Homeschooling Might Not Be For Everyone, But Is It Right For Your Family?
Here are 10 signs that you should consider homeschooling.
1. Your child is struggling in school.
Some children may need an approach that differs from the those that work for large, diverse classes, such as a customized curriculum or a more relaxed setting. For many reasons, these are not available in the public education system. Lesson plans or curricula can be planned to fit each child individually, rather than as a whole class, which, for some children in particular, can make all the difference in understanding and enjoying the lessons being taught.
2. Your child is not being challenged in school.
Some children catch on to certain things more quickly than others. In a traditional public-school setting, this can lead a child to become bored and even to him or her becoming disruptive and having "behavior issues." In a homeschool setting, a child who has already "gotten it" can move on to the next challenge and continue to be inspired to learn and grow.
3. You find yourself complaining often about your child's education, teachers, or problems at your child's school.
You've attempted to address the problems through the normal channels only to run into dead ends. You're constantly volunteering in class and trying to help, but see so many areas for improving the way your child is educated. Don't just complain, be the solution.
4. You know that there is more to education than teaching to the test.
Compulsory high-stakes testing leads to an overemphasis on testing and student performance on tests. You know that education is so much more than that.
Read this post, Why Homeschool? for research on more benefits of homeschooling.
5. Your child is losing the natural wonder and curiosity of childhood.
Education should be a delight. Children are naturally disposed to learn and explore and to love discovering new knowledge. If this has ceased to be the case as your child has gone to school, it may be time to look at other options.
6. Your child dreads going to school.
There are many reasons a child might dread going to school, and many of them can be solved through homeschooling. While not a panacea, bringing your child's educational experience into your home can help them grow and learn in an environment where he or she feels safe and loved.
7. You want to be more involved in your child's education.
Ultimately, it is a parent's responsibility to see to the education of his or her children. You understand that and want to be more involved in choosing what and how your child is educated.
8. You want your child to be excited about and love learning.
Children learn by example. There is no better way to show your commitment to education than taking on the responsibility yourself. There is no better way to create a family culture of education than making your home a home school.
9. You want your children to be more responsible for their own education.
Sir Walter Scott wrote, "All men who have turned out worth anything have had the chief hand in their own education." Homeschooling allows parents and children to design together a curriculum that fits their needs. Children can design and plan their lessons around their interests. Especially with all the resources available online, in a home school, custom-made education can become the responsibility of the student.
10. You have thought, "I wonder if I could homeschool my children."
You can! There are many resources available to help you and great support from families who have already begun the journey. If you have thought it might be right for you and your family, then it just might be right for you and your family. Carefully consider your options and make the best choice for your family. Take a look at this post on some key homeschool decisions: Homeschooling Decisions.
Deciding to homeschool is a big decision and can seem very overwhelming or even impossible, but it doesn't have to be. Come join hundreds of homeschooling families from all over Utah (here are some links to support groups) and see how simple and rewarding it can be. You should also consider attending UHEA's 33rd annual Homeschool Convention and Curriculum Fair on June 14th and 15th, 2013. Homeschoolers are a very diverse population and we all have different motivations and methods. There isn't one right way. The thing that brings us together is our belief that parents know what is best for their children and we believe that for our children a home education is best.
Homeschool Through the Summer?
by Tammy Anderson
I had two of my kids at the dentist this week and the dentist asked if they were excited to be out of school. My kids just had blank stares. The idea of not having school is kind of foreign to them. Learning is something that we do every day, whether it is through formal instruction or exploration and play. Education, or "school," is something that happens all of the time, it is a way of life for our family. How could they ever be out of school?
To be sure, we do not have formal instruction every day, but most days (Monday through Friday, even through the summer) include at least math and reading. During the traditional school year, September to May, we include all of the standard courses, however we choose the curriculum, and then we supplement with other activities and courses that we feel are important. Summer is a great time to have less formal instruction and more exploration, we try to have more outside activities, science experiments, field trips, projects, and self-directed learning. We also believe that free play is crucial to a child's development and there is plenty of time all year for our kids to play and explore what they want.
There are several lessons we have learned through homeschooling our children year round.
1. Family Culture
As I mentioned, learning is part of our family culture, it defines who we are.
2. Sense of Meaning
Kids get bored very quickly when left with too much time to do whatever they want. They get grumpy and there is more contention between siblings. They also seem to lose motivation to complete their daily jobs and are more disagreeable and less helpful. With even a small amount of scheduled learning each day it helps prevent these undesirable behaviors. It helps instill in them a sense of being responsible, for themselves and their learning. It gives their days meaning and helps them to feel a sense of accomplishment.
They are able to retain what they have learned and do not require a month or more of review to reteach what was lost from a long break. This makes everyone happy and saves our valuable time for better things.
4. Self-Directed Learning
Summer is a great time to let them choose something that they are interested in and let them learn all they can about it. They can do research, make projects, schedule fieldtrips, and find a mentor. We do not put a time limit on when these activities need to be completed, they can take their time and really enjoy what they are learning.
5. We Take Breaks When We Need Them
Even though we know that there is learning happening every day, sometimes life presents us with unexpected surprises and challenges that require us to slow down or take an unexpected break for a short time. Events like illness, having a baby, family vacations, etc. are times that warrant a brief respite and having to have "school" should not be a source of additional stress. We can take short breaks now and then, as needed, because I know that we will more than make up for it throughout the rest of the year. Also these times are not completely void of learning. Think of the lessons learned from having a new baby in the home, visiting new places on a family vacation, or watching a documentary about the immune system when you are sick. Not to mention the time spent reading each day, seriously I have had to take books away from children who have stashed them in the bathroom so they can get in more reading. There are many benefits of schooling all year, I can't imagine not doing it.
So while having children who love to learn and don't know that there is such a thing as "no school" may make us seem weird at the dentist office or to the neighbors - that is, until they stop and think about how amazing this actually is - we wouldn't have it any other way. Our kids are happy, healthy, and ,yes, well-adjusted and socialized. They have plenty of time to pursue their own interests and activities and like all kids, they love playing with friends. Best of all our kids love to learn.
Disclaimer: Life in our home is not perfect. Not every day is sunshine and roses. Some days kids cry and some days mom cries. However, mostly things are good. We just have to remember to be flexible, do our best, and keep moving forward.
Ideas For Beginners
First Things First
Read as many books as you can on home schooling, how children learn, and education. This is very important for new home schoolers. You will glean ideas from others that you can use in your own home. Research home education and why it is different than conventional schooling.
Subscribe to newsletters. I highly recommend the UHEA newsletter to anyone who is seriously considering home schooling. Newsletters will be your lifeline. They offer current educational information just for home schoolers and keep you up-to-date on activities, meetings and legal issues. See the enclosed order form with this packet.
Inform you family members of your decision by mail. This will give them time to think about your decision. You may want to enclose copies of articles found in this UHEA Information Packet. An excellent public relations tool for family, friends, church members and neighbors is the UHEA video, Home School: Another Choice.
Conventions are tremendously helpful and important for new or investigating home schoolers. At conventions you will find a wealth of information presented by parents specifically geared towards home school families. Information obtained at conventions is very difficult to gather on your own. Call or write the UHEA and make sure your name is on the mailing list.
Call your local UHEA District Leader and ask about local meetings. Attending local UHEA support group meetings and activities will give you an opportunity to meet other home schooling families. Many questions and concerns can be answered as well.
Commit to home school for at least one year. It requires total commitment and some lifestyle changes to be successful, but is well worth the effort! Your first year will be the most difficult. It will be overwhelming at first, but as the months go by, you will gain confidence and it will be easier for you to visualize what your family needs.
Write a schedule that allows flexibility. Avoid rigid time slots for subjects. Have input from your children. You will gain more ideas from reading home school books. Successful home school families don't copy the schedules of the public school classroom. You may want to read John Taylor Gatto's book, Dumbing Us Down, the Invisible Curriculum of Compulsory Schooling.
If you enjoy structure, you can still have structured time and avoid structured learning. Give your children as much agency in their learning as possible within your structured time frame.
Mom can still have her hobbies and interests! Life would be boring if a person wasn't allowed to develop their talents and interests! While my children read to me, I can knit or crochet. If we are working on spelling lists, I can sit and make manipulatives, games, or crafts. If you like to go walking, take the children with you, or take one or two chi
ldren at a time and take turns. If you like to sew, involve your children. They can learn how. If you bake bread, make it a family learning time. My children are as autonomous as I allow them. If I have community service things to do, or need to make some important phone calls, or do some planning, they practice their instruments, work on art projects, or read about bugs and things.
Home schooling does not cost a great deal of money. You can spend as much as you want or as little as you want! Most families use the library as their main resource. By attending conventions you will gather many ideas on how to teach your children at home without going broke.
Moms need to be by themselves to recharge their batteries. When I've been busy with my children all day, I don't feel guilty leaving them with their father in the evening to pursue my own hobbies and interests. Teachers in conventional schooling get teacher development days, and so do you! If you are craving some quiet time for yourself, schedule time at your library without the children (or any other quiet place). Don't forget the children's father too! Home schooling can become all encompassing - using up every action and thought. It will settle down, and before you know it, it becomes a way of life.
Transition From Public School To Home School
If your children have been in a classroom setting they need time to unwind and unlearn how they learned. Many children who have been taught in a classroom setting expect you to tell them what to do every minute. In a structured classroom setting, the students rarely have any agency in their education. They don't know how to learn on their own.
Home school will be an adjustment for both you and the children. Talk to them about it, read to them some passages from home school books about how other children learn.
The first year is always the hardest. Every year will have its challenges, but it will not be as overwhelming as your first year is.
Children can be as independent as you allow them to be. For children to want to learn on their own doesn't happen overnight if they have been attending real school. To help children who have been entertained and told how to do everything, it helps to have them come up with a list of things to do for themselves. Have them refer to this list when they are bored, or can't decide what to do with themselves.
CHILDREN WILL BE BORED! They don't need to be entertained by you. In fact, it is harmful for their development to be constantly spoon-fed and entertained. In order to discover their talents and interests, they must search within themselves, and they can't do this if they are constantly being bombarded with stimuli.
Avoid the temptation to plug in an electronic game or video to entertain them. There are times when watching videos are helpful and educational, but don't use the TV to eliminate boredom.
Type up a schedule for your children to follow. Allow as much agency as possible. Change the schedule every few months and allow for more flexibility, and every few months gradually wean your children from depending on you so much.
How can a father become involved in their child's education? From our point of view, it is difficult for fathers to become heavily involved in structured teaching situations. From a wife's perspective, I don't assign my husband to teach certain subjects. My husband's most important role, besides being a Father, Husband, and Son, is chief breadwinner. I have never expected him to do any formal teaching. Being a father and taking advantage of the time he is around our children, he automatically answers their questions, or involves them in what he happens to be doing at that moment.
I feel that a husband can provide better support for the "teaching mother" by providing financially for the family, involving the children in his work around the home, talking to the children and sharing informal knowledge (simply answering their many questions will help considerably), and SUPPORTING THEIR WIVES. Karl has been supportive of me since the day we decided to home school. The first thing he did was listen to me read him bits and pieces of home school books, educational books, how children learn books, etc. He learned right along with me, whether he wanted to or not! Actually, he wanted to learn everything he could about home school. He attended conventions with me, and for the first few years, we could only afford to attend every other year. He came to seminars, support group meetings, and met with other home schoolers. Because of his involvement in my interests, they were his, too. Other fathers lend their support to their wives by tending the children while the wife attends support group meetings. This is something parents must discuss, then do that with which they feel comfortable.
Fathers need to understand how children learn and not require a certain amount of work sheets and textbook learning to be done every day. The best father is supportive of the child's mother, and shows support by providing inspirational insight, prayers, reading and attending some meetings, and being a partner rather than a boss. He will continue to date his wife, too.
The happiest home school families I've seen are the ones where the father is interested in is children's activities and projects, and is supportive rather than critical of his wife. Husbands need to be involved in a way that best suits the needs of the family. After all, parenthood is a partnership!
Although some families choose not to have anything at all to do with the public school system, others use the public schools as a resource. Textbooks, paper supplies, and other resources can be available by contacting the principal. Some principals bend over backwards to help home school families. Others would like to avoid them. It is not a requirement on the part of the principal to help home school families. Some will, some won't. But if you would like to use school materials, contact the principal to set an appointment to discuss your needs.
Students may attend public schools part-time. Many home school families enroll their children in junior high or high school classes such as orchestra, band, chemistry, language, algebra, etc.
Sign your children up for community education classes to supplement your home school.
Local private schools and businesses offer classes. Computer stores generally teach classes, or know someone who does, on a variety of computer topics.
Tutors can be hired for subjects you find hard to deal with. Even top-notch high school students can make good tutors and aren't as expensive as college or community tutors.
Parent Education Resource Centers (PERC) offer a wide variety of games and educational tools, curriculum and helps that you can check out free of charge. To find out if there is a PERC near you, contact your local library.
School districts have textbook dumps, a place where textbooks go that aren't used anymore. Many home school families know of where these places are. Contact your district leader, or inquire at your support group meetings for more information.
Older children may wish to use a correspondence course. They are quite structured and expensive but they fill the needs of some families. For more information, see The Home School Resource by Karl and Betty Pearson, Teach Your Own by John Holt, or Home School Burnout by Dr. Raymond and Dorothy Moore (see your local library, or purchase from private educational suppliers).
Your public library is the best and least expensive resource! If your local library is small or doesn't have home school books, you may want to seriously consider paying a fee to use a larger library in your area. It will be well worth the fee you pay. Many home schoolers purchase only a math textbook and use the libraries as their main curriculum source. Classes taught at conventions show you how this is done.
4-H offers many individual projects and educational materials. Your local Scouting office has great educational resources, and County Extension agencies and offices offer classes and educational books and pamphlets which are great resources.
AT DOOR REGISTRATION ONLY
*ONLINE REGISTRATION IS CLOSED*
For over 30 years, we have held an annual Convention and Curriculum Fair for adults and teens. The Convention and Curriculum Fair runs a half day on Friday and all day on Saturday. It includes keynote speakers for adults and teens, panels, workshops and many home education related vendor booths and exhibits. Babes in arms are always welcome. We do not provide childcare services.
The 2013 Convention and Curriculum Fair of the Utah Home Education Association will be held in the brand new Utah Valley Convention Center (220 W. Center Street, Provo, Utah) Friday and Saturday, June 14-15, 2013.
Check out the Utah Valley Information website. It is filled with ideas for things to do and places to go while you are in Provo for the convention.
Adult Keynote Speaker
Nicholeen Peck is the mother of four and previous foster parent of many difficult and troubled teens. The Peck family's success with these difficult children was based upon calmness, the principles of self-government, and good communication. She has been teaching people around the world the principles of Self-Government since 1999. In 2009, Nicholeen and her family were featured in a one hour BBC documentary about parenting. She has appeared on various news shows and radio programs to discuss effective parenting. Nicholeen offers her teaching in a variety of ways including seminars, personal coaching, home visits, video, audio classes and in books. She is the author of Parenting A House United, and a series of children's picture books which teach four basic skills of self-government to children. She also writes for various blogs and online magazines.
Visit Nocholeen's website at http://TeachingSelfGovernment.com
Teen Keynote Speaker
Alan Doan was homeschooled from the 2nd grade on and has taken his home education and made the most of it in creating success for himself and others. Alan created Hard Knock MBA where he designed his own real world MBA program based on his experience as a homeschooler.
He is currently CEO of MissouriQuiltCo.com, a business he co-founded 3 years ago with a focus on reimagining the ecommerce experience of shopping for fabric online, and has quickly become an industry leader both in tech advancement for the genre and fulfillment solutions. Last year, at a White House luncheon, the Missouri Star Quilt Company was designated one of Empact100's Top 100 Startups in America run by an Entrepreneur under 30.
Coming from an IT consulting background, he found his niche among the startup community as he discovered his knack for developing passionate communities around niche verticals, and using those communities to propel startups into aggressive growth. Both in his own companies and with others.
Alan spends a large chunk of his time each month mentoring tech startups both locally (SLC / KC), nationally (working with techstars.com programs for over 2 years), and internationally (startupbootcamp.org - Copenhagen and Berlin), and has worked on dozens of companies as they go from the idea stage to initial revenue as quickly as possible. Also of particular interest are high school and university students, with whom he frequently spends time both as a speaker and a mentor.
Brandon Ruiz, our previous scheduled speaker, won the 2013 Grappling World Team Trials and and will be participating in the World Championship the same weekend as convention. We congratulate him on this great achievement.
Click here for a list of workshops, classes, and seminars.
Click here for a list of exhibitors and vendors that will be at the Curriculum Fair.
Early Registration Price Until May 18th After May 19th and At The Door Price
Single Adult $35.00 $45.00
Couple $45.00 $55.00
(Couples are married parents or a parent and grandparent.)
Teen $10.00 $10.00
There is no charge to attend the Curriculum Fair, it is free and open to the public. For help registering or questions, please contact Jennifer Jessop at (435) 462-0276 or Heidi Horger at (435) 754-7324.
*REGISTRATION IS CLOSED*
If you registered online, please bring your email confirmation to the Will Call table.
Refunds will be provided upon written request until May 25th, minus a $5.00 processing fee. After May 25th, refunds will be credited toward a 2014 UHEA event. Please send written request to:
UHEA Convention Refund
P.O. Box 890
Sandy, UT 84091
Mom, Dad, or teens may work a "volunteer" shift in exchange for either a discounted admission rate or full admission to the convention. The amount of time you are able to serve will determine the scholarship. There are also many other ways to volunteer before the day of convention.
There is No Childcare.
Babes in arms are always welcome. UHEA tries to accomodate everyone and hopefully we will be able to offer childcare in the future. If circumstances require that older children are in attendance, we ask that they be taken out of the hall or workshops if they can't make it through the presentation. Please be respectful to other attendees and the presenters.
Check our our EXHIBITORS!
Tentative Schedule (subject to change)
Friday June 14th
12:00 pm Registration Opens
12:00 pm - 5:00 pm Curriculum Fair
1:00 pm - 4:00 pm Adult and Teen Workshops
Saturday June 15th
8:00 am - 5:00 pm Curriculum Fair, Registration Opens
9:00 am - 10:20 am Opening and Keynote Speakers
10:30 am - 11:20 am Workshop
11:30 am - 1:00 pm Lunch and Visit Curriculum Fair
1:00 pm - 3:50 pm Workshops
5:00 pm Curriculum Fair Closes
Food purchased at the Utah Valley Convention Center may be eaten in the facility. Prices will range from $2 - $10 (more information coming). Any food purchased from outside the Utah Valley Convention Center or brought from home MUST be eaten outside the Convention Center premises.
The Residence Inn Provo is offering us a great value of $75.00 for overnight rooms. Reserve your room before May 15th. Use the links below to receive the discounted rate or call 1-888-236-2427 and tell them you are part of the UHEA group when reserving your room.
To help you get around, the Residence Inn Provo provides a free shuttle to the Utah Valley Convention Center. They also offer a free hot breakfast buffet, free internet access, fitness center and an indoor swimming pool.
Please check the Utah Valley Convention Center website for directions and parking information.
This article answers the most frequently asked question of families who are home schooling: "Why do you home school?" It also answers the most common concern: "Are you qualified to home school?"
Overcoming your personal concerns and fears as well as those of your family and friends will largely depend on your ability to satisfactorily answer these two questions. Your capacity to continue home schooling over the long haul will depend on your ability to stay focused on these reasons. They are the foundation upon which you build your home school philosophy. They are the basis of your commitment.
Once you know and are committed to these reasons WHY, you can always discover the HOW-how to get started, how to keep going, how to find help, etc. Whenever discouragement raises its ugly head, review this article. Think about the WHY, YOUR reasons why, and you will become refocused.
The reasons for home schooling are varied but similar and generally fall under the following categories: Academic or Mental, Social, Spiritual or Religious, Emotional, and Physical.
Many sources are available that show that children can learn better in a home school environment. Most people feel that the quality of education in the public schools is deteriorating and, therefore, seem to readily accept the fact that children can do well in an environment where they can receive more loving tutoring and coaching.
Reed Benson, in his Doctoral Dissertation, The Development of a Home School, quotes from an article published in the May 1960 edition of Horizon Magazine by Harold G. McCurdy, professor of psychology at the University of North Carolina. The article, entitled "The Childhood Pattern of Genius," reports on his study of twenty men carefully selected from a list of 1000. The editor of the magazine said, "What kind of early life fosters exceptional mental growth? A study of twenty great minds points to two prime conditions-and leads to a startling conclusion in the last sentence of this article." Here is Dr. McCurdy's summary and "startling conclusion:
"In summary, the present survey of biographical information on a sample of twenty men of genius suggests that the typical developmental pattern includes as important aspects: (1) a high degree of attention focused upon the child by parents and other adults, expressed in the intensive educational measures and, usually, abundant love; (2) isolation from other children, especially outside the family; and (3) a rich efflorescence of fantasy as a reaction to the preceding conditions. It might be remarked that the mass education of our public school system is, in its way, a vast experiment on the effect of reducing all three factors to a minimum: accordingly, it should tend to suppress the occurrence of genius." (McCurdy, May 1960. p. 38.)
A home school can be the perfect environment for academic training. Here are some examples of how home schools have fared in comparison with public schools:
The state of Tennessee, using two separate tests, measured third graders in reading. Public school children scored in the 62nd percentile (50 being average) while home schooled children scored in the 93rd percentile.
In the state of Alaska, children taught by their mothers using State imposed curricula, averaged 10 to 16 points above children taught by Alaska's teachers. Parent's level of education had very little to do with the results.
What about college entrance? Every major college and university in Utah has accepted home schooled children, and many scholarships have been awarded. ACT and GED test scores are two of the most important elements in accepting students to Utah's colleges. Dr. Raymond Moore said that Harvard's Chief Admissions Officer, Dr. Ellingsworth, gives priority to creative home schooled children (1990 Seminar in Utah)
The common misconception is that if a child stays home he will not become socially well-adjusted. Raymond and Dorothy Moore, in chapter 18 of their book, Home Style Teaching, refer to this notion as "perhaps the most dangerous and extravagant myth in education and child rearing today." They say that neither the conclusions of sound research nor the voice of common sense give any credence to the idea that school provides the answer to youngsters' social needs.
"Children do not respond well to large groups. They become nervous, overexcited, and disoriented by confusion, noise, and too many people. Research clearly verifies that the more people there are around your children, the less opportunity they have for meaningful social contact. Most children relate to only about as many people as they are years old, and not necessarily for long periods of time...
"When [the child] does enter school, preferably not before eight or ten or even twelve, he usually becomes a social leader because he is already confident and independent in his thinking and in his values. He largely avoids the temptation to follow the crowd and becomes the productive, self-directed, and potentially excellent citizen this country so badly needs.
"Young children learn by observation and imitation...What youngsters need most of all are good models to copy: adults, especially parents, who exemplify the kind of values that they should acquire...They will adopt the behavior, attitudes, language, and even the tone of voice of the older members of the family.
"We are convinced that if children do not have a close and almost continuous identification with their parents in these most impre
ssionable early years, they will become indifferent to family values-even reject them-and latch onto their peers.
"The trend toward separating little children from their parents at earlier and earlier ages-and substituting the age-segregated peer group as the source of social values-is a deceitfully dangerous form of child abuse, for it robs the child of his own identity and melds him into the crowd."
My wife and I have observed that children are generally about as socially well-adjusted as their parents. As someone stated, "We rise to the level of our coaches." As parent-coaches, it behooves us to become the best that we can be and then coach our children beyond even our personal level of excellence much like an athletic coach takes his players into realms above his own personal degree of competence.
My experience is that there are three basic elements of a "well-adjusted" person: (1) correct knowledge, (2) a strong work ethic, and (3) a be-of-service attitude. All of these three can be better served in a home school environment. A home school that incorporates these three elements will produce children who are very well adjusted.
Joyce Kinmont quotes the Reverend Paul Lindstrom of the Christian Liberty Academy: "I see our children as young tender plants put into a hot house, given expert attention and care by a florist, until the plant is ready to be exposed to the wind, rain, and hail." Reed Benson put it this way, "A young Joseph nurtured by an old Jacob can make it into a heathen Egypt." (Benson, Dissertation, p.44)
In the March 1978 Radcliffe Quarterly, John Holt, a late leader in the home school movement, reported:
"A mother, teaching her children at home, wrote recently about her 12 year-old daughter, 'I can see the encrusted layers of school rigidity falling away; several times a lesson with her has dissolved into a conversation about her real worth as a loving, responsible human being versus the graded, classified, surely stupid person she sometimes felt herself to be in school.' No one in my own high-powered schooling ever had such a conversation with me, or tried in any way to deal with my growing conviction of my own worthlessness. Later, most of the children I taught or knew, high-IQ upper-class students in good schools, felt themselves to be largely stupid or worthless. Over the years, many people have written to me to say that their children were learning in school to feel this way about themselves, and to ask what they could do. I used to say, 'reform the schools'. Now I suggest that they do something that they really can do if they really want to and that will make an immediate difference in their children's lives (p.10)." (Benson, Dissertation, p.16)
The importance of a solid home-based identity for a child is illustrated by the educational programmer M.W. Sullivan "who told about the Marines of World War II who went throughout the worst campaigns of the war. The ones who stood up under it all were the ones who had a fortunate childhood. The ones who broke were the ones who had 'been up against tough conditions' in their childhood." (Benson, Dissertation, p. 45)
Deuteronomy 6:6-7 makes it clear that parents are to teach their children God's law. A home school setting is an ideal place to teach our religious beliefs and moral values.
It is important to understand that it is religion that bring relevancy to education. How we interpret knowledge founded upon our religious beliefs. Children, as well as adults, want to know WHY things are the way they are. "Why" questions surface all the time in teaching and learning settings. Public and even private schools are limited in how they can answer fundamental "why" questions that will surface from every subject, from mathematics to history, from English to geography. How can children ever understand truth without the basis of religion?
Of all the wonderful aspects of home schooling. I feel that the greatest blessing lies in our opportunity to fully answer "why" questions. When a child asks a "why" question, entirely new areas of learning open to view, and new dimensions of knowledge are explored. since these new dimensions relate to the original subject, "relevancy" occurs (it makes sense, it fits, it's interesting, it's understood), or, in other words, learning takes place, correct knowledge is transferred.
But the home school opportunity of answering "why" questions goes much deeper. "Why" questions eventually lead to discussions about our basic beliefs, our value system, our religious convictions. Ultimately, it is religion that brings relevancy to education. Since education influences what we do and think, and doing and thinking is what life is made of, it follows that religion is what brings relevancy to life.
In their book, School Can Wait, Raymond and Dorothy Moore reveal the results of their extensive research on early childhood education. As a result of a $256,000 federal grant, the Moores and their associates analyzed more than 7,000 studies made of young children by neurophysiologists, pediatricians, psychiatrists, ophthalmologists, psychologists, sociologists, and educators. they also analyzed data on 80,000 children and 3,500 schools. Their research showed that all the senses and abilities of the young child's brain to reason do not come together at the same time and that a child is not ready for formal instruction until the ages of eight to ten. Some psychologists at several universities suggest that ages twelve to fourteen would even be a better time to enter school if a good home could be provided.
The Moores also found that feelings of failure and frustration come to a child who is not mature enough for certain school tasks and that the earlier children go to school, the worse their attitude is toward schooling. They establish that many of the so-called learning disabilities can be traced to too much pressure on the unready brain. Those who enter school later out-perform the others in behavior, social and academic skills.
George B. Leonard, in his book Education and Ecstasy, made some very interesting observations about the average school not being a fit place to learn: "It is basically a lock-up, a jail... The child is worn down by the fatigue of sitting in one position for inordinate lengths of time... Even the worst ghetto home can be a better learning environment than most schools" (p. 102).
Leonard listed five of the ten essential principles of the Nuremberg Code which govern experimental research involving human su
bjects, showing how these principles were violated by the public school experiment, not the least of which was infringement on the individual's freedom (pp. 113-114). (See Benson, Dissertation, pp. 18-19, 23.)
Are you Qualified To Home School?
Confidence in ourselves determines our success in most things. Certainly home school is a place where confidence is needed. However, new home schoolers and those investigating home school often lack confidence in their ability to teach their children at home. They commonly remark, "But I'm not a certified teacher." Understanding the facts about teacher certification and what makes a good teacher will give every parent more confidence.
Teacher certification was the theme of the cover story of the September 24, 1990 issue of Insight on the News, entitled "The ABC's of Reform: Give Parents a Choice". The article revealed what many authorities say about certification.
Samuel Peavey, an emeritus professor of education at the University of Louisville says that "after 50 years of research, we've found no significant relationship between teacher certification and pupil achievement. It's just nil." He continued, "We mislead parents to think their certified teachers will provide the education they want. We mislead the public to put its money on a preparation that is simply not paying off."
Donald A. Erickson, professor of education at UCLA says, "Some of the worst teachers I've ever seen are highly certified. Look at our public schools. They're full of certified teachers. What kind of magic is that accomplishing? But I can take you to the best teachers I've ever seen, and most of them are uncertified."
C. Emily Feistritzer, director of the private National Center for Education Information, reveals that it is difficult to even find any link between teacher education and pupil achievement. She says she does not know "of a single study that says because a teacher has gone through this or that program, he or she is a better teacher." Proponents of training programs, she continues, "argue eloquently that teachers need to be grounded in all these things, but there has yet to be a study that shows that in fact is the case."
Professor Erickson agrees. "We don't have evidence at all that what we do in schools of education makes much difference in teaching competence." He added, "We have this nonsense idea that schools of education have all this esoteric knowledge, which if we impart it to people, will work magic. There's no evidence for that at
What, then, makes a good teacher? You may recall that someone put it this way, "Trust no one to be your teacher not your minister, except he be a man of God, walking in his ways and keeping his commandments." (see Mosiah 23:14).
God-fearing, responsive, nurturing parents are the best teachers in the world. No one has a child's interests at heart more than the parents. Studies have shown that parents without formal teacher training succeed beautifully at instructing their children at home. In fact, it has been shown that there is little if any correlation between parents' formal education and success in teaching their children. Parents who were high school dropouts have home schooled children that have become scholars.
The fact is that parents with teaching credentials usually have to unlearn much of their professional training to be effective teachers at home. That is even the case in many institutions. Marva Collins of Westside Preparatory School says about hiring teachers, "many times I find that I'm better-off if I get someone who has not been trained in education, because I don't have lots of bad habits to break." Dr. Raymond Moore agrees. He says that home schooling parents are better off without teaching certificates.
The Moores said, "An alarming number of parents appear to have little confidence in their ability to 'teach' their children. Research suggests that their ability to care, rather than to teach, is the criterion of parenthood during the early years, regardless of educational background. Sound care automatically provides sound teaching."
Home schooling is a labor of love. Dedicated, caring parents will outperform even the most educated and concerned outsider. Teaching your own children is our divine charge and privilege. Simply stated, parents are qualified because they are the parents.
The price of home school is not an easy price to pay, but the rewards are wonderful. Norma Luce, a home schooler, summed up wonderfully the feelings of many home schoolers in her account of "Year One Home Education":
"The first year August '78 to May '79 was my first year of home teaching.
"Academically, it was a smashing success. Physically, I have never been so exhausted in my life. Mentally, I have never been so exhausted in my life. Emotionally, I have never been so exhausted in my life. Spiritually, I was completely rejuvenated and began an upward spiral that will not stop until I have become the person I was meant to be. This past year has been one of absolutely monumental growth for me. Having a home school has taught me as no other single thing ever has before that there is nothing that I can't do. I just have to pay the price. And believe me, home school exacts a mean one. I stretch and strained, bawled and complained, balked, worked my fanny to the bone, and worried a lot. And why? It is either sink or swim. People are watching. Certainly not the most noble reason, but nevertheless, the reason. My vanity made sure I brought every resource, every talent, every brain in my head, and then some, to bear upon the success of this project...
"Before I established the home school I was mediocre and limited in my life and the influence I had on my family reflected it. The good Lord presented me with this sport of home teaching. I met the challenge and shattered the preconceived notion. My capacities were enlarged..
"But most importantly of all my family has drawn closer in love. I have a better understanding of my own children because of the contact I had with them in teaching, and I love and appreciate my husband more because of the support and help he's given me in this endeavor. Home teaching. There were times I thought the price too miserably high, but in the final analysis, as I sit here in the middle of the benefits of my efforts. I realize that a man will the price if he wants the prize." (Benson, Dissertation, pp. 82-83)
Research On Home Education
How well do home schooled children do academically? Many children who have graduated from home schools attend local colleges and universities with full-tuition scholarships. Harvard will look at accepting a home school graduate over a public school graduate. They find home schoolers attitudes towards learning "refreshing" and not stale. Boston University and others also look very seriously at accepting home schooled students over public school graduates.
We found this quote from the Chicago Tribune, Thursday, September 28, 1989, by Ellen Ogintz:
"Home schoolers cite the schools these youngsters attend across the country, including Harvard, Princeton, Stanford, Brigham Young University and scores of less-well-known institutions. Indeed, an admissions officer at Middlebury College, a selective private school in Vermont, said home schoolers certainly would ensure that
such a student got a second look from the admissions committee because it is so unusual.
"These kids seem to do fine here", said Jimmy Williams, Admissions Director at liberal Antioch College in Ohio. Williams said Antioch is now accepting a few of these students each year - after taking a close look at their test scores, writing skills and experiences. "They come with an educational hunger other kids may lack", he said. "Their education hasn't been from the first bell to the last one. Their whole world is their classroom."
Some state officials don't trust research reports on home-based education. Alaska authorized studies by objective researchers to compare its Centralized Correspondence Course (CCS) home study students with conventionally-schooled children on Alaska Statewide Assessment (ASA) tests for fourth and eighth graders in March 1985. Fourth-grade home schoolers averaged 11 percent higher in math and 16 percent higher in reading. Eighth graders scored 12 percent higher in both reading and math. A month later the national Survey of Basic Skills, CCS students in all grades averaged in the top quartile. This is the third consecutive year - since such comparisons were undertaken - the CCS students have scored higher. In Tennessee a state study found home-taught students rate up to 31 percentile ranks higher than public school students. (Dr. Raymond Moore, What Educators Should Know About Home Schools)
The National Home Education Research Institute has just completed the first study of its magnitude of home education in North Dakota. The students scored, on the average, at the following percentiles on standardized achievement tests: (a) total reading, 84th, (b) total listening, 81st, (c) total language, 81st, (d) total math, 81st, (e) science, 87th, (f) social studies, 86th, (g) basic battery (reading, language, mathematics), 83rd, and (h) complete battery (all areas tested), 88th. The national average is the 50th percentile. There were low to moderate statistical relationships between students' basic battery scores and parents' formal education level and parents' scores on the NTE.
For a complete copy of the report, Home Education in North Dakota: Family Characteristics and Student Achievement, write to the National Home Education Research Institute (NHERI), c/o Western Baptist College, 5000 Deer Park Drive, S.E., Salem, OR 97301. They also publish a newsletter, "The Home School Researcher" which features current studies published on home education.
The state of Tennessee, using two separate tests, measured third graders in reading. Public school children scored in the 62nd percentile (50 being average) while home schooled children scored in the 93rd percentile. (Refer to the Moore Foundation for more information, Moore Foundation, Box 1, Camas, WA 98607)
At an Options in Learning conference held in Hamilton, NY in August 1992, sponsored by the Alliance for Parental Involvement in Education (ALLPIE), John Taylor Gatto (New York State Teacher of the Year), told of an unpublished study conducted in Kentucky in 1991. The state of Kentucky decided to compare test scores of home schooled students against test scores of public school students. The public schools were notified about the test in advance. The home schooled students were not. Because the results were an embarrassment to the State Office of Education in Kentucky, the study wasn't formally published. The results were that the home schooled students scored much higher on the tests than their peers in the public schools. This was significant because the public school students were prepared ahead of time for the test. (1992 ALLPIE conference, John Taylor Gatto "Guerrilla Curriculum" tape one, available from Perpetual Motion Unlimited, 1705 14th St., Suite 396, Boulder, CO 80302.)
WHAT ABOUT SOCIALIZATION?
A pervasive question asked of home education parents is, "What about socialization?" Dr. Kathie Carwile Johnson focused on the socialization areas recommended by the Virginia State Department of Instruction for emphasis in middle schools. The seven areas are (a) personal identity, (b) personal destiny, (c) values and moral development, (d) autonomy, (e) relationships, (f) sexuality, and (g) social skills. She interviewed ten families in great depth and detail.
A few of Dr. Johnson's findings will be mentioned here. In terms of students' personal destiny, she stated, "All informants gave examples of their children earning money for themselves. This early admission into the real world may be of importance not only in the teaching of personal destiny but in the area of personal identity." An exploration of the relationships area of socialization surprised the researcher, "...the investigator was not prepared for the level of commitment exhibited by the parents in getting the child to various activities." She found that home educators are taking advantage of the many opportunities their children have through home school group activities, 4-H, Scouts, and many church meetings/activities. In terms of social skills, "It appeared that these students are involved in more social activities, whether by design or by being with the parents in various situations, than the average middle school aged child."
Dr. Johnson made some concluding remarks. She noticed that these home educators had "...created small communities for learning within the family, church, and home school groups" and the parents are attempting to help their children be actual participants in the world, not just observers until they reach some magical age. A final observation is significant: "While the methods used by home schoolers are sometimes unusual and nontraditional, these educators are addressing the socialization needs of their students in every area addressed." (Reported in the National Home Education Institute Newsletter, December 1991)
Children who have been educated at home will have higher self-esteem than those who are educated in more conventional ways. "In a national sampling of parent-educated children, J.W. Taylor found that (1) 77.7% of these home schooled children rank in the top quartile on the Piers-Harris Children's Self-Concept Scale, with more than half of all home schoolers placing in the top 10 %, (2) the longer they are taught at home, the higher their self-concept and (3) self concept is unrelated to the parents' educational levels." (John Wesley Taylor V, Self Concept in Home Schooling Children, Doctoral Dissertation, Andrews University, Michigan, May 1986)
Many critics claim that children schooled at home do not receive the benefit of the socializing influence of conventional schools. "The socialization of children becomes a problem in a society where traditional values are questioned. When adults, and parents in particular, are unsure of their responsibilities, children may be left to socialize each other, to form their values from their own peer group with consequent insecurity and negative self esteem." (Moore, Lorenz, Willey, More & DuPreez, 1975). A kind of Lord of the Flies mentality sets in upon children who are left to socialize themselves, rather than to be socialized by the example of responsible adults. many parents agree, and have concluded that this negative self-esteem is a direct result of the overcrowded, artificial school environment. Children quickly learn the importance of identifying with the strong, and conforming to the norm, no matter how abnormal the norm is. It becomes too dangerous to stand alone, or be weak. This is how many view the average school yard.
Socialization problems has become the number one reason many parents choose to home school. this is not limited to negative peer pressure, it encompasses the new social agenda of moral relativism implicit in a value-free education. Is self-concept a reflector of socialization? Yes! The way children react to people, tasks and roles is often consistent with their view of self. (Purkey, 1970). DeFrancesco and Taylor (1985) conducted a study on self-concept in middle school students where they found, ...what a person believes about himself affects what he does, what he sees and hears, and his capacity to cope with his environment. This also coincides with Cooley's (1902) theory of the Looking Glass Self. The Looking Glass Self refers to the idea that we look to significant others in our lives in order to understand how they see us, and then in turn we build our self-concept and self-esteem from the reflection of ourselves that we see from them.
Recent research reported in the publication The Home School Researcher reported the following: Overall Self Esteem: Home Schooled Students 59%, Conventional Schooled Students, 44%. Personal Security: Home Schooled Students 46%, Conventional 32%. Peer Popularity: Home Schooled Students 23%, Conventional 32%. Academic Competence: Home Schooled Students 59%, Conventional 32%. Familial Acceptance: Home Schooled Students 41%, Conventional 24%. (Vol. 7, no. 3, 1991, p.-7-13.)
In three categories, Personal Security, Academic Competence and Familial Acceptance, the home schooled group had higher percentages of children that scored above average as compared to the conventionally schooled children. The conventionally schooled children had 9% more children score higher on the Peer Popularity scale than home schoolers. Academic Competence proved to be significant. This is consistent with the belief that people gain self-esteem from doing their work well. If we see school or learning as the job of children, it would be expected that it will greatly effect their self-esteem. If a child's perception is that he or she is doing well in his or her school work, they would naturally be more confident.
The Peer Popularity showed an inverse relationship between self-esteem and peer popularity. This indicates that with a rise in peer popularity there is a negative effect on overall self-esteem. It is only a moderate correlation, but certainly one that can't be ignored.
The home schooled population, by necessity, would require one parent at home, thus limiting the earning potential of most families. The study showed that the home schooled child had more self-esteem than the conventionally schooled child. Even if a parent is at home, for most of the day, the conventionally schooled child isn't. As a result, conventionally schooled children have to look outside the family for esteem building influences. This is why the results showed home schooled children scored high on Family Acceptance and conventionally schooled children scored higher on Peer Popularity. (1991 Paul Kitchen, Andrews University, MI)
"Socialization of home educated children was the focus of research completed by Thomas Smedley. He found that home educated children performed significantly better than their public school counterparts in terms of positive adaptive behaviors.
"Smedley conducted his research within the theory that a child is well socialized if he is poised, articulate, and fluent within various communication and social contexts. He tested the hypothesis that says public (or conventional) schooling is needed to properly socialize children.
"The Vineland Adaptive Behavior Scales was used for gathering data. It assessed communication, daily living skills, and socialization. In the composite score, home educated children scored at the 84th percentile (the national average is the 50th percentile) and were significantly higher than the public school comparison group.
"Smedley conjectured several reasons for home educated children doing well. One is that children taught at home are in a richer communication environment where they have instant access to the attention of a significant adult. Also, the home setting encourages age-integration that mirrors the larger society more so than does the conventional age-segregated school." (Dr. Brian Ray, The Teaching Home Magazine, Dec./Jan. 1992)