Home Schooling Co-op Confusion - Guest Post

Today, I'm especially lucky to have Tracey Birch from Inside the Mommyvan explaining what co-ops mean to home schoolers...and what they don't. Thank you, Tracey!

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If you spend much time around homeschoolers, you'll probably hear them talk about their "co-op" days. I was recently asked for an explanation of these mysterious organizations by someone who'd heard they they were "like school, but without qualified teachers."

I suppose that description may fit some co-ops, but I'm fortunate to live in an area where that couldn't be farther from the truth, at any of the half-dozen co-ops in my general vicinity (and those are just the ones I've heard of).

First off, what is a homeschool co-op? Details vary, but in general it's when a group of homeschoolers get together--usually once a week--for a day of more-or-less classes. These are often, but not always, taught by the co-op parents, and the subject matter can range from belly dancing to advanced biology. There is usually a fee for classes, which generally goes to the individual teachers to pay for their time and supplies. Some large co-ops have a paid administrative staff, but most are truly co-operative, relying on parent volunteers for everything from scheduling classes to cleaning up the lunch room. The best organizations double as a support and social group for both parents and students. Some have the interpersonal drama you might expect from any organized group of individuals, but no more than you'd find in a PTA or neighborhood organization.

As for the teachers' qualifications, there are a few things to keep in mind. One, many former professional teachers homeschool their own kids; two, co-ops often attract outside (non-homeschooling) teachers and experts; and three, truly unqualified teachers are easy to avoid. As word gets around, and it does, about their lack of teaching skills or subject-matter knowledge, they're not invited back to the co-op or people just don't enroll in their classes. How many traditional-school parents have (or wish they had) that option? The reality is that public school teachers are often placed in classrooms far outside their areas of expertise (take a look at your state's minimum requirements for a teaching certificate sometime), and much of their class time is spent on high-stakes standardized test preparation. Worst-case at co-op: we've spent an hour a week for one semester in a worthless class. At a traditional school, that class with the "bad" teacher may be the student's entire day, every day (for lower grades) or their only opportunity to take an advanced class in the upper grades.

Some co-ops add on many of the extra-curriculars found at traditional schools: field trips, yearbooks, science fairs, student council, art shows, even prom and graduation ceremonies. Others focus on rigorous academic subjects, with highly qualified teachers and loads of homework. Still others are relaxed, with an eclectic mix of classes where age or grade levels are mere suggestions and parents, often with babes-in-arms, can be found sitting in on class sessions.

Whichever type you choose, co-ops can be a valuable addition to a homeschooler's toolbox for academics, extra-curriculars, and social time. My kids are currently taking a science & nature class from a long-time professional educator (who brings in all sorts of critters for the kids to see and touch) and a class on playing games (fall semester focused on old-school games and good sportsmanship, this spring is games from around the world complete with geography and culture lessons). In the past they have taken arts & crafts classes (with themes from a storybook reading), Lego construction (including simple machines), ballet, tap, and hip-hop dance, exploring water (from physical/chemical properties, art, and nature perspectives), local plants & wildlife (great day-long field trip that semester), and Waldorf-inspired art.

We also spend hours on the playground and at the park each week, just hanging out and playing with friends. This may be the best part of our co-op experience, as kids of all ages play together and look out for each other; cliques and bullying are practically non-existent.

So yes, it is sort of like school... but the difference isn't in the teachers, it's in the parents and students.


 

Learning Disabled or Teaching Disabled - Guest Post

Tracey over at Inside the Mommyvan has some really great tips on teaching when your child seems stuck on a concept. And I have to be honest, when my kids have to do this, we're screwed. I have no idea what she is talking about. Give me sine and cosine any day over this!

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Last fall, one of my young students began to struggle with a particular math concept. In his case it was adding numbers with sums just beyond the next ten, like 8+7 or 43+9, and doing similar subtractions "across a ten.". i put that away for a bit and moved on to some different math topics, thinking maybe we just weren't quite ready to tackle that. The "Asian math" curriculum we've been using as our primary is known for being fairly rigorous and fast-paced.

When i revisited it in December, the results were no better; if anything it was worse. i tried every teaching method i could think up or read about, but nothing seemed to stick with this child. ALL of the manipulatives came out: the unit blocks, the base-ten set, the abacus, the ten frames. i drew pictures and diagrams. I explained with words and we counted on our fingers. We used online programs and iPad apps to make it more interesting. I offered bribes and made dire threats. He could get to the correct answer by brute force (and, interestingly, he had many of the sums between 10 and 20 already memorized) but i could tell that he just wasn't getting the key concept.

(That concept, for those interested, is that the "ones" being added are split into two parts. First enough are "given" to the other addend's ones digit to complete "the next ten" and then the remainder become the ones digit of the sum. 28+5 becomes, first physically with blocks or abacus and then on paper with little tens-and-ones pictures and finally with numerals, (28 + 2) + 3, and on to 30 + 3, and finally 33. That they learn this before the old "carry the one" vertical addition algorithm is critical to developing strong mental math skills.)

We'd hit a brick wall. This child was going nowhere, and I had exhausted all of the topics with which I could work around this one. If we were going to progress, I had to find a way to get this idea into his brain. My patience was wearing thin at this point, and i was about ready to throw in the towel and... i don't even know. We even tried an outside enrichment program, to no avail (it wasn't a very good one).

Finally, I took a leap and purchased another popular math curriculum. I'd previously shied away from it because it seemed to have a lot of busywork, drill questions which looked like duplicates of work we were doing online. it wasn't cheap for something i wasn't even sure we'd use, but i was desperate. It devotes a couple dozen pages to slowly building this particular topic up, step by tiny step. Surely the kids would be bored before we were halfway through, going over and over the same material.

I pulled every page relevant to our trouble topic out of both the main text/workbook and the supplement. i reviewed the first baby step with our manipulatives. I took a deep breath, and set the first page in front of him. He breezed through it! We tried two more pages the next day... same result. I could see the light bulb flickering to life! Before long, he'd made it through the entire section. Best of all, he's gotten a taste of success where previously there had been only frustration, and he's enjoying it! He is now doing sums in his head that he could previously do only with base ten blocks and lots of coaching.

Often, a failure in the classroom - even a homeschool classroom - is unilaterally placed on the student's shoulders. It's inattention, carelessness, laziness or willful obstinance, even a learning disability. For some students this is accurate, but before slapping one of those labels on we need to be sure it's not instead a failure of the teaching. As homeschoolers, we have the luxury of slowing down, even backing up to try a different teaching method or curriculum, but we must remember to take advantage to that and not be slaves to the checkboxes in our lesson planners. In our case, a simple change from one math book to another was the ladder we needed to hop right over that brick wall we'd slammed into a few months back.





 

Homeschooling Is Not Anti-Social - Guest Post

Today, Tracey from Inside the Mommyvan has a post about something that scares the crap out of me. Homeschooling.

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Anyone who has homeschooled, or has even discussed homeschooling with others, has undoubtedly heard the socialization question. It is #2 on the hilarious—and accurate!—Bitter Homeschooler's Wish List:

Learn what the words "socialize" and "socialization" mean, and use the one you really mean instead of mixing them up the way you do now. Socializing means hanging out with other people for fun. Socialization means having acquired the skills necessary to do so successfully and pleasantly. If you're talking to me and my kids, that means that we do in fact go outside now and then to visit the other human beings on the planet, and you can safely assume that we've got a decent grasp of both concepts.

I've heard several variations on this theme: an acquaintance who allowed that homeschooling was OK, except that it's too easy for the kids to be abused and no one to notice (if you require an explanation of the absurdity of this thought, please let me know); the generally well-meaning-but-ignorant queries that seem to all start from the (erroneous) belief that I'm trying to shelter my children from the evils of the world through homeschooling; the ones who believe that the only path for a child to learn social skills is in a grade-school classroom setting.

Recently a new type popped up out of nowhere. It's not the Socialization Question, it's the Socialization Compliment. Just in the past few months I've been praised, once embarrassingly effusively, for nothing more than taking my children out of the house for the purpose of participating in extra-curricular activities. I suppose I could be thankful that I'm not being grilled about the particulars of our every social interaction, but at least those people stop after I give them a reasonable and straightforward answer. I've got those stashed away in a special corner of my brain, you see, right next to the Answers to Twin Questions I've been practicing since the birth of my elder two. I feel as though perhaps I'm contributing to the homeschool community, in some small way, by taking the time to politely but firmly educate the masses on one of the most misunderstood areas of non-traditional education.

The Socialization Compliments, though, just keep coming, and any response at all is awkward. "It's so nice that they have friends who go to regular school!" Really? Are your kids' only friends the kids at the adjacent desks in school? "That's so great," another says, "That you let them go to scouts/dance lessons/summer camp!" Really? Isn't this part of that whole parenting thing? I haven't heard of one other parent at the Wednesday children's program at our church earning any words of praise whatsoever for dropping their kids off for a couple of hours of free activities once a week. More important is the erroneous, and frankly, quite insulting assumption that any of this is an effort worthy of a Mother of the Year nomination. You know, for a homeschooler, as if a run-of-the-mill homeschooler would, by default, keep their kids locked in the cellar 16 hours a day. To attempt to correct that notion makes me come across as an ungrateful jerk, but to quietly accept their praise seems to verify it in a way that makes me very uncomfortable.

Let me tell you a little about the reality of socialization for homeschoolers. There are a few families who do, in fact, wish to shield their young children from the world's ills for a while longer. I really can't fault them for that desire. How it will affect their children remains to be seen, but I knew just as many kids growing up in a traditional school setting who were expected straight home after school, who weren't allowed to visit friends' houses, and so on. In addition, homeschooling used to exist on much shakier legal ground than it does today, so many of the past stereotypes may well have been driven more by a desire to stay under the radar than from willfully keeping their children away from social activities.

Anyway, back to how it really happens for my children, which is remarkably similar to most other homeschooled kids we know. First off, understand that the term homeschooling does not even imply that all of our educational activities take place at home, much less our social interactions. My kids attend co-op classes, including plenty of time in the lunchroom and on the playground, one day a week. We generally have a fun activity or field trip of some kind planned with friends—homeschooled or not—on another day each week. We currently attend dance lessons, children's program at church, scout meetings, church, and Sunday school, all weekly. Only a fraction of this time is spent primarily with kids their own age; the rest of the time they play, converse, and interact with everyone from infants to senior citizens. They also accompany me shopping and going about our regular household business, plus occasionally to doctors' appointments, choir rehearsals, community organization meetings, and other places where we meet people and make friends the same way most adults do, by introducing ourselves and making conversation with people we find interesting or who share common interests. My children do this comfortably and naturally, much less hesitant than many of their traditionally-schooled peers to speak to an adult to whom they've just been introduced.

They also show kindness and compassion to children younger than they are, but don't let themselves get pushed around by bigger kids. Bullying is extremely rare in the homeschool groups we attend, and is generally rapidly dealt with by the kids themselves or a nearby parent, but we've run into a few at other activities. Oddly, it's been the worst at the activities populated mostly by those paragons of socialization, kids who spend their days in traditional classrooms. My son learned a couple of weeks ago, thanks to a group of these kids, how to gang up and harass the girls on the playground. Fortunately I observe enough of their interactions up-close that I could nip it in the bud. Maybe not permanently, but it's stopped for now, and my son has a very clear idea of why it is undesirable behavior. How well are those anti-bullying programs working at traditional schools? How many of those boys' parents, I wonder, had any idea that their kids were instigating this sort of behavior?

I'm not here to bash traditional schools, nor to promote homeschooling as the one true way (all I know is that it's working for our family so far, but that could change next week). I will point out that sitting at a desk next to some randomly-chosen other kids within 12 months' age of each other for 6-8 hours a day (with maybe 30-60 minutes of lunch + recess, for those schools that still have it, where kids are mostly unsupervised as long as they don't actually throw the food) is most certainly not an ideal environment for teaching, or learning, social skills. And I will ask that you consider, before you open your mouth to (or about) a homeschooler, that we're probably doing everything within our power to set our kids up for happiness and success as adult human beings in the real world where we live every day.