Home-school laws for Virginia; textbooks and curriculum

So, I know I announced a while ago that I was officially home-schooling Cooper.  Well, I sorta did a 180* when an English Teaching job opened at his prospective school.  I thought I could "be there" for him in that way.  Then I found out about the discipline policy of the administrators, which is NOT appropriate for discussion in this forum.  If you are local and have questions feel free to email me.  Ask for my email in the comments section.  This new information explained A LOT of what I had experienced there as a substitute teacher, and I deemed it a hostile work environment, as well as a hostile learning environment and I withdrew my interest in the job and mailed in my "Intent to Home-school" form to the Superintendent.  So it's a done deal.

Virginia's Home-schooling laws are VERY restrictive.  Each state has their own laws, and most states offer a "religious" opt-out loop-hole.  Virginia requires that parents that intend to home-school their children provide the district Superintendent with their "qualifications", and curriculum.  Then the Superintendent looks over the information and makes the final decision.  There is no Unschooling here.  If you only have a GED, forget it, unless you have one heck of a curriculum, or have proof of enrolling your child in an online school.  At the end of each year a portfolio or test results must be submitted to prove the child has achieved objectives that are grade/age appropriate (those are two entirely different things, but go with it).  Luckily for us, we have www.soarathome.com because we are military.  If you don't have that, you can request that your child be tested with the public school kids on the state test (I am not sure of the cost of this, but I think it's free), or you can look into the CAT.  I think they run between 30-50 dollars.

Online schools you can access would be the Kahn Academy, which is free, or K12.com which may cost (depends on where you live), and I'm not sure how much it costs.  I know these two are VERY reputable.  I know there are others, but I'm not comfortable recommending them because I have little knowledge of them.  Feel free to add to this list in the comments section if you can vouch for your online school.  I know that both of these schools provide licensed teachers and are well respected.  On to curriculum.

I suggest using a curriculum if you are comfortable TEACHING your child.  I am in love with the texts I have chosen.  They will allow my son to self-guide his learning, which is important since he is almost 12 and not to into me hovering over him (insert angsty, 'maahh-oooohm' here).  I chose the grammar series by Michael Clay Thompson..  With my background as both an English teacher, and Special Education Teacher specializing in Dyslexia I must say that this process is the ONLY way to teach language to all kids.  He really breaks down language, and exposes the purpose of learning each segment and the relationship between the "ladder of Language" as I call it, or the micro to macro fro phoneme to essay!  The kids learn that words have functions (parts of speech), and the function determines a words place in sentence, and sentence punctuation relays a message and so on.  It teaches them the functionality of language instead of having them memorize the definition of a clause, comma, etc.  This is especially important for dyslexic kids.  The purpose of comma's, the function of suffixes, and their relationship to parts of speech, things that are often over-looked when grammar is taught in most classrooms.

I am getting my literature text from Kendall-Hunt.  I'm not using them for anything else, because Cooper has done their math curriculum before and not liked it.  I love their literature text because it provides kids with RELEVANT, age appropriate literature and analytic rhetoric.  It is by all means a Classical approach to literature.    I want him to think critically about what he reads.  This year I want him to learn to see the relationship between the author's life experience and the material they wrote about, as that will help him endure the boring biographical informational power point that will precede all literature he will read in public school.  I want him to be able to understand why the authors biography matters, before I send him back to public school.  Other wise he will be a very bored student.  There is often a disconnect, for students, when it comes to the purpose of the information they are receiving from their teacher.  They often think they are learning information so they can answer questions on a multiple choice test.  The Kendall-Hunt Language Arts texts, because they follow a Classical model, ensure the purpose of imparted information is clear.

I am using Challenge Math for Cooper.  It takes the student through each grade level math objective in baby steps.  This will allow Cooper, for whom math is quite the challenge, to self-guide his math instruction.  I also like Math-U-See.  Again, Cooper doesn't like this curriculum.

Science and Social studies are not as closely monitored by Superintendents, at least not for students in the Lower grades.  I will be providing him with lists of possible "units" for each subject and letting him research and teach me about the topics he's decided to learn about.  Each unit will be "tested" with his choice of project and demonstration, research paper (simple notation), or writing and grading a test he gives to me.  He will also be participating the Ft. Eustis Home-Schooler's Association T/Th PE class/get together.  No 12 year-old boy wants to hang with his mom 24/7/365!

I hope this information helps those of you who are thinking about home-schooling  in your journey to a decision.  If you are a home-schooler with valuable information to share, feel free to do so in the Comment section below!  Thanks!

Homeschool debate DECIDED

So, I have already stated that Casey an I have decided to homeschool Cooper, and perhaps eventually Willem too.  I simply wanted to provide a link to the co-op we are planning on becoming a part of.  It offers Spanish, Latin, Biology, Physics (with LABS), and AP Classes for high school.  They don't seem to offer English classes which is fine for us because I am a licensed English Teacher after all.  This just proves that there ARE alternatives to Public Education that provide BETTER learning environments and equal opportunities for kids.  I plan on offering my expertise; for kids with Dyslexia, literary analysis, and writing (both creative and research). Hopefully, I can teach a few reading and writing workshops for the older kids who are getting ready for college.  If not, that'll be fine too.  The Williamsburg Classical Community Academy  is the name of the Co-op.  If this isn't to my liking (which from the course descriptions I think it will be) I will start my own.  Roughly 30$ a class, per month.  Really, not bad AT ALL!

I encourage you to look into this type of setting as a viable option for your own children.  Public Education is becoming less and less educational every year.  We all need to remain invested in the state of our public schools regardless, as they are churning out the majority of our work force.  However, in order to begin effecting change we need to stop accepting public school as the ONLY option.  There is absolutely nothing wrong with parents coming together to provide their talents and knowledge to teach a group of children.  Most of these parents are qualified, much as I am, to provide these kids with a QUALITY education, and they don't have the machine crushing them with silly requirements that take great teachers and ruin them.  If you don't believe it's happening, read this article...  His story isn't an anomaly, it is the story of every teacher in every classroom in the US.  It was my story.  It has been the story of every teacher my sons have ever had.  I have had enough, and want BETTER for myself and my sons, and I looked until I found it.  If you can't find the "better", be the "better".

What Dyslexia Looks Like

Well, we have officially decided to homeschool Cooper.  Casey wants to participate in teaching Cooper Science.  In essence both of us will work to educate him.  Will, however, will remain at public school a while longer.  I have worked long and hard to get him an IEP and want to be sure he has a chance to function in the school setting with proper supports before I make any decisions about home schooling him, not to mention he is quite the EXTROVERT, and I don't think he'd thrive at home.  I would like to keep him in a classroom setting for as long as possible.   However, given his dyslexia and giftedness I am open to finding ways to allow him to co-learn at home.  I am after all the most qualified professional in his life to deal with his complex educational profile.  On some levels it just stinks that I am his mom.

Anyway,  today I really wanted to show my readers what dyslexia LOOKS like.  I talk about it, but unless you see it you have no idea.  My hope is that this little exposure increases awareness, after all this was my passion long before my son was diagnosed.  In fact he may still be un-diagnosed if this weren't my passion.
Below is a letter he wrote to us.  As you can see from his teacher's comment, this is an example of his BEST work.  You will find a translation (corrected spelling, but not punctuation- lack of awareness of punctuation is a part of dyslexia) at the end of each page of the letter. Oh, and he is nearly 9 and in 2nd grade (He should be in 3rd grade.  I demanded that he repeat 1st grade, long story.)  For those of you who don't know him, he is INCREDIBLY bright.  We thought he'd surely be in the gifted class, as he was putting together large puzzles with no difficulty as a toddler.  He is articulate, creative, and can execute math problems far above his grade level.  He frequently discusses theological and philosophical ideas that most adults cannot grasp, yet this is his best writing.

"Once there was a person that wanted to be mean and called me a fatty and when I got. Home I felt bad so I worked out a lot until I was as skinny as a ???? my friends helped me feel better but it still did
         Not work the next day I woke up and kind of showed my muscles and the person called me fat.  I just walked away and made a club called (no mean club) so when. The person came I let him in checked for any mean tools he had none so I kept an eye on that guy."

"and then he. Then tried to hurt kids so I telled him to get out but he said "no" so I throw him out of the club.  And to never come back so he did what I said.
                  and never came back.  I felt happy that I stopped the person from being mean to other people and meand he never ever was mean to anyone again.  And that was that and that person was never mean again and I also stopped that person from being a bully and he started a new life and was nice and not mean so he became my friend and I reminded him not to be."

Again, this is some of his best work.  As you see there are reversals, but the reversals are a symptom.  You can put cute little "b","d","p","q" visuals up all you want, but it won't help.  That, in and of itself, is akin to learning by osmosis for him and any other dyslexic for that matter. The bigger picture is his lack of awareness of the functioning of letters, phonemes (which are letter combos that make certain sounds like "th"), and sentence structure.  His brain is not only NOT hard wired for this information, it is wired counter to being able to understand these concepts.  This means manually inputting this information into his brain and reconstructing his synapses.  Yep, Call me brain reconstructor.  He doesn't understand the squiggle that looks like "q" makes the "qua" sound or that the little symbol that looks like "p" makes the "pee" sound.  Which is why he reverses them.  He doesn't get the idea that a "." means the end of a written idea.  The correlation between spoken and written word doesn't exist for him or other dyslexics.  This is a kid that at 8 could add and subtract 2 and 3 digit numbers, gets general concepts of things like the "string theory" and frequently asks deep theological questions.  He is incredibly bright.  Dyslexia occurs only in people with average, to (more often than not) above average intelligence.  Einstein and Edison come to mind.  Yep they were dyslexic.

One thing I fear about him in public school is that like the two men I just mentioned, my son will be cast off as being of below average intelligence because of his poor spelling and grammar.  Worse yet, if he doesn't receive proper interventions he will continue to learn to read far after the school has him reading to learn.  He will lose out on information needed to build his basis of knowledge in subjects like social studies and science, not because he CAN'T learn it, but because it isn't delivered to him in a fashion that is efficient for his brain.  He will fall behind and be placed in lower track classes.  I saw this far too often as a teacher; kids who fall grade levels behind, but are as intelligent, if not more intelligent than their peers.  This one little dirty word is why.  It isn't recognized by IDEA or NCLB as a disability in and of itself.  Instead it gets classified as "written expression" or "reading comprehension"  and schools treat the symptoms and not the problem.  I have worked with several kids one on one to "reconstruct" their synapses so that they might, when they were done with me go out on their own WITHOUT an IEP or a crutch and be able to function to their IQ.  Heck, I taught my son to read, I had to pull him out of school to do it.  I still work with him on spelling, but these brains need intensive sessions.  They need to be pushed to the point of hurting, literally, which is why it's a curse that his mother is his best resource.  I guess I hope that this gets out there for two reasons: 1.) so parents who think there is something just not quite right with "johnny" or "jane" can look at this and say, that's my kid.  Then they'd have a place to start looking.  2.) So myths that educators cling to can be debunked and students' true issues can be addressed.

Also, wasn't his letter BEAUTIFUL!  What a beautiful little lion of a soul he has.  If I didn't have so much practice reading this kadiwompus writing I may never have decoded the hidden message.  He is a writer, an author, with important things to say.  It is OUR responsibility to be sure all kids are given the tools to communicate their messages to the world!

P.S. WORLD, he is built like an ADONIS!  He could be the son of Hercules or Beowulf.  He is about as much of a "fatty" as a Hanes underwear model!

What makes me "approve" of a public school

Today I subbed in my favorite middle school in our district.  It is the one school I WOULD send Cooper too.  Why would I send him to this school and not the one we're zoned for?  What is it about this school that I like?  It isn't test scores.  It isn't that it is a new facility.  There is a middle school that was built and opened within the last year in the district, this isn't it.  No, it isn't the facility, it is the faculty and administration.

Here's the dirty little secret that test scores don't accurately communicate, not everyone with a teacher's license is actually invested in their students, or education.  How, then, can you know when a school is staffed with effective and invested staff?  I have found only one way.  You must be a part of the school.

There are clear markers that are obvious to a trained eye.  The big one for me is student conduct.  Teachers that care about kids set clear expectations and are consistent in enforcing them.  To me a teacher that does this for academics does this also for behavior.  There is a sense that students are following the rules, not out of fear but out of respect.  It's about the small things.  Even the best teachers can't enforce their expectations if their hands are tied. Time to be specific already!

I like that this school has the kids wear uniforms.  School is about learning.  Clothing can be very divisive, and distracting.  Uniforms take the head ache out of enforcing dress code policies.  Schools that wear uniforms generally yield higher academic performance.  The uniform debate could be it's own post, so you'll just have to take my word for it (research it for yourself), that a school that enforces a uniform code will usually be better than one that doesn't.  While uniforms are a sign that, "We take this school thing seriously", they definitely aren't everything.

Here is the heavy hitter; the administration supports it's staff, they are "teacher centered".  During a long term position (at this same school) I had to break up a mild girl fight.  The principal was quick to thank me, and swift in dealing with the girls.  He was compassionate and fair with both of them.  A week later I was enforcing a new school-wide rule that only clear liquids could be drank in classrooms, and only out of clear containers when a student acted defiantly towards me.  After several warnings, I wrote a referral on the spot.  The principal called his parents FOR me, and gave the student an in school suspension.  Amazing!  Administrative support!  I'll support HIS rules (school wide rules) in the future.  If I see misconduct in the hall I WILL speak out, because I know I WILL be supported.

To me that means everything.  If the students know that the Administration is going to back up their teachers they will respect classroom rules.  When classroom rules are respected teacher's can teach and students can learn.  When teachers have this type of support they reinforce school rules.  When school rules are reinforced there is a sense of cohesion among the teachers and between faculty and administration, and a safer school is born.  Safe schools allow distraction free learning environments.  Students pick up on this cohesion and not only give up on trying to undermine authority, but also learn from the example set by  the adults and there is more amicability among student peer groups.  Hallways are freer of fights and trash.  Classroom time is focused and more productive.  One word; RESPECT.

The school my son would have to go to (not a school of choice state) is riddled with chaos and dissension.  Students swear and dump their trash in the halls and no one admonishes them.  They openly belittle each other in front of staff that then does nothing.  Recently, 4 girls beat another girl unconscious during lunch.  Where were the adults, perhaps afraid of getting in trouble for intervening?  Yes, that's a possibility.  It's happened to me before (an administrator more worried about a law suit than the students).  When I subbed there I had 6th graders actually say these things, "you can't make me", "who do you think you are", and "be patient" when I asked them to "please open your books".  Those that know me personally know that I am gregarious and friendly.  I was treating these kids with respect and using a bubbly tone.  Maybe this isn't important, but this was a Ph.D's classroom I was subbing in.  Typically a student behaves in this manner when they've learned their teacher's disciplinary measures don't have any weight.  At this same school a student was running in the hall, I told him to stop.  He looked back at me, and then didn't even slow down.  The other teachers in the hall looked at me like I had a third eye.  I don't want to teach there, so why would I let my kids go there to learn?

Give me a school that has clearly defined expectations, staff that is supported by it's administration, and a has a school wide commitment to student learning.  Do I think uniforms can do this?  No.  I think uniforms are a part of this, but Administrative support is at the core of a good school.  Unfortunately, most parents aren't going to know if a Principal is supporting his teachers or not.  I've taught with supportive administrators, and administrators that undermined me every chance they got.  It's a simple equation.  Administrators that are teacher centered have teachers that are student centered and students succeed.

School I like here.  Notice the year the administrator came back after 2 years at a different school in the district discipline took a sharp turn for the better, and test scores improved slightly.  School I don't like here.  Notice the steady increase in disciplinary problems, and that the test scores are slightly lower than the other school, with a slight decline in 2 of 4 categories in the last 2 years.  It isn't everything, but it's a piece of the puzzle.  If anything the school disciplinary report speaks more honestly to the quality of the school than the academic test scores.

Profile of learner, what this means for my kid.

These are Cooper's results for his multiple intelligence test, excuse the formatting, I didn't know how to transfer it properly.  If anyone knows how to do this they can tell me in the comments!  While being "social" isn't important to him, nor is collaborative learning, he did say, "I do wonder, if no one else has to learn this why do I?"  This attitude is why my traditional setting was such a source of friction for us the first time around.  Given the results, I wonder if this attitude wasn't manufactured by traditional school structure (grades, etc.).  That doesn't mean this is a good or bad attitude.  I am just not subscribed to the belief that it's inherent within Cooper, and I wonder what relationship this attitude has with his learning.  He loves to learning when he picks the material, but if anyone else picks the material this attitude of why should I kicks in.  I think, at this point, that the type of homeschool parents my husband and I are fits nicely for Cooper's needs.  We'd pick the objectives, and he'd pick the material.  He wouldn't have the "why should I attitude" because of his ownership of his own learning.  After all, we don't think "why should I" when we, as adults, decide we WANT to learn a new language, or how to knit, or how to garden.  The fact is, that he doesn't need other PEOPLE around him in order to learn (there are folks that do), but in order to motivate him to learn things he has BEEN MANDATED to learn.  No one MADE him read "Universe in a Nutshell", certainly none of the other kids in his class were doing that in their free time.  He did it because he wanted to.  So, in effect the "other kids" serve to make him feel as though he isn't the only one being forced to something he finds pointless, and annoying.  Lovely.  More information is still needed.  

Your top three intelligences: Intelligence Score (5.0 is highest) Description 4.71 Spatial: You remember things visually, including exact sizes and shapes of objects. You like posters, charts, and graphics. You like any kind of visual clues. You enjoy drawing. Effective techniques of enhancing your learning using your spatial intelligence include creating and/or using pictures, maps, diagrams, and graphs as you learn things. Other suggestions: Write a language experience story and then illustrate it. Color code words so each syllable is a different color. Write a word on the blackboard with a wet finger. Visualize the word as it disappears. See if you can spell it afterwards. Take a survey. Put the information in a chart. Write words vertically. Cut out words from a magazine and use them in a letter. Visualize spelling words. Use colorful newspapers like USA Today. Use crossword puzzles. 4.57 Body Movement: You like to move, dance, wiggle, walk, and swim. You are likely good at sports, and you have good fine motor skills. You may enjoy taking things apart and putting them back together. Incorporating body movement into your learning will help you process and retain information better. Here are some ideas. Trace letters and words on each other's back. Use magnetic letters, letter blocks, or letters on index cards to spell words. Take a walk while discussing a story or gathering ideas for a story. Make pipe cleaner letters. Form letters out of bread dough. After you shape your letters, bake them and eat them! Use your whole arm (extend without bending your elbow) to write letters and words in the air. Change the place where you write and use different kinds of tools to write, ie., typewriter, computer, blackboard, or large pieces of paper. Write on a mirror with lipstick or soap. Take a walk and read all the words you find during the walk. Handle a Koosh ball or a worry stone during a study session. Take a break and do a cross-lateral walk. 4.14 Musical: You like the rhythm and sound of language. You like poems, songs, and jingles. You enjoy humming or singing along with music. You probably remember things well when they are associated with music or rhythm. Try to incorporate sounds into your lessons, such as using a familiar tune, song, or rap beat to teach spelling rules, or to remember words in a series for a test. Here are some other ways to use your musical intelligence: Create a poem with an emphasis on certain sounds for pronunciation. Clap out or walk out the sounds of syllables. Read together (choral reading) to work on fluency and intonation. Read a story with great emotion — sad, then happy, then angry. Talk about what changes — is it only tone? Work with words that sound like what they mean (onomatopoeia). For example: sizzle, cuckoo, smash. Read lyrics to music. Use music as background while reviewing and for helping to remember new material. Use rhymes to remember spelling rules, i.e., "I before E except after C." The scores for your other five intelligences: 3.86 3.14 3.14 3 2.86 Just because these five are not in your top three doesn’t mean you’re not strong in them. If your average score for any intelligence is above three, you’re probably using that intelligence quite often to help you learn. Take a look at the Practice section to see how to engage all your intelligences.

Homeschool debate

My husband and I have decided to have several conversations in which we EQUALLY weigh the pros and cons of homeschooling against the pros and cons of public school.  We have several questions we want to discuss.  Each child would require their own unique conversation, and we would take into account that while I am the licensed educator, we would both be active participating FACILITATORS if our children were to be homeschooled.

1.) What do we hope our children will get out of public school. (Why do we send them)
Once this question is answered we will weigh the value of this answer against this question
2.) What do we fear they won't get out of public school, or what do we fear will be negative about the public school experience in the context of their futures.
3.) What do we believe our children would get of homeschooling?
Once this question is answered we'd have to ask
4.) What experiences do we fear our children wouldn't get as homeschoolers, how would the homeschool experience fit into the context of their futures?

This is the nitty gritty part of the conversation.  We'd have to weigh the answers of number 1 against number 2 and then weigh the answer of number 3 against number 4 too see the pay outs.  In the end see which is the most logical.  They both have pros and cons.  Our kids WILL learn in each environment.  It's a matter of seeing which environment will BEST allow them to learn the MOST, with the least amount of negative "side effects"; based on each child's individual needs and learning styles.  We will work hard to keep each other honest and objective by playing devil's advocate.  I'm glad that we've homeschooled them for their religious education, and that I homeschooled them for their regular education (both unschooled and traditional settings).  It will make things easier.

I'll keep everyone updated.  I think this a very valid discussion that more people should have.  It's a part of parenting deliberately.  At this point we know this much.  If we do homeschool we aren't radical unschoolers.  It's not that I completely disagree with this (more here), I just don't think I can undo my "teacher" mindset, and the state of Virginia requires that homeschool students pass their state test based on their state standards.  Not to mention, adults are expected to meet objectives and dead lines.  It is my responsibility to teach my children to do the same.  We'd still be facilitators, but we'd present objectives that are to be met through inquiry based learning.  Defining who you'd be as homeschool parents is definitely the first step.  Read, search, and find your truth.  The next most important thing to know is who your child is.  What is their learning style (free test here take this with your child, you will need to interpret some of the questions for them, be sure to let THEM pick their answers.  Do not manipulate their answers.  It is based on their perceptions and not yours.), and what are their needs?  Not every kid was made for homeschooling, and not every kid is cut out for traditional schooling either (can you say Einstein or Edison).

More for the debate

An old entry, from my other blog.  I don't use it anymore, but some of the entries are quite good so I haven't deleted it.  It discusses boys and public education.  This was written right after Cooper's terrible first grade year, so it may be a bit less objective than my current writings.

http://allthingsboy.blogspot.com/2008/09/new-year-same-old-crap.html

To Homeschool or Not to Homeschool

I am a teacher.  I am an educational advocate.  While I know the system is broken, I still believe in it's ability to work.  Even if it means kicking, and banging on it from time to time.  I have homeschooled my sons once before.  For one semester.  They were in a really horrible school, even though it was a "blue ribbon" school with decent test scores.  Test scores mean nothing by the way.  My youngest son was in first grade, couldn't write his last name, and wasn't learning to read AT ALL.  My oldest son, who suffered a huge academic loss due to poor teaching in first grade, was in the first 3rd grade class in this district to try a rotating schedule.  All current research says that rotating schedules actually impede learning until children reach the age of about 10 or 11 (5th grade), because they aren't yet developmentally prepared to deal with multiple teachers and multiple classroom settings.  I pulled them out because I felt it was a one time emergency type situation.  I had already advocated on their behalf starting with the teachers, and eventually working my way up to the school board.  I presented all of them with research (for my oldest son), and educational law (for my youngest son).  Nothing changed.  I was left with no other option but to use my skills solely for their benefit.

It worked out wonderfully academically speaking.  My oldest son not only regained the lost learning, he went into 4th grade (in a different state) reading 2 grade levels ahead.  My youngest son not only learned to read, he learned to write and did both on grade level when he entered 2nd grade.  By the way, we ended our "school year" in April.  I also found out my youngest son  is dyslexic.  However, (here's the "but") it made me a basket case.  Granted my husband was gone that entire time (Army).  I was totally alone with my kids, 24 hours a day for 6 months.  I didn't get a single minute away from them.  On top of that my oldest had already learned the worst lesson public education teaches (I know because I had to unteach it to my classes every year); if I wait long enough the teacher will give me the answers.  When that didn't happen my son did what my classes usually do, he whined.  Problem is he was my kid.  He didn't stop after a few days because he knew I wasn't going to give.  Heck no.  He kept at it the entire 6 months hoping "mom" would cave in.  He should know me better than that.  I was very happy to see them re-enroll into public school.  We definitely needed a break from each other.

I still function under the belief that if I supplement their weak spots, have a close working relationship with their teachers, use the law to advocate for them, teach them metacognition, and to self-advocate they can succeed in public school; and that the school will be better because it will have a KNOWLEDGEABLE parent making it be accountable. After a few long term substitute teacher jobs I am beginning to doubt that.  I still think a school would benefit from having our family be a part of it, I'm just doubting that our family would see any return benefit.  Even the "intensified" English classes that I taught lack CRUCIAL skills.  While they could rattle off elements of a short story, vocabulary definitions, author biographical information, they couldn't tell me what the main idea was, or the theme.  They couldn't tell me cause and effect or problem - solution.  The few that could tell me the theme couldn't support their answer with details from the text, not a single 8th grade intensified student could do that.  They can't think.  They can't problem solve.  They can't really communicate their ideas.  They function only in the lower 2 levels of Bloom's Taxonomy.  It isn't just here, I've seen it consistently in 5 states now.  This observation is validated with actual statistics.  More than half of college freshman have to take remediated English courses.

How are these kids supposed to manage college or working, let alone living.  A teen that can't manage causal relationships is in a dangerous situation.  Not to mention how are these students supposed to succeed in other subjects like science and social studies?

The U.S. Military provides families with something called "Soar at Home".  It's basically an online school with courses in math and language arts based on state standards.  I gave each of the boys an evaluation this winter break to check on their skills.  My 5th grader got 80% correct in math, and 77% in language arts.  He got 0% right in the sections for "supporting details", "cause and effect", and "problem-solution".  I was nearly enraged.  It isn't his fault, it isn't his teacher's fault.  These things simply aren't being taught.  They take too much time to grade, and are only a small portion of the "TEST".  If a teacher has to chose between a student passing the test and a student learning to think, which will they chose?  Since there are so many kids they teach to the mean, which means assuming kids won't have luxury of learning to think.  My 2nd grader got a 60% in Language Arts (learning disability so not too bad.  I didn't read it to him), and 45% in math.  WHAT! Math is his strong suit.

So now I'm debating my sanity vs their education.  I have the skill set, and the tool kit necessary to ensure they succeed academically.  I can either spend from 4-5pm doing school homework and 5-7 pm catching them up on what they aren't learning at school, or I can homeschool them.  Seems like a no brainer, but it seriously makes me a crazy person when I don't get any alone time.  Not to mention I can't work at all.  Jury is out.  If I did homeschool, I am thinking it would only be during Middle School.  I really think that Middle School is the make or break academic time for kids.

an oldie but it fits here

This is from December of 2006 (When I was still teaching!). What I say seems to fit the theme of this blog so I wanted to post it here!

"Today I recieved a batch of little yellow notes from the psychology class. They explained why the students had picked me to be the reciepient of their admiration. Of course they made me feel good. However, they provided me with a great deal of insight, into myself and the broader world, that I didn't expect.

First of all, they all said the same things. I came to understand that in my students eyes Mrs. Gasway = positivity, energy, enthusiasm, randomness, fun, passion, authenticity, and individuality. These are qualities I aspire to possess so I'm glad that others have percieved me as such. That was a much needed affirmation. It did make me think if Annie, mommy, wife, and all my other selves possess at least a few of these qualities. I don't know. I don't get little yellow notes from my husband, children, or aquantances. I began to wonder what qualities my critics notes would highlight, and what color would they be? Then I thought about all the other teachers notes and how they were impacted by them. Finally, the students, did they take this assignment seriously, or was it just a gotta-get-it-done sorta thing. It doesn't matter, I just always wonder that. I'm a teacher!

What would life be like if we were assessed regularly on the perceptions others had of us. What if we could get in writing some sort of run down of the qualities others see in us. Would we be any more motivated to be better human beings?

To me the notes were an affirmation that I am the person I aspire to be, and I do embody the qualities I strive to represent. It's nice to know I'm actually hitting the target, and not just thinking I am. So many of us think we know who we are until we find out the collective perception of us is much different from our perception of ourself. Really we are only what other's think we are until we prove otherwise, and still we are only what others think we are.

It's easy to say "I don't care what other's think". You should care enough that you can use public perception of who you are to gage if you're hitting your mark. However, you shouldn't let what other's think persuade you to be someone you dont WANT to be.

Besides, most of the time when people say, "I don't care what other people think of me." What they should be saying is, "I don't care if other people like me." Because, unless you're selling something, you shouldn't care if people like you or not. Little yellow notes aren't really momento's of approval. They're insight into the collective perception of you.