Learning At Our Place - August 1997

by Beverley Paine

We are always busy. It is almost like an addiction! We only work casual and when we not doing that, there is plenty to do around home.

Roger is flexing his muscles, helping out with all kinds of landscaping and building work, and enjoying it. He never does anything he doesn't want to, so motivation and co-operation are high. I have found that provided he is left with plenty of 'free' time to do his own thing, he is a willing and excellent worker. He has 'matured' into enjoying reading - all manner of things, but especially magazines. The things that really held his attention a year or two ago are often put aside to do real life meaningful work. But he still finds plenty of time to play imaginatively with Thomas who is four years younger.

Both April and Roger have demonstrated, and continue to, the effectiveness of a 'natural learning' style of parenting. Most of this has only been apparent in the teen years, so if you are worrying about letting the kids 'play' all day before this age, hang on, the wait is worth it.

I am finding it easy to ask both boys to do forty minutes of text book maths three times a week now they are older. I am not quite sure why I am asking them to do this - I think it is mostly to reassure me they are acquiring the maths skills necessary in life. Perhaps I just can't give up on my own educational bias from my youth. Roger wouldn't entertain regular 'book work' before the age of thirteen, but at fifteen is an interested and diligent 'student'. For some reason Thomas has picked up on this. This week saw him searching me out in the garden, demanding I come in and watch him do his maths! I have found this maths complements the maths he 'picks' up in his environment. It also demonstrates the value and necessity of how to record maths problems, something we don't come across very often with a lifestyle approach to education. On his on initiative Thomas charted the weather every hour for one day, and then Robin and he graphed the results. This is the third time Thomas has done this over the years. A budding meteorologist?

I have begun reading aloud each day again. Thomas is a critical listener, and prefers action stories that 'sound' well when read. So do I! Our reading sessions are wonderful times of sharing times where we can bond, and last up to an hour. I think this is one of the reasons I don't schedule in reading aloud often - time is a precious commodity in our house and we guard our individual time jealously!

I find that if I don't spend some time each day alone with each child our relationship slips somewhat, and communication becomes much harder. Most of the time we don't need to talk - so much is understood from our mood or non-verbal cues. I love this aspect of being together everyday. It also makes home education so much easier - being able to determine from a glance, movement or tone just what information my child is seeking to know, or how far I can go with an explanation or demonstration.

This closeness is cherished. Some people have called it 'quality' time, and I realised many years ago that it came naturally with 'quantity' time. For me it is the best part of home education.