Homeschooling Decisions

Decisions

Parents considering homeschooling ask many of the same questions: "Am I qualified to teach?" "How can I do it legally?" "What about socialization?" "What curriculum should I choose?" Tailor-making your own school may seem overwhelming. The good news is that the decisions you make are provisional. You can change them, and if you are like most of us, you will over time modify your initial decisions to meet the emerging and diverging needs and interests of each family member.

Each family is unique, so it follows that each homeschool will be unique. Consider the following resources; consider the following questions. Your answers to the questions coupled with the information from the resources can provide you with the know-how and confidence to launch your homeschool.

Am I qualified to teach?

Dr. Sam Peavy holds graduate degrees in education from both Harvard and Columbia. He served as the Private Education Liaison on the faculty of the School of Education of the University of Louisville until his retirement. When Dr. Peavy was asked to give expert testimony before both the Iowa and New Hampshire State Board of Education, this is what he had to say about parents teaching their own children:

"I have observed that most home study materials and activities are designed to allow the student to proceed on his own a large part of the time as an independent learner. That is teaching at its best. The situation is so different from the classroom where the teacher must face a room full of children and spend a major part of her time and energy maintaining order while wondering what is taking place in individual minds. The parent in a home school situation actually plays a more professional role as a monitor, tutor, counselor and resource person. One mother said her best advice on teaching came from her ten-year-old son who urged her to stop acting like a teacher!

"It is gratifying that state authorities have recognized the injustice and futility of trying to force state teaching certificates on parents who choose to educate their own children in their own homes and for whom the state certificate was never designed. It is significant to note that the parent-teachers in home education are clearly demonstrating for us what a half century of educational research has revealed-a total lack of any significant relationship between the teacher's certificate and the pupil's achievement. Those research findings have been known and ignored for many years. Some examples of these studies follow.

"Freeman observed that teacher certification requirements appear to have been conceived through intuition and then converted into certification regulations. Freeman found no significant relation between teacher certification and performance in the classroom. (Legal Issues in Teacher Preparation and Certification, ERIC Clearing House on Teacher Education, Washington, D.C. 1977)

"Hawk, Coble and Swanson of East Carolina University in their study of all available research evidence concluded that there is little, if any, documentation to support the assertion that the effectiveness of teachers is a function of increased certification requirements. (Journal of Teacher Education, 1985)

"In spite of all that evidence to the contrary, state school authorities continue to maintain that the certified teacher is the qualified teacher. It is particularly painful to see state authorities harassing and criminalizing educators who shun that invalid credential. The only valid measure of effective teaching that we have found is the degree in which pupils are learning. On that score, the teachers in home schools as a whole are demonstrating their effectiveness." [Home Education: FACTS not Misconceptions] 

Is it legal?

It is important to familiarize yourself with the laws of your state. There are several resources on the web:
http://frontpage.inet-images.com/hsconnection/laws.htm
http://www.midnightbeach.com/hs/Web_Pages.res.f.html

Contacting your state or local homeschooling support group is also important. State or local groups can walk you through the practical steps necessary to be in compliance with your state's law.

What about socialization?

In 1993, J. Gary Knowles, assistant professor of education at the University of Michigan released the results of a detailed study of 53 adults who were taught at home. It examined the long-term effects of homeschooling. The following is a quote from an interview with professor Knowles:

"One of the major arguments against home schooling is that it deprives children of the peer contacts needed for normal social development. Public school educators and other critics also question whether home-educated children will be able to become productive, participating members of a diverse and democratic society. But I found no evidence that these adults were even moderately disadvantaged in either respect. Two thirds of them were married--the norm for adults their age-- and none were unemployed or on any form of welfare assistance. More than three quarters felt that being taught at home had actually helped them interact with people from different levels of society."

"They had many warm memories about their home schooling" [96 percent said yes when asked whether they would want to be educated at home if they had their lives to live over again] "Many mentioned the strong relationship it engendered with their parents while others talked about the self-directed curriculum and individualized pace that a flexible program of home schooling permitted....

"...this survey and the life history accounts that arose out of it clearly show that, done in an enlightened, broad-minded way, with plenty of flexibility in curriculum an methods, home schooling can be a positive experience for children with benefits that last for many years."

[An article about this study was printed in At Home In America, the publication put out by Homeschool Associates in Auburn, ME. Contact Professor Knowles at the University of Michigan to find out how to get a copy of the study.]

The socialization issue is also addressed in the following:
Being In And Not Of The World by Joyce Kinmont , Homeschooling, Rx For Problems? by Joyce Kinmont, What Have We Done to the Children by Joyce Kinmont, and The Baby Is the Lesson by Diane Hopkins
which can be found on the Articles page.

What curriculum should I choose?

There is no pat answer. The choice of curriculum depends on your philosophy of education, your child's learning style, your child's readiness and many more considerations.

The two extremes of the educational spectrum are simply, but clearly explained in Educational Decisions, a brochure published by The California Homeschool Network:

"The two ends of the educational spectrum are represented by E.D. Hirsch, author of Cultural Literacy, and John Holt, author of Instead of Education and other books.

"Hirsch believes that there is a core of knowledge which every child should know. He has attempted, through his Core Knowledge Foundation, to publish works defining the body of information he believes children should learn at various ages. He believes a coherent body of shared knowledge is more democratic and helps create cooperation and solidarity in our nation. The facts and skills he identifies are based on reports issued by state departments of education, professional teachers' associations and the educational systems of several other countries, like Japan, France, Sweden and West Germany, which he considers successful.

"In contrast, Holt writes, "Next to the right to life itself, the most fundamental of all human rights is the right to control our own minds and thoughts. That means, the right to decide for ourselves how we will explore the world around us, think about our own and other person's experiences, and find and make the meaning of our own lives." (Instead of Education, pg. 4) Holt's philosophy of education has been termed child-led interest or unschooling. He believes that each child, while pursuing his interests, will develop the necessary skills and accumulate the necessary facts for success in the enterprise of his choosing.

"In Hirsch's model, the teacher is the source of most information; in Holt's model, the teacher is the facilitator, providing resources, guidance, transportation and funding. In Hirsch's model, shared knowledge leads to increased cooperation in society; in Holt's model, the infinite variety of choices leads to self-directed, self-knowing individuals. If you lean toward Hirsch's model, you will probably choose a pre-packaged curriculum. If you lean toward Holt's model, your child's interests will drive the variety of resources you choose."

Before you decide on a curriculum for your child, you may find it helpful to write an "educational biography." How did you learn? Where did you learn? What did you like and dislike about school, classes, teachers, etc. For instance, in reviewing my educational past I realized that, although I was a proficient test taker, I could remember very little of what I learned in the classroom. The information I did retain was learned through reading books and seeking out adult mentors who shared my passions.

There are so many questions to be considered:

What does it mean to be well educated?

What are your child's learning styles? Recommended resources for more information can be found on the Books page.

Where is your child developmentally?

Do you have a pre-conceived learning schedule for your child? [Remember: You let them sit up, crawl and walk on their own timetable. Has this kind of learning changed now that he's moved from physical challenges to academic ones?]

How early do you want your child to start formal learning? Do you agree with the delayed academics as expounded by Dr. Raymond and Dorothy Moore in Better Late than Early? [See the Books page.] Does it matter at what age a child masters a subject?

Is it better to teach grammar every year or is it better to wait until a child is older and has the ability to understand the need for grammar and, then, teach it once?

How long does your child have to be educated? Do you feel compelled to cover something about everything within the traditional 12-year timeframe (breadth rather than depth) or do you allow your child to pursue his own interests in depth and know that, over the years, he will eventually have more breadth?

What is most important for your child to learn? Are you most concerned with: Religion? Character? Development of personal talents? Literacy? What things, if any, should a child be forced to learn?

What kind of learning is most important? Are you concerned that they learn to read, do basic math, think well, and do research? Or do you think they must memorize the names and capitols of all the states in the union, the Periodic Table of Elements, the presidents of the United States, etc?

How much time should a child spend at a desk working every day?

Are testing or other outside measurements important to you?

Would you allow a child a slower entrance into college, for instance starting with a few distance learning courses or at the local Junior College before transferring to a four year school if they weren't "college-ready" at 18? Would you even consider not sending him to college if his passion was plumbing or cars, etc.?

Do you see yourself as the teacher that instructs or as a facilitator to help your child pursue his own interests?

If you are looking for more information:
Curriculum Resources page: LDS-oriented curriculum catalogs and websites are listed; our family's three-tiered curriculum framework is explained.
Musings, Musings--Moral Development and Trust on the Articles page
Education for Eternity: "A collection of resources addressing the relationship between academic education and the Gospel of Jesus Christ" http://www.byu.edu/tmcbucs/fc/ee/ee.htm

World Book Educator's Guide: For those looking for general information on what the schools are teaching when, this is a great site. The introduction to the site states: "As a source of information as well as a guide to planning, World Book offers the results of ongoing research into curriculum requirements and standards. The learning levels investigated include preschool through grade 12. Naturally, there exist regional and local variations that cannot be accounted-for in every detail. What is featured here represents "typical courses of study," reflecting general curriculum requirements as they appear across North America. The information is categorized by grade level, and within each category is presented by general skill type or discipline -- whichever is appropriate." http://www.worldbook.com/ptrc/html/fp_crs.htm

Can a Christian Be an Unschooler? by Patrick Farenga on Jon's Homeschooling Page
and one or more of the recommended books on the Books page.

Homeschooling Links

Developing Educational Standards: This is an annotated list of Internet sites with K-12 educational standards by subject area and by state. If you need to write curricula or file an official report for your homeschool this site could be helpful. It is a great resource for "eduspeak."
http://putnamvalleyschools.org/Standards.html

Homeschooling Information and Resource Pages: This page is a service of Home Education Magazine . It has information for everyone "from the slightly curious to the veteran activist."

The Homeschool Connection: This site lists the homeschooling laws for every state.
http://frontpage.inet-images.com/hsconnection/

The Homeschooling Kids With Disabilities Homepage: The author of this site, which is still under development, is LDS. It promises to be a rich source of information.
http://members.tripod.com/~Maaja/

Homeschooling On a Shoestring: A resource for ideas on cutting costs while homeschooling.
http://www.geocities.com/Athens/4663/

Homeschooling Used Curriculum Sites: This site links to many other curriculum sites where you can buy or sell.
http://www.geocities.com/Athens/8259/used.html

Jon's Homeschool Resource Page: The most thorough collection of homeschooling resources on the Internet.
http://www.midnightbeach.com/hs/

The Six-Lesson Schoolteacher, by John Taylor Gatto: This New York State Teacher of the Year has a lot to say about education that is important to the homeschooling movement. For instance, "It only takes about 50 contact hours to transmit basic literacy and math skills well enough that kids can be self-teachers from then on. The cry for 'basic skills' practice is a smokescreen behind which school pre-empt the time of children for twelve years and teach them the six lessons I've just taught you." http://www.cantrip.org/gatto.html

Rafferty Family Educational Philosphy

We believe that true education cannot separate the secular from the religious. As explained by Elder David McKenzie:

         "It is fashionable to designate that as education which gives the young, an acquaintance with letters, numbers, science and philosophy; while that which tends to a future state, to happify hereafter and to prepare us for the presence of God is called by the world religion. With the Latter-day Saints it is all education, or it is all religion, just as you please. That which prepares us to live and enables us to provide for ourselves the necessaries and comforts of life, as well as that which prepares us for the presence of God our heavenly father, that we may dwell with him through all eternity with us is all education or all religion. We know not where to draw the dividing line, bearing this fact in mind, that whatsoever is good comes from God, and that whatsoever is evil comes from an evil source." [Journal of Discourses, Vol. 16, p. 223, David McKenzie, October 7, 1873]

We believe that each child is unique and has a unique purpose here on earth. The role of education is to help the child discover his/her mission and provide him/her with the skills to fulfill it.

We believe that the affinity for certain subjects is god-given and that children learn best what they love most. It is vital that a child be encouraged to pursue his interests. In this way he obtains self-knowledge.

We believe that children want to be competent. It is in their eternal "genes." Children want to govern themselves, so it is essential that we model correct behavior and teach corrrect principles. In this way the child develops self-mastery.

Cyndy's Educational Philosophy

         Here is my philosophy -- yours will be different.  First, I seek to develop these Christlike attributes in myself that by example my children might come to know love, patience, mercy, submissiveness.

        Our children are heaven-sent spirits who have come to the nurturing environment of our home that we might help fit each child with a handcrafted shield of faith. I help them:
1. distinguish truth from error
2. choose righteously
3. return with honor to their eternal home on high

        I choose not to have too many out of home activities so as to leave enough time to handcraft to individual specifications each shield of faith.  Working together with my husband, we buckle a shield onto each child so firmly that it can neither be pulled off nor penetrated by the fiery darts of the wicked.

          I am a facilitator in the learning of my children.  "Trust the children" They are equipped with tools--we just provide the workspace.  They believe and say vocally: "I am lovable. I am capable. I am a Child of God. I like myself. I like myself. I like myself. I like myself. I like myself."

        I enable them to experience life in its fullness by:
                1. Helping them taste the sweetness of service.
                     a. family work projects--daily chores--teaching them to work HARD.
                     b. community service projects (Scouts/church)

                2. Stimulating creativity
                     a. environment where they are free to "float"
                        Not "Feet on the ground/Head out of the clouds."
                        Give them TIME and SPACE to think and ponder.
                        Don't always pull them back into reality.
                     b. model the skill of asking good questions.

                3. Encouraging independence.
                 a. from us as parents -- "True to the Faith that our parents have cherished" --                  prayers/scriptures/journal writing
                 b. from negative pressure of peers and world (TV/music, etc. Values listed in pamphlet,                 "For Strength of Youth")
                 c. by encouraging them to try to not be afraid of failure.

                4. Trusting them with the responsibility for their own learning 

                (Objective: self-directed seekers of resources/answers.)

Ask, Seek, Knock
"Ask and it shall be given you; seek, and ye shall find; knock, and it shall be opened unto you. For everyone that asketh, receiveth; and he that seeketh, findeth; and to him that knocketh, it shall be opened." (Matthew 7:7-8)
                 a. help them experience the joy of learning
                 b. help them learn how to work hard, develop self-discipline (positive encouragement/not nagging)
                 c. help them ask the right questions
                 d. give them ideas for examples of resources where they might find "answers"

        I am still developing this "philosophy." I still go through periods of severe burnout and just "hang in there" and they go away. (I have been doing this for 17 years now.) My children are different from their peers in a very positive way and I have people come to me all the time asking what it is we are doing. I believe the above is part of why they are who they are.

        Probably a bigger part of it is as President Hinckley said: "We have the finest generation of young people in the history of the church. [They] are wonderful young people." The spirits coming into our homes during this time on earth are truly exceptional. How blessed we are to be part of their lives.

When I contacted Cyndy about including her article she wrote, "Anything to help the struggling LDS homeschool parent -- because I am one!!!!!" She welcomes your email: cyndyw@coolcontent.com