So tired today

Feeling very tired today. And horribly congested. I'd love to be able to call in a substitute. ;)

This is the kind of day where one (okay, *I*) would really like to wing it, but I know the best thing I could do is to have some sort of plan. I'll start at least with a list of some easy-to-do activities:

*colouring pages
*paint
*story time
*movie
*tracing pages

I can't think of anything else at the moment. My mind is distracted by a Charlotte Mason site that a message I got linked to. I'm not finding this particular site very helpful, to be honest. Or rather, I'm having a problem with the inconsistency between what Charlotte Mason wrote and what this site suggests. The two don't fit and that always throws me for a loop. My brain just doesn't deal with it well at first.

At the same time, I'm all for people modifying things to suit their needs. I guess, in this case, my mental issue is that it's supposed to be teaching about CM and is not clarifying that there is an alteration of what is actually recommended by Charlotte Mason; at the same time, people are probably reading the books, so they'll know what Charlotte wrote anyhow.Just my quirky brain. And a tired one at that. I think I might actually be able to fall back asleep now, which I will go try and do.

A Catholic Charlotte Mason site

Being Catholic, stumbling across this Charlotte Mason site http://materamabilis.org/ma/ was a happy occasion! :) I particularly liked the part in the introduction where they make the distinction between a CM-structured education and a CM-influenced education. Yes, the latter is what I want for my children: influenced. I think there are some fantastic ideas in CM that tie in well with Montessori, while being a little more feasible in application than having a setup at home that resembles a Montessori elementary or Erdkinder classroom.

Babble, babble

Waiting around for some work guys to show up and thought I'd blog rather than clean the den. ;)

So, I may have a plan in the works with a friend for dd's social studies next year. What I've thrown out to her as an idea is that we have the girls (she has a daughter who is just a year younger than mine) work one day a month on a social studies project together. It could be their only formal social studies work, which would be fine. My idea is that they work on a country in-depth, but it doesn't have to be that. However, in-depth country studies give such opportunities for research, creativity and learning! They can look at the history, the needs of people, the government styles, changes in maps, collect items to have a Country Box of some sort or a display board/scrapbook/anything. I hope she likes the idea as much as I do! :) Having somebody to work with would definitely be way more motivating for the two of them rather than just doing something on their own.

--

I finished the first volume of the Charlotte Mason series. It's definitely planted some seeds in me. I am so very well attached to and convinced by the Montessori way of thinking that I don't think I could ever implement the scheduled, forced-lesson structure with my kids--although, I think it could be helpful with Bob--but the idea of including more of CM as part of our work really, really appeals to me! At the same time, I have to admit that I'm tempted to have even just an hour of CM-structured work per day with my 9yo son. Things to think about as the summer moves along. September will be here in no time!

Misc.

So, we've just been taking it easy and recovering from all of the busyness the past while. It's been good to just relax! Well, okay, not ONLY relax, but do lots of it.

We went to the Street Performers Festival on Wednesday with a friend and her kids. Saw a very kiddie pirate show,  ate, the kids all spent some time in the City Hall fountain (it's okay, they're allowed ;); it's like a mini-pool with water spraying all over), saw part of a comedy/balloon show (very, very funny) and a hip hop group called Rhythm Speaks. Oh, and a not-quite-family-oriented hula-hooping act. :0 She was funny and amazing with her hula hoops, but some of her comments... Eek. One of the roaming individual acts got in on the Rhythm Speaks show before they began--someone dressed up as an old granny, who did some hiphopping herself! lol. I took more videos than pictures and can't figure out how to take stills from the videos to post here, so can't show you much. In any case, see how this little boy is dressed in balloons?

Well, the guy running the act managed to pick a tall guy as his next volunteer and put that orange-white-black balloon combination on the tall guy, but of course, it could only fit like a diaper. lol.

It was cloudy and the predictions were that it was going to be cloudy all afternoon and we'd have a late-afternoon thunderstorm. Well, we ended up in the sun, no sunscreen, and we all got burnt. :( Lesson learned: Always bring sunscreen! I normally do, but was trying to pack light.



What else have we done? Dd is back to working on whatever it is she's writing. She doesn't usually let me see what she's working on, although I catch glimpses here and there. Always stories inspired by whatever she's reading, sometimes her own versions of the stories or continuations. It's kind of funny that so many programs will require that students do this kind of work (retellings, their own version, continuations), yet I suspect plenty of kids are like my dd and would simply start doing it on their own! Of course, she's reading like crazy, too. She filled out a form at the library a week ago, asking for some book suggestions. The form is really good--goes through what they do and don't like, favourite books, most hated book ever read, etc. She got a list in the mail the other day, sent from the library. I think the suggestions she got from the librarian were really good. Of course, she'd already read one or two of them. ;)

Ds has started reading the How to Train Your Dragon series. He's now on the 2nd book. It's nice to see him branch off into something other than Geronimo Stilton, Garfield and Calvin and Hobbes. ;) I shake my head at myself when I see him sitting around reading, because I had worried for so long about if I was doing the right thing in letting reading go with him. I can't say it's harmed him in any way! In addition to the How to Train Your Dragon books, he's pulled out a book on animal facts and has been going through it, which has led him to using Google Earth to find out where some of these places are.

There is soooo much learning and growing going on! It's great! :)

Next week, I'll have my two nieces and nephew, just for the week. It'll change the calm around here ;) and, unfortunately, it'll change ds's reading habits. Although, I may just insist that after lunch is quiet time with a book, while I get my younger niece down for her nap. My nephew (10yo) has started having a bit of interest in reading, so it may work out really well. I do need to really plan the week, though. Although I know the boys will likely spend a good deal of time outside on bikes and scooters, if it's too hot or if it's rainy (which the weather forecast is predicting), they'll be inside, probably going, "What can we do?" lol. I talked to ds last night, and he said he'd like to do some fun science stuff. "Like what?" "I don't know. Something I'd like." lol. Chemistry or building things are always good. I actually had the thought of maybe presenting the first Great Lesson. Ds probably hasn't seen it since he was 5 and may not even remember it! I also have some science albums from Montessori R&D, which I could have a look at and see if there's anything I could get started this coming week.

I have sat down and started working out some routines I could use with the girls. (Well, the two little girls. :) ) Basically, it's just a reworking of Maria Montessori's original schedule, starting with a bit of taking care of the environment, having story/discussion time, I'll include that some word or sound games (like I Spy), then move onto some lessons (will have to plan those and practise the presentations), etc. I haven't worked it all out yet, but given it's Friday, I should maybe get on that so I can practise at least Monday's presentations before Monday hits!


On to another previously posted-about topic: Charlotte Mason. I'm going much more slowly through the first book than I thought I would. I had to stop taking notes because there's just so much! So far, I have to say that a lot of her thinking matches up so much with Montessori: hands-on math as much as possible, connect with real things, little ones under 6 should be taught how to clean and dress themselves and so on... Even all the focus on habits isn't really any different from Montessori when you think about how the children are shown how to do so many different things in very specific ways--when they do them over and over, that is really just the development of a habit. The courtesy lessons are all about developing certain habits... A light bulb moment went off in my head while I was reading what Charlotte Mason had to say on the subject. (I'm still in the habits section in the first book.)

The further I get into the book, the further I understand Charlotte's true love and respect and admiration for children! I had never read enough previously to get that; CM had always felt like kind of a stiff approach, for some reason. Getting a feel for who she was has changed how I see her approach.

I have to say that the real difference, for what I've read so far, is that Charlotte Mason would have the teacher decide what the child is to learn and when, whereas Maria Montessori would have the teacher show the children all the things they can learn, and let the child follow his inner guidance to choose what he will learn at any given time. Of course, this encompasses other differences, like CM training a child not to dawdle over things that don't interest them, but still having to do those things, and Montessori saying that if a child isn't interested in something, let him find something else to develop focus and attention.

My heart and mind still believe very much in Montessori! I like the "what"of CM and think I will be able to incorporate a lot of the "what" into our schooling--science ideas, history ideas, certain books that I can read aloud to them, etc. Because so much of Montessori for older kids depends on having lots of kids around for the "what", it's one area where CM can be very helpful. CM also reminds me that direction is not a bad thing--and Montessori would say that the child who needs more direction ought to have it. Getting the CM structure in mind I think will be very helpful for working with Bob this coming year. In some ways, CM ought to have been a more natural approach anyhow for Bob for high school: the work he is doing this coming year is prescribed by the government. He must cover certain work in order to get the credits. He can't do the Montessori thing and take his time to go in-depth on a subject that interests him--he has to cover the work.

Of course, if I want to have the CM series completely read by the end of August, I'm going to have to get really going with the reading!!!

Corrections

On one of the Montessori lists, the topic came up about Montessori does not have correction. Self-correction or built-in correction, but the teacher does not go around correcting students' work. Even at the elementary level.

Just now reading from "More Charlotte Mason Education", Levison had a part about narration and how it wasn't a time for the listener (the teacher/adult) to interject their own thoughts, but to listen. I realized: Charlotte Mason, too, did not believe in correcting students' narrations. It was about seeing what they remembered, what made an impression on them, not about seeing what they didn't remember. Levison continued with what to do if the child isn't doing a great job with narrations: modify the next narrations. Again, just like Montessori!

My feel at the moment is that there are going to be some parts that are definitely at odds with each other, yet CM could provide different ways of doing certain work, plus provide the what. It gets complicated providing the what at the elementary and above levels in Montessori. So much of it is tied with group work or materials or hands-on activity (like running a school shop at the jr. high level). It's just not practical in the home.

The Charlotte Mason reading has begun!

I decided to get started on the CM reading yesterday, starting with Home Education by Charlotte Mason herself and "More Charlotte Mason Education" by Catherine Levison. I thought I'd share here comments, observations and comparisons.

I've only made it through the many prefaces of Home Education. Some of what I took note of:

*"the child is a person with all the possibilities and powers included in personality"
-this isn't really any different from Montessori; the idea of respecting the child as his/her own person, with his/her own personality, interests, abilities, etc.

*"that Education is the Science of Relations... as showing that the object of education is to put a child in touch with as much as may be of the life of Nature and of thought"
-this sounds very much like Maria Montessori's Cosmic Education; having children be connected with the world, thinkers, etc. To see the interconnectedness.

*"Add to this one or two keys to self-knowledge, and the educated youth goes forth with some idea of self-management, with some pursuits, and many vital interests."

Then there is the list of principles (there are only 18, whereas Ambleside Online lists 20 hm). Some in particular that I liked or noted:

*"4. These principles are limited by the respect due to the personality of children, which must not be encroached upon, whether by fear or love, suggestion or influence, or undue play upon any one natural desire."
-I really like this and think it fits so superbly well with Montessori, Choice Theory, etc. Since principle 3 had to do with authority and obedience, I think it's safe to say she is saying it is not our place to impose our *selves* onto children and who they are as individual people. It is also not our place to use fear to control children, threats, withdrawal or promise of love, etc., as part of our authority.

*The three "educational instruments":

1. atmosphere of environment
2. discipline of habit
3. presentation of living ideas

Principle 6 is all about Atmosphere of Environment where she states:

By saying, EDUCATION IS AN ATMOSPHERE, it is not meant that a child should be isolated in what may be called a 'child environment,' especially adapted and prepared; but that we take into account the educational value of his natural home atmosphere, both as regards persons and things, and should let him live freely among his proper conditions. It stultifies a child to bring down the world to the 'child's' level.

I think it's safe to say she didn't like the Montessori Method much. ;) lol. Btw, "stultifies" has as definitions "cripples", "renders useless". I think the Montessori Method has proved that making the environment more child-friendly does not in any way cripple a child! Of course, there is a huge difference between this volume and the Montessori approach in that this volume assumes a child will be at home, in a loving atmosphere with a mother at home. The Montessori method started out in a large room for children whose mothers were working and they could not stay at home. One's home shouldn't be completely aimed at a child, with the intention of "isolating" him to a child-sized environment, but I do think providing certain child-friendly things can definitely help!

This principle actually has me thinking of something. Many Montessori homeschoolers try to have a separate room set up for "school time" and that's where they go for their school hours. This may be more in line with what Charlotte Mason is referring to in terms of isolating a child to a child environment. People often ask on lists, "How have you set up your Montessori classroom/environment?", to which I respond something along the lines of, "My whole house is our Montessori environment." There's no need to isolate a child to a specific area of the home. It definitely creates a different atmosphere and feeling to the education! (Of course, some people find it really helps their homeschooling to do that; so be it! :) )

That's all I can write for now. I'm not even half done writing about my notes. I'm going to have to pick and choose or I could end up spending more time blogging about my reading than in reading. ;)

A Charlotte Mason Education

I had ordered the Complete Homeschooling Series by Charlotte Mason and received the shipment yesterday. Of course, I wanted to start in right away, but I have a couple of thick books out from the library I need to finish soon because I won't be able to renew them. So, I did not start reading them, but remembered that I have A Charlotte Mason Education out from the library. I'm not sure how long I've had it out nor when it's due. It's a short little book, so I started it last night and finished it this morning.

I've read some Charlotte Mason stuff before and am always left with mixed feelings, as I am now. The scheduled structure of it does not appeal to me, and yet I could see how for Bob, the structure would be helpful in terms of training to stay on task and get a lot of work done quickly. He'll be faced with that in post-secondary, so part of me is saying this is a habit that needs to be worked on. In particular when others are around. Montessori high schools do have schedules, but not quite like Charlotte Mason. At the same time, there is such a broad education offered to the children in CM, just like in Montessori, with some very practical, home-based ways to do it. That's one advantage CM has over Montessori for homeschoolers: CM was designed for use in the home. Montessori was designed for large, multi-aged groups in a classroom.

The books recommended by CM are really great. Part of me is thinking again, after several years, of combining some of CM's materials with Montessori. But the thoughts aren't sorted out yet. As I read the Series over the summer, as well as Montessori books, I hope a clearer vision of how to meld the two will develop!

Oh, the irony!

I've been reading things on Charlotte Mason and LD kids. I was just reading an article put out by the PNEU in the late 1800s where they recommended as part of the intellectual instruction of "feeble-minded" (which anybody with any kind of problem would have been labelled "feeble minded") students that Seguin's method of learning through the senses be used.

Why is that ironic? Because, from what I've read, Charlotte Mason did not really care for the Montessori Method at all. And yet, the PNEU was recommending Seguin's methods, which are EXACTLY what the Montessori Method is based on. Ha!

That does have me thinking, though, that I maybe need to find ways to do more sensory-type education with the 15yo. The CM approach of reading (or listening) and then narrating is going to be rather dull for things like high school science. Plus, there are all kinds of activities I could pull from The Out-of-Sync Child Has Fun which would also provide the sensory stimulation he so often seems to crave. The activities are just plain fun and could be part of fun time in the afternoons.