Here's what I'm really struggling with. I can't get Jane to read. She is an avid reader and reads great big books and consumes them quickly. But as soon as there's a hint of me wanting her to read something...then she doesn't want to read it. I've been patient. Given her time to mentally adjust. Agreed that she could read a "fun" book and a book for school at the same time. Nevermind my argument that a school book could be "fun." Why waste my breath? Offered her a huge list from which to pick; a list I didn't create but a compilation of homeschool teen's favorites. I've taken her to the library to choose for herself, but she just comes back with fiction. I finally told her that if she wouldn't choose, I'll choose and she'll have to read it. She agrees and I choose and nothing gets read.
This isn't about homeschooling. (I can hear all the people out there saying, "See. This is why it would never work. I could never get my kid's cooperation.") This is about her relationship with me. We've always had a sort of push-pull relationship. It has affected the school situation, but this one is trickier, because it's not in a textbook; it's not outlined in a lesson plan. Also, you can see an unfinished lesson or worksheet. It's harder to "see" an unread book.
I guess I'll have to assign several books with book reports due at certain times and have consequences (like no t.v.) if they don't get done. And maybe I'll add incentives like if you finish early, you can eat out with your friends before or after dance. I'll try that and let you know what works.
Musings on the daily trials and triumphs of a homeschool family.
Saturday, October 27, 2012
Wednesday, October 17, 2012
Bumps
I knew there would be bumps in this highschool journey. As the weeks roll along, Jane and I have been having discussions about how things are working. Mostly, I'm just SO imressed with how well she is doing. So, what has not been working? Consistency. Consistently doing her work every day!
Her other studies are suffering because she spends much of her time focused on the co-op classes. She cannot let her math, english, history and spelling (yes, spelling in 9th grade; she needs it!) suffer. Mind you, she is still doing them, but not with the same attention. I get nervous, then I get crabby. But, I caught myself and instead of stewing about it, I sat with her at the school table and we talked about it.
She told me everything she has to do (this gives her the opportunity to map it out and see it) and we added her piano and dance (like Thursday's she can't have too much heavy school work; she demonstrates 2 hours in the morning and dances up to 3.5 hours in the evening) and then we mapped out a "budget" if you will. What days she's going to do math, what time is best for her science test, when is a good time for her logic puzzles, what can be done on Thursday afternoons, etc. We both feel better and I think she felt empowered. As I read what I wrote, it doesn't sound so bad, but I can assure you, it feels a lot bumpier!
I really feel panicky sometimes and have to remind myself that this is a journey and nothing will be solved in a day. It's as much about the process as it is about the end result. Jane will have learned far more from our sitting down together and mapping things out than she would have learned from me being all "crazy mom" nagging her.
It's also an opportunity for me to give her (and Ruth) good messages...teaching them to be patient with themselves and new things and processes that sometimes involve tweaking. Understand that I HAVE nagged and really gotten on her sometimes. I'm not always at my best.
I'm settling into my work routine fairly nicely. Marty takes Sam to school on Monday's and Wednesday's and picks him up as well (unless he gets a ride from a friend). I work 7:30-4:00pm on Monday's and Wednesday's and the girls call me when they are up and running (usually between 8 and 8:30). I try to leave a list of the things they need to get done; especially for Ruth. Even Ruthie is rising to the challenge though and getting her stuff done and taking charge of her responsibilities. Tuesday's are our quiet days; we get lots done. Thursday, Ruth and I do school work while Jane demos dance and often end up at the library in the afternoon. Friday is piano and co-op day; it goes by really fast!
New chapters in our lives can be scary, but I'm finding this is turning out to be wonderful!
Her other studies are suffering because she spends much of her time focused on the co-op classes. She cannot let her math, english, history and spelling (yes, spelling in 9th grade; she needs it!) suffer. Mind you, she is still doing them, but not with the same attention. I get nervous, then I get crabby. But, I caught myself and instead of stewing about it, I sat with her at the school table and we talked about it.
She told me everything she has to do (this gives her the opportunity to map it out and see it) and we added her piano and dance (like Thursday's she can't have too much heavy school work; she demonstrates 2 hours in the morning and dances up to 3.5 hours in the evening) and then we mapped out a "budget" if you will. What days she's going to do math, what time is best for her science test, when is a good time for her logic puzzles, what can be done on Thursday afternoons, etc. We both feel better and I think she felt empowered. As I read what I wrote, it doesn't sound so bad, but I can assure you, it feels a lot bumpier!
I really feel panicky sometimes and have to remind myself that this is a journey and nothing will be solved in a day. It's as much about the process as it is about the end result. Jane will have learned far more from our sitting down together and mapping things out than she would have learned from me being all "crazy mom" nagging her.
It's also an opportunity for me to give her (and Ruth) good messages...teaching them to be patient with themselves and new things and processes that sometimes involve tweaking. Understand that I HAVE nagged and really gotten on her sometimes. I'm not always at my best.
I'm settling into my work routine fairly nicely. Marty takes Sam to school on Monday's and Wednesday's and picks him up as well (unless he gets a ride from a friend). I work 7:30-4:00pm on Monday's and Wednesday's and the girls call me when they are up and running (usually between 8 and 8:30). I try to leave a list of the things they need to get done; especially for Ruth. Even Ruthie is rising to the challenge though and getting her stuff done and taking charge of her responsibilities. Tuesday's are our quiet days; we get lots done. Thursday, Ruth and I do school work while Jane demos dance and often end up at the library in the afternoon. Friday is piano and co-op day; it goes by really fast!
New chapters in our lives can be scary, but I'm finding this is turning out to be wonderful!
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