"Should I, Shall I, Can I, Will I?" Part Two

» Terrie_Bittner - I'm really enjoying your articles.

I'm really enjoying your articles. They are the most balenced and honest I've ever read. I also realized reading this article that although I started structured, I've become eclectic over the years. We certainly have a mish-mash of curriculum! I tie it together where I can, but we sidetrack easily, and I write my own, so it's easy to be flexible. I agree with the problems of public schools zipping through the curriculum. When my son went back for part-time education in fifth grade to find out what he was missing-everyone said he was missing a lot-he got frustrated at spending a week on a subject. We spend months or even a semester on each science topic because I feel the more you learn on a subject, the better it sticks with you. For instance, this year, we are technically doing biology, but we are only using the sections of the text related to environmental science, since that is our theme. We're using other materials to fill in the gap. Next semester, listed on the official records as physical science, is really physics with a theme of figuring out whether or not time travel is really possible. This will take us to people like Stephen Hawkings. A regular text is too shallow.

-- posted by Terrie_Bittner

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» Joan_Archer - Dear Terrie-

Dear Terrie-
I agree with you totally on the idea of studying a topic for long periods of time. I think many of us like to teach our kids little bits that stick forever, rather than teach huge chapters that skim entirely over the child's consciousness! I think that's where most kids end up not caring much about their education.
Thank you for your lovely comments and support! Send me an e-mail when you figure out time-travel, o.k.? Joan

-- posted by Joan_Archer

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