into the brain has shown that the right hemisphere tends to take in a whole, complicated ‘picture’ of the world and the left brain specialises in breaking this down into smaller pieces (I’ve simplified this incredibly here). The writer Iain McGilchrist argues that humans have let the left brain dominate too far. For example, the left part of our brain helps us develop computers and artificial intelligence but would not be able to “see” what could go wrong by hurtling down this path so entirely and so quickly. Did you know that many university biology courses now have little or no outside-the-classroom work, looking at plants in their natural setting? If you love nature and plants and want to study them at that level of education, you’ll probably end up in a lab looking at tiny, tiny details through a computer aided microscope and manipulating genes for 3 years. So at home we use technology such as the laptop and internet but in a careful, thought out way for our learning and much of what we do means going outside, visualising and manipulating with our bodies, using all our senses if possible. We’ll do maths through dance and art rather than a online maths app. When we aim to discuss any topic that involves breaking something into its parts to study them closely, I try very hard to bring the whole back together again with my children.

  1. Everything is connected

All the educational school ‘subjects’ could be described as different but true ways of seeing the world and as individuals we might find ourselves able to understand or enjoy some ways of seeing in preference to others. At home we often discuss how knowing something of all these major ways of seeing the world could complement each other, rather than just being separate entities and I try to help my children find connections, for example the maths in music, dance, and nature (or any of these to learn maths); how science tries to pinpoint things more precisely, but so does language. We spend a lot of time exploring metaphors and analogies for anything we study. Have you noticed how all the greatest thinkers on any aspect or area of expertise have used striking metaphors? (Einstein being an example above!).

  1. Serious practice leads to serious fun!

(I stole that quote from my children’s wonderful music school director and it has become a mantra at home when things are tough.) Persistence and tenacity, focusing on small specific goals in each practice session to gain mastery at something the children have chosen to pursue (like learning to play a piece of music or completing that story or poem) rather than giving up when it gets tricky, allows you not only to feel the pleasure of mastery but then get incredibly and ably creative with it. We talk about this a lot at home using examples of people whose work inspires us. For example, the artist Georgia O’Keeffe who is widely recognised as starting American Modernism mastered painting ‘life-like’ from observation before she went on to develop her own original amazing style, as did many other great painters.

  1. Learn from inspirational masters and experts

We rarely find ourselves using specific teaching materials aimed at primary school these days. We find someone who inspires us or is an expert, somehow. This is usually through reading their books or finding their work on the internet. For example, we love the Royal Institute Lectures for science and maths, available online. We sometimes manage to persuade experts leading classes for adults to let our older daughter attend (like a recent series of archaeology lectures about our part of Ireland). We grab skilled friends to teach us what they know whenever they visit. I support the children to learn anything science or maths related and my husband focuses on creative writing because of our own knowledge and experience in those areas.

  1. Play to learn

Play is necessary for health, learning and for having fun! We make a lot of time for unsupervised free play. From experience we have found huge benefits to adventurous physical play, particularly outside: there is lots of rough and tumble wrestling, tree climbing, exploring rivers, swimming in lakes and the sea (when we can make it happen); but also other quieter (…well sometimes quieter!) forms of play, like fantasy / role-play and constructional play. We try to encourage that it occurs outside, in all weather. If quantum physics entanglement theory is correct, then whatever we spend time looking at (and perhaps listening to, smelling, tasting and touching) could help us become a little bit of what we interact with. So if the children spend much of their time out together with other nature, they might truly be part of it, value and defend it, rather than covet and relate more to screens and machines.

There is a lot more to our personal and vernacular home-education than I can write here and there isn’t the scope to give each big principle or the thinkers behind them, the words or time they are due, but I hope I’ve made a fair attempt at describing some of them.

After lots of encouragement to do so, I am currently busy putting together a simple website to document and share these ideas in greater depth. I hope they will be useful to parents thinking about, embarking on or already on a home education journey. If you would like to know when it goes up on-line please send an email to home.edgeucated@gmail.com