Why does math cause so much strife?
I certainly recall from my own days of youth, those fist forming, mouth pinching and head hurting moments. Thank goodness we had telephones, I would usually call up a friend (of course the ones much smarter than I was).
Jonah actually does great in math, he grasps concepts quickly and works on his own. There's the good news. The bad news is: he continually rushes through his work, doesn't "show" his work, and makes many sloppy mistakes. Often he fails to read the problem entirely before trying to reach a solution (word problems, oh the glory!).
All of you out there who have been the "math helper" parent can probably relate to this frustration!! What are your approaches to math woes? Doesn't it seem like it is math that causes the most headaches for parents and students? And yet we can all agree, you gotta learn math! No getting around it! The challenges build character! They push you to expand your brain cells! Students who are strong in math will have success in university academics! (I just made that last one up).
The program we use is called Singapore Math. I can credit my sister for the fact that we use this math program. After my son's 3rd grade year, I was informed that he should work on math over the summer (read: get some tutoring!). I decided to try to tackle the situation myself, begged for my sister's help (she had already been homeschooling for years and has a son one grade ahead of mine), and finally ended up trying out the math books that she had been using successfully at home.
The progress we made that summer was what sparked my keen interest in homeschooling. Jonah cruised through a lot of material in what was about 15 minutes, three or four times a week! He entered 4th grade with a solid foundation of the concepts he should know.
Working with him now, we are at a different level - one which I have a hard time grasping as the teacher sometimes! Thank the Lord that I have Answer Keys. I love those Answer Keys. I don't know what I'd do without them! But they don't help me in teaching the benefits of slowing down, reading a problem several times, doing the bar models (a method highly used in Singapore Math), using all the information given to you in the problem. And when your student is STUCK, and you absolutely positively cannot get him to budge towards the very simple next step of a problem (because of course you don't want to just give him the answer), and it feels like a tug of war, well now that is usually when the point comes to near-tears.
I admit it does not happen often, but it does happen. Typically I call for a 5-10 minute break, and when we return things usually go more smoothly.
Homeschooling the subject of math certainly has proven to be my greatest challenge and fear. Math wizard, I am not! But to be fair, I'll say that having a quiet home, the Answer Keys for Mom, time to take breaks, and a great Teacher's Manual have given me the tools to provide Homeschool Math. As we go forward and things become more complicated, I'm not sure what we'll do. But for now, we are just trying to avoid the Tears of Arithmetic.
Formerly known as: An unconventional homeschooler - Homeschooling only during the middle school years - Blogging about the joys, challenges and banalities of homeschooling and my little existence. NOW - exploring the world of private schooling...with lots of "homeschooling" in the form of homework helper!
Friday, December 17, 2010
HOMEWORK Commentary from Star Tribune - November 25th, 2010
I love this article, which appeared in the Star Tribune on Thanksgiving Day 2010.
What do you think?
Vianne Hubbell: Hit the books? I’d rather hide them
There's no evidence that piling on the homework leads to better learning.
By VIANNE HUBBELL
There are 24 hours in each day. Between school and sleep, I have five hours to spend with my school-aged kids.
One would think that those are five hours in which we could decide to play a game, go to a sporting event, read books, cook dinner together, do our family chores, go to a movie, attend religious education classes, play a pick-up game with friends or even (gasp!) watch television. One might think five hours is a long time. One would be wrong.
The decision about what to do with, and how to organize, those five hours has been made for us.
Our night begins with this: "OK, guys, get out your backpacks."
As every parent knows, what's in those backpacks then moves in to control the evening. Whether there are book reports, spelling lists, math problems, a science test or instructions on how to tea-stain paper, the moment the backpacks open, the night does not belong to me.
So often, what comes home seems either mind-numbingly excessive (25 long division problems, anyone?) or beyond the scope of what is reasonable (three-page book reports, typed please, and make a diorama to go with it). My experience as a mother of four and as a teacher with 18 years' experience has led me to the realization that practicing something, or being asked to produce something for which one lacks the skill, does not breed perfection, or even learning. It breeds frustration.
What comes of all this frustration? Typed paragraphs hang proudly in the halls of our neighborhood school. Beautiful dioramas ring the rooms. Take this from the eye of someone who has been evaluating student work for 18 years: A vast majority of them do not appear to be the independent work of children.
The perception that more homework will result in higher test scores is common. I know first-hand that teachers face constant pressure to be "rigorous," and that many parents and educators wrongly equate more homework with rigor.
One would think that those are five hours in which we could decide to play a game, go to a sporting event, read books, cook dinner together, do our family chores, go to a movie, attend religious education classes, play a pick-up game with friends or even (gasp!) watch television. One might think five hours is a long time. One would be wrong.
The decision about what to do with, and how to organize, those five hours has been made for us.
Our night begins with this: "OK, guys, get out your backpacks."
As every parent knows, what's in those backpacks then moves in to control the evening. Whether there are book reports, spelling lists, math problems, a science test or instructions on how to tea-stain paper, the moment the backpacks open, the night does not belong to me.
So often, what comes home seems either mind-numbingly excessive (25 long division problems, anyone?) or beyond the scope of what is reasonable (three-page book reports, typed please, and make a diorama to go with it). My experience as a mother of four and as a teacher with 18 years' experience has led me to the realization that practicing something, or being asked to produce something for which one lacks the skill, does not breed perfection, or even learning. It breeds frustration.
What comes of all this frustration? Typed paragraphs hang proudly in the halls of our neighborhood school. Beautiful dioramas ring the rooms. Take this from the eye of someone who has been evaluating student work for 18 years: A vast majority of them do not appear to be the independent work of children.
The perception that more homework will result in higher test scores is common. I know first-hand that teachers face constant pressure to be "rigorous," and that many parents and educators wrongly equate more homework with rigor.
The district my children attend proudly boasts about its graduation rate and high test scores. Rather than attributing those achievements to the fact that the median income in our district is among the highest in the state, the reasons cited include the rigorous curriculum and the demanding homework. Unfortunately, of the two, only the former is supported by research. In fact, there is no research that supports homework as a tool for increasing academic achievement in the primary grades. Its effectiveness is questionable even in high school. If anything, the research tells us that too much homework can actually decrease academic achievement.
So, if the homework is being managed ("OK, guys, time to get out your backpacks") and completed (even in part) by parents, not children, and if there is no research to support its effectiveness, doesn't it raise the question of what really is the point? And, just as important, what is the price we're paying?
Forget about the hours lost to math problems, vocabulary drills or the search for a glue gun to complete the big project. Is it possible that our children, rather than receiving benefit, are actually footing the bill? The increased incidence of anxiety, depression and obesity in our nation's children runs parallel to the push for more homework. Correlation doesn't prove causation, but it would be foolish to ignore a possible connection.
I can't help thinking that as those precious five hours between school and bedtime have shifted away from family time toward time for homework completion, our children are losing out not just on their childhoods, but on important childhood lessons that would otherwise help them become the thoughtful and engaged friends, partners, parents and citizens that we want them to become. Who's got time to learn to play nice with others when there's no time to play?
What lessons is homework teaching? That work is important? That children should have responsibilities? All I need is a full dishwasher, an unmade bed and a lawn that needs mowing to teach those. In fact, homework is just getting in the way.
I want my five hours back.
ViAnne Hubbell teaches at Hopkins North Junior High.
So, if the homework is being managed ("OK, guys, time to get out your backpacks") and completed (even in part) by parents, not children, and if there is no research to support its effectiveness, doesn't it raise the question of what really is the point? And, just as important, what is the price we're paying?
Forget about the hours lost to math problems, vocabulary drills or the search for a glue gun to complete the big project. Is it possible that our children, rather than receiving benefit, are actually footing the bill? The increased incidence of anxiety, depression and obesity in our nation's children runs parallel to the push for more homework. Correlation doesn't prove causation, but it would be foolish to ignore a possible connection.
I can't help thinking that as those precious five hours between school and bedtime have shifted away from family time toward time for homework completion, our children are losing out not just on their childhoods, but on important childhood lessons that would otherwise help them become the thoughtful and engaged friends, partners, parents and citizens that we want them to become. Who's got time to learn to play nice with others when there's no time to play?
What lessons is homework teaching? That work is important? That children should have responsibilities? All I need is a full dishwasher, an unmade bed and a lawn that needs mowing to teach those. In fact, homework is just getting in the way.
I want my five hours back.
ViAnne Hubbell teaches at Hopkins North Junior High.
Thursday, December 9, 2010
Focusing on the positive
Last week I blogged about some frustrations.
This week has been better. We haven't had anything in our schedule (appointments for example) that have disrupted the routine. I'm also learning how to be clear on the work that I want Jonah to do, and I have put some consequences in place (earlier bedtimes) for being disrespectful or not obeying my instructions. I'm still working on finding activities within our curriculum that engage him, but don't require my constant supervision. Could I just sit next to him all day, work through every moment and math problem and grammar question and spelling word, well now, that would be lovely. But the reality is that I have a lot of things to do in this household, and he needs to be able to follow through with the assignments that I provide.
Interestingly, there have been a few times where I have been awed at his choice to paint a landscape, write a story, or read Greek Mythology - just for fun - spontaneously!! Here are the moments when I can grasp the concept of "unschooling", where there is no formal curriculum, no lesson plans, no particular subjects that are taught for the home school. Everything comes from within the student's desires to explore and engage in the world around him. How that works with math (okay maybe cooking, building, etc) I am not sure entirely, but it sure is a lofty concept and apparently has been very successful for some home school families.
Frustrations will be a daily part of this experience, but I will choose to focus on the positive. The precious time I am spending with my son at a critical moment in his development, and the ability to foster a sense of wonder in his learning keeps me encouraged to press forward despite my shortcomings and self-doubt!
This week has been better. We haven't had anything in our schedule (appointments for example) that have disrupted the routine. I'm also learning how to be clear on the work that I want Jonah to do, and I have put some consequences in place (earlier bedtimes) for being disrespectful or not obeying my instructions. I'm still working on finding activities within our curriculum that engage him, but don't require my constant supervision. Could I just sit next to him all day, work through every moment and math problem and grammar question and spelling word, well now, that would be lovely. But the reality is that I have a lot of things to do in this household, and he needs to be able to follow through with the assignments that I provide.
Interestingly, there have been a few times where I have been awed at his choice to paint a landscape, write a story, or read Greek Mythology - just for fun - spontaneously!! Here are the moments when I can grasp the concept of "unschooling", where there is no formal curriculum, no lesson plans, no particular subjects that are taught for the home school. Everything comes from within the student's desires to explore and engage in the world around him. How that works with math (okay maybe cooking, building, etc) I am not sure entirely, but it sure is a lofty concept and apparently has been very successful for some home school families.
Frustrations will be a daily part of this experience, but I will choose to focus on the positive. The precious time I am spending with my son at a critical moment in his development, and the ability to foster a sense of wonder in his learning keeps me encouraged to press forward despite my shortcomings and self-doubt!
Saturday, December 4, 2010
Yelling and pulling out hair
Time to get honest. This was a tough week. Is it the holiday "to-do" list that is making me cranky? Is it the kids' endless energy and being cooped up in this cold weather? Whatever the case may be, this was a hard week. Each day I thought to myself, "This is a new day! It will be better!". But we struggled most every day this week.
The typical scene unfolds: I set Jonah up with some school task. Then I go upstairs to get dressed, make the bed, etc etc... and upon returning, I find Jonah wrestling with his 6 year old brother. Then I ask him to return to his work, but then I get an important phone call, and when I get off the phone, the wrestling is going on again!
Little brother Josh, the 6 year old, is home until 12:10 each day, when the big yellow bus pulls up to whisk him away to afternoon kindergarten. When I prepared to home school, I had really envisioned him at the dining room table, coloring, doing puzzles, industriously attacking the stack of workbooks left over from Jonah and Ally....
Alas, he can usually be found making faces at his brother, nagging me to read him a story or play a game, or creating some kind of a mess somewhere in the house.
One day this week Josh had an appointment for a filling, and I told Jonah that we'd be doing "school" in the car and in the dentist's waiting room. I thought I was setting clear expectations. Lo and behold, when we got in the car for the 15 minute drive to the dentist, Jonah was shocked to hear that I demand he read Greek Mythologies out loud on the way there. Thus ensued a back and forth argument with him refusing to read and me demanding that he do so. Screaming while driving is never a good time, nor is it safe!
It's these kinds of interruptions, like dentist appointments, laundry, phone calls that I must make or answer, cooking and cleaning up after meals, errands and all the other day to day things that require my time and energy - these are the things that disrupt our home school. These are the things that provide opportunities for my student to check out, procrastinate, and slip away while I'm not looking.
Quite frankly, it is impossible for me to stand over his shoulder or hold his hand all day. UGH!! Sometimes, I think that is the only way we get things done!!
I've promised myself to be patient. This is part of the home school experience - to foster independent learning. However, there are days when I am pulling out my hair!
The typical scene unfolds: I set Jonah up with some school task. Then I go upstairs to get dressed, make the bed, etc etc... and upon returning, I find Jonah wrestling with his 6 year old brother. Then I ask him to return to his work, but then I get an important phone call, and when I get off the phone, the wrestling is going on again!
Little brother Josh, the 6 year old, is home until 12:10 each day, when the big yellow bus pulls up to whisk him away to afternoon kindergarten. When I prepared to home school, I had really envisioned him at the dining room table, coloring, doing puzzles, industriously attacking the stack of workbooks left over from Jonah and Ally....
Alas, he can usually be found making faces at his brother, nagging me to read him a story or play a game, or creating some kind of a mess somewhere in the house.
One day this week Josh had an appointment for a filling, and I told Jonah that we'd be doing "school" in the car and in the dentist's waiting room. I thought I was setting clear expectations. Lo and behold, when we got in the car for the 15 minute drive to the dentist, Jonah was shocked to hear that I demand he read Greek Mythologies out loud on the way there. Thus ensued a back and forth argument with him refusing to read and me demanding that he do so. Screaming while driving is never a good time, nor is it safe!
It's these kinds of interruptions, like dentist appointments, laundry, phone calls that I must make or answer, cooking and cleaning up after meals, errands and all the other day to day things that require my time and energy - these are the things that disrupt our home school. These are the things that provide opportunities for my student to check out, procrastinate, and slip away while I'm not looking.
Quite frankly, it is impossible for me to stand over his shoulder or hold his hand all day. UGH!! Sometimes, I think that is the only way we get things done!!
I've promised myself to be patient. This is part of the home school experience - to foster independent learning. However, there are days when I am pulling out my hair!
Wednesday, December 1, 2010
Our curriculum?
What do we do all day? What exactly are we studying?
How did I decide what books and educational materials to use for each subject?
I am grateful to my sister who has been home schooling for years and has allowed me to borrow materials. A good friend Sarah has also been home schooling for years. From their experiences I have learned much. The books "The Well-Trained Mind" and "Easy Homeschooling Techniques" are on my shelf, the former has wonderful lists of suggested curriculum.
Wanting to remain loosely within the 6th grade curriculum guidelines provided by our school district, one of the first things I did was to print those details from the district website. From there, I decided to follow Singapore's Math and Susan Bauer's "The Story of the World (Ancient Times) for history. For English, French, Science, Health, Gym and Art, I have pieced together a variety of resources. In Science, I am checking out books from our library that cover the subjects outlined by the district's 6th grade science program; Jonah reads them, takes notes, and narrates to me what he has read.
We go to a "co-op" organized by TEACH (http://www.teachct.org/) each Tuesday morning from 9-12. Here Jonah studies Science (the Human Body), Writing (Institute for Excellence in Writing www.excellenceinwriting.com/), Art, and Gym.
Perhaps in future blogs I'll go into more detail for each subject area, and share some specific examples of what we've done.
So, here is our Overall curriculum:
How did I decide what books and educational materials to use for each subject?
I am grateful to my sister who has been home schooling for years and has allowed me to borrow materials. A good friend Sarah has also been home schooling for years. From their experiences I have learned much. The books "The Well-Trained Mind" and "Easy Homeschooling Techniques" are on my shelf, the former has wonderful lists of suggested curriculum.
Wanting to remain loosely within the 6th grade curriculum guidelines provided by our school district, one of the first things I did was to print those details from the district website. From there, I decided to follow Singapore's Math and Susan Bauer's "The Story of the World (Ancient Times) for history. For English, French, Science, Health, Gym and Art, I have pieced together a variety of resources. In Science, I am checking out books from our library that cover the subjects outlined by the district's 6th grade science program; Jonah reads them, takes notes, and narrates to me what he has read.
We go to a "co-op" organized by TEACH (http://www.teachct.org/) each Tuesday morning from 9-12. Here Jonah studies Science (the Human Body), Writing (Institute for Excellence in Writing www.excellenceinwriting.com/), Art, and Gym.
Perhaps in future blogs I'll go into more detail for each subject area, and share some specific examples of what we've done.
So, here is our Overall curriculum:
Math – “Singapore Primary” 5B, 6A, 6B
History – “The Story of the World”, library books, Kingfisher History Encyclopedia, Kingfisher Atlas of World History
Science – TEACH Co-op (http://www.teachct.org/), “Handbook of Nature Study”, library books (follow roughly the subjects that are covered in 6th grade in our district) and Science Museum
English – Journal Writing, “Spelling Power”, “Core Skills Language Arts” 5&6, “Analogies & Idioms” 5&6, Poetry of Choice, Fiction of Choice, TEACH co-op writing.
French – « Grammaire Progressive du francais », «Geographie » & « Histoire » Nathan Collection Guilliver Cycle 3, fiction of choice
Health – Kingfisher Encyclopedia, library books
Phy-Ed – TEACH Co-op, Lifetime Fitness, soccer and basketball
Art – TEACH co-op