Homeschooling Schedule

I have the privilege of being a new homeschooler and veteran homeschooler at the same time.  I started homeschooling a few weeks after my second baby was born so that my 2.5-year-old would have dedicated time with me.  We kept going until that baby graduated high school.  Through those years we moved twice, changed churches a few times, and lived several different lifestyles.  I founded and ran a homeschooling group with friends.  We did tours and playdates.  I wrote entire programs for us to carry out in co-op-style classes.  I also counseled new homeschoolers, getting them set up to school their kids successfully from home. Throughout all that, we had different children in our home because I was either homeschooling or nannying them.  

I've got some experience! But, true to the assertion that there are as many ways to homeschool as there are families, this is new and different.  Schooling three kids specifically NOT from the beginning with more special needs than my first crew and in relative isolation is different. So, true to form, I am learning as I go.

I recently changed our homeschooling schedule because I was really overtaxing all of us by trying to do a little bit of everything each day.  I thought the consistency and small bites would provide routine so that growth would be steady and the predictability would give the kids a sense of safety and ownership of their days.  It's a good thought worth its place, but it was time to wriggle things around.

So now I have staggered days. On Mondays and Wednesdays, we do core work using Sonlight curriculum. That is Bible, Social Studies/History, Literature, and Science.  I use the four-day schedule, so we double up and still complete a week's worth of work in a week.  On Tuesdays and Thursdays, we do extracurricular activities like Spanish, Piano, and Recorder.  Fridays are special because my husband is home every other week, so we go on outings with him.  When he is at work, we do arts, cooking, and messy science projects.  Each day we do Movement, Reading, Writing, and Math.  We also do a preschool-style circle time each day with things like prayer, calendar, weather, and Bible verses and stories.

So far, it's working out pretty well.  I might flip-flop the pairs of days because I chose hefty work on the days we are committed to Choir and AWANA.  But I'm going to wait.  Because the change is about looking at the week as a whole, I'm giving myself a solid month to adjust.

Our daily routine still exists regarding blocks of time.  I am eager to see how the opened space allows for more connection and breathing room.  

The Power of Yes

 Are you familiar with the term TBRI? It stands for Trust-Based Relational Intervention.  Karyn Purvis is credited with its creation, and you can check her and her ideas out at the links below.  It is worth your time.  While taught to adults who love kids from hard places, the ideas apply broadly and are helpful across the board.

One of the ideas I learned was the notion of yes. I will speak in generalities, but concrete information is available in those links.  Basically, we all need to hear a mammoth number of yeses in our first years. This sets us up to develop successfully through the stages of early childhood.  It touches on Maslow’s Hierarchy of Needs and Erikson’s Stages of Development.

Maslow teaches that until the basic needs are met (along the lines of shelter, food, and security), we cannot develop at higher levels (like academics and morality). You can check out more at Maslow's Hierarchy of Needs.

Erikson teaches that in the first five years, kids need to learn that they can trust their caregivers, that they are themselves capable people, and have a purpose. More on Erikson’s stages can be found here. Erikson's Stages of Psychosocial Development - StatPearls - NCBI Bookshelf

The idea is that kids need to hear yes (in word and action) thousands of times for them to move through these critical stages of development successfully.  Meaning that they will be equipped to tackle the next stages with confidence and a sense of self-efficacy.  The stages build on one another, and without firm foundations, they are left limping through life.  In short, the yeses count.

Kids from hard places, who’ve experienced trauma, abuse, and/or neglect, lack the necessary number of yeses. To build their resiliency and provide them with what they need to continue to grow, we need to make up for the loss of yes in their lives. How do we make up for all the yeses? 

It’s a big and essential task. In the TBRI training, we learn to do our best to create opportunities for yes.  An example is to have snacks available all the time, but require the children to ask for them—so that you can tell them yes! To help children feel safe with us as caregivers, we need to find ways to provide nurturing that they either missed entirely or lost when they were removed from their first caregivers.  That can mean massages and snuggles.  It might also mean feeding the kids—in a straightforward manner or playfully like throwing popcorn for them to catch in their mouths. 

In my family, I am still very hands-on in the bathroom with bathing and toileting.  They need the extra touch time and nurturing that comes from applying lotion and assuring basic hygiene practices are followed.  I frequently feed my youngest and try to give a cup of milk to her on demand.  She needs this the way an infant does. 

Because that is another thing we learned. When kids come from sustained trauma, new caregivers need to cut their chronological age in half (and round down!) to understand where they may be developmentally.  That means the two-, five-, and seven-year-olds who arrived in our lives were more like one, two, and three! 

This drives home the wisdom of a friend who was comforting me when we had had the girls for about ten months.  She told me we had ten-month-old triplets who happened to be two, six, and eight. This was the most accurate (though seemingly paradoxical) description of our situation.

https://youtu.be/7vjVpRffgHQ?si=w9IcgVVUa9zjEOU4

Karyn Purvis Institute of Child Development

Language

For the past couple of days, my seven-year-old has been given instructions that she hasn’t followed.  I know, blow me down!  A kid didn’t obey?  Whodathunk.  What is remarkable is that when asked what instructions had been given to her, she answered with a poorly paraphrased answer.  We would reiterate the directions, and she would quickly adjust her behavior.

After seeing this a few times, I wondered if her brain is interpreting so quickly that she doesn’t have time to process the precise words people say.  So, we played a game to test my theory!

I went around the breakfast table, saying four words at a time for each kid.  On the second loop around, each kid had to say the same words back. 

I gave my three-year-old associated words coupled with sign language and she did nicely. 

For my nine-year-old, I started easy, but she asked for more difficult words.  By the last round, she couldn’t remember her words and said, “I think you need to bring it down a notch!”  She cracked up the whole table with that line.

I worked hard to stump my 25-year-old and could not. My husband joined us for the last round and I couldn’t stop laughing at the words I selected.  I got him on ‘read,’ because he said the baby’s word instead: ‘room.’

As for the seven-year-old, I tried different tactics to see if I could replicate what I was seeing.  I used synonyms, words associated with a theme, and unrelated words. Each round after the first, she kept trying the word ‘smile.’  A few times she tried words that had been given to another player.  I did notice that she never repeated the words in order.  There was always one word that seemed to capture her.

When the game was finished, I talked it over with my 25-year-old son, we were thinking ‘smile’ had been used in the first round.  I looked at all the notecards and was surprised to see that I had never given ‘smile’!  But I did give her ‘happy’ and a sister ‘laugh.’  She did it!  She interpreted the words in the same way we’d seen her do before.  So cool! 

My husband asked, “So, how are you going to teach to that?”  Hmmm…  That’s the rub.

By the way, this was fun!  I recommend pulling this activity out next time you are looking for something around a meal or when you need to wait quietly somewhere.  Everyone was engaged, and there were a lot of laughs.