Lesley (2007)

How does the unschooling philosophy pan out in our family? Robert is 8 1/2 and Kathleen is 6 1/2.

I am kept on my toes with this approach. The reason is that I never know exactly what the day is going to throw at me! What is going to grab my children's interests today? Are we going to complete that which we started yesterday? Does it really matter if things aren't completed immediately? (We do seem to complete the majority of our projects eventually).

Let me try to put into words what the unschooling philosophy means to me:

I think it is basically being in tune with what is working on any particular day. Some days (not very often) my kids will spend hours working through their maths programs. The next few days they may be occupied with doing science experiments. My role here is to insure that we have enough bicarbonate of soda, vinegar, tin foil, straws, ping pong balls, batteries etc to accommodate them in this pursuit. Another day one or both of them might be knitting furiously or sewing on my electric sewing machine.

Gardening is a big and ongoing interest. We grow our own vegetables, and we have three large compost heaps working on rotation. When dad is working in the garden the children are usually working alongside. We breed and sell guinea pigs. This has been a tremendous source of learning and sex education. It is a thrill to feel the babies moving inside of the mommy guinea pig. We have watched baby guinea pigs being born and canaries hatching out of their eggs. The baby guinea pigs are weighed and their births are recorded. We also record what happens to them - whether they are sold to the pet shop, to friends or given away, which ones died and how....

I have found such a difference in the child's level of co-operation when we are learning about something that he/she is interested in. My son and I have had major clashes when I have tried to force maths on him. I have realized that it is not worth the bruising to relationship that happens in these disputes.

I am NOT saying that the children have no guidance as to what constitutes learning. They have freedom to "move" within parameters which I set. Examples of these parameters are: rest time which happens for an hour every day (a sanity saver for mom and kids), behaviour, chores, read aloud by mom. I can motivate for a particular "subject" to be tackled. Sometimes this "motivation" is quite strong.

Today I thought would be a good day for art. I didn't mention it to my kids but took out the art stuff and left it on the kitchen table. They have been busy with that for over two hours and I have been free to do some sewing and mailing. (P.S. today is the day after I put the art stuff out and they are still at it).

When I force a particular line of learning the wheels often come off. I tend to do this in times when I am feeling a bit insecure. I panic and reach for the curriculum only to find that the harmony in my heart and in our home is destroyed. We quickly revert to a more child lead approach.

An example of child lead learning: Robert was about 5 1/2 when I decided it was time to start teaching him to read. After a few aborted attempts when the materials were put away till later, he was finally reading fluently at 6 1/2. It was hard work for both of us. Endless drill. He had to read to me every night. Kathleen is 20 months younger than Robert. When she started expressing an interest in reading I showed and taught her a few basics. I never asked her to read to me. It was always of her own initiative. Her reading skills came comparatively easy. No drill done.

Granted, she is a girl...... I just remember her reading journey to be so much more "delightful". They are now both fluent and avid readers. They each have a set of Childcraft encyclopaedias in their rooms. I often find them engrossed in reading them. Reading is a very large part of what we do as a family and as individuals. Our read alouds are selected to stretch their imaginations and vocabulary - no dumbed down stuff. Bible reading also has an important slot.

Both children are expected to be fully involved in the running of our home. They have designated chores that they are expected to do without being asked and with a happy attitude. (We are still working on this one:-)

Our learning patterns are fluid and flexible. Alan and I feel that it is important to guard our lifestyle so that our children have free time to play and discover and interact with God, themselves and the world around them. In a nutshell I would say that we live life together and learn as we go. We purposefully expose them to real life learning situations. We try to give them happy childhoods - protected from the competitiveness and materialism that abounds around us. Protect them from the business that comes from rushing from one activity to the next, allowing them time to fully engage with what it is that they are doing.

Our long term goals?

To kindle to love of learning. To develop self motivated learners. To nurture children who will eventually become rounded, content people.