Most of us wonder how homeschooling through high school will affect our children, especially if our children think they might like to join the rank and file in public high school instead of continuing to be schooled at home.  We often wish we could look ahead and see how it will turn out before we take that leap of faith. As a follow up to my recent post about what I loved about homeschooling, I would like to share a comment from a current college student who was homeschooled through high school (who just happens to be my daughter). LOL I hope it will prove to be as encouraging to you as it was to me! And thank you, Sweetie, for taking the time and effort to make the comment and for allowing us to post it!

So are you encouraged?!

May God bless your week!

This is the time of year when homeschooling parents traditionally begin contemplating next year. (Sometimes with that daunting 2nd semester ahead, it is more appealing to consider next year than to finish this year. ) Parents of 8th graders may be terrified as they consider what they are going to do next year for high school.  They might wonder whether they measure up academically; if they’re capable of leading their children through high school and preparing them for college. Even as their high schoolers pursue college dreams, parents often speculate whether their kids will be able to adjust to the rigors and social climate of college after being at home for high school.  Understanding the latest research on this topic could be reassuring for both parents and students!

Although there have not been a multitude of studies in this area, there have been a few with some interesting results.  Among them is “Transitional Experiences of First-year College Students Who Were Homeschooled,” by Mary Beth Bolle, Roger D. Wessel, and Thalia M. Mulvihill, published by the Journal of College Student Development (Vol. 48, No. 6, Nov.-Dec. 2007*). This study examines the adjustment of first year college students who entered college directly after finishing high school at home. Beginning by citing previous related findings:

• According to the National Center for Educational Statistics (1999), the number of homeschooled students has nearly tripled just since 1991
• Homeschooled students outranked public school students on standardized tests by 15-30 points and “perform well in college and leadership activities and tend to be independent and critical thinkers who are gainfully employed.” (Ray, 2003)
• Other benefits of homeschooling include “better relationships with siblings and parents, more opportunities for interaction with people of different ages that lead to developing friendships with various ages and genders, and a better relationship with adults.” (Cox, 2003)
• A favorable quote from Brown University’s Dean, Joyce Reed, who stated:  “These kids are the epitome of Brown students.  They’ve learned to be self-directed, take risks, face challenges with total fervor, and they don’t back off.”  (Sutton, 2002)

In spite of the above accolades, the study also cites some common concerns about homeschoolers entering college, such as the familiar “What about socialization?”  And an added apprehension: “Do homeschoolers have a broad enough view of the real world [to successfully deal with] the exposure of different people and views?” These are very pertinent questions you may have asked yourself as you have considered whether or not to homeschool high school.

The Bolle, Wessel and Mulvihill study discussed the various transitional stages of a group of homeschooled students as they:

• left home
• adjusted to living with greater independence
• met others with differing values, backgrounds and worldviews
• compensated for more traditional teaching styles and academics
• had to comprehend new behavioral norms
• formed new relationships
• eventually acquired a sense of ownership and belongingness to their new college community.

Interestingly, these are a few of their findings:

1.  Although all of the students in this study experienced loneliness upon arrival at college, all of them were able to “step outside their comfort zones and meet new friends.”  In this particular sample of students in a diverse student body, homeschooled students were able to meet other like-minded students as well as come in contact with others who were very different.

2.  Although they all eventually made like-minded friends, it took some longer than others.  Those who maintained “close ties with their community and home and [called] home frequently” made friends quickly. (Bolle, Wessel and Mulvihill, 2007)

3.  All of the students had to adjust to different teaching styles and academic expectations.  Some students found college classes easier and some found them more difficult. Those who initially had difficulty were able to develop the tools and methods they needed and became accustomed to their professor’s expectations and, ultimately, to modify their academic activities to meet the requirements.

4. Resources on campus such as student orientation, RAs, campus programming and student organizations were very helpful in successfully transitioning homeschooled students into college life.

5. Bottom line: there was little difference between what homeschooled and publicly/privately schooled students experienced in terms of their transition to college.

Additional favorable reports came from another fascinating study on this topic, “An Exploratory Study of the Transition and Adjustment of Former Home schooled Students to College Life” (Lattibeaudiere, 2000).  This study examined how well homeschooled students transitioned into college life by the time they were sophomores and juniors.  This body of research found that homeschooled students “had a positive and successful experience transitioning from high school to college.  In fact, the longer that students were homeschooled, the better they adapted to college life.” The study speculated as to why homeschooling longevity was helpful.  Factors that were considered as benefits to college adaptation included “students having  individually tailored instruction, the ability to learn at their own pace, options to study subjects of interest, opportunity to be taught in a loving educational environment, and availability of hands-on opportunities that developed curiosity and love of learning.”  (Quoted in Bolle, Wessel and Mulvihill, 2007.)  Personal note: we have always known those are benefits of homeschooling, but it is gratifying and reassuring to have them substantiated by scientific study!

Incidentally, other findings of the Lattibeaudiere study included:

• Rather than living off campus, students who lived on campus were better adjusted.
• Educators felt that homeschooled students took a little longer than traditionally educated students to adjust socially to college. (That is not necessarily a bad thing…)
• Homeschoolers “exhibited great skill in relating to individuals of all ages” (quoted by Bolle, Wessel and Mulvihill, 2007).

Moreover, a dissertation by Holder (2001) stated that homeschoolers were academically and socially adept in college.  Additionally, homeschooling students reported that they felt “homeschooling helped them develop the ability to learn on their own, [have] good study habits, [learn] self-motivation and how to be responsible, [have] flexibility in learning at their own pace and [be] self-disciplined.” Although it was found that there were some difficult areas, specifically: “the extensive writing and research required, meeting assignment deadlines…and getting accustomed to class schedules,” homeschooled students assimilated well. It was thought that such students’ participation in volunteer work, activities outside of the academic arena and part-time jobs aided their transition to college.

Although these studies are few in number, their conclusions have paralleled what Beth and I have experienced in our own families.  I hope this research will put you at ease as you consider homeschooling high school or if you are currently doing so.   Continue to mentor and train your children as you have always done, teaching them right from wrong, shepherding their hearts, and preparing them for God-honoring, productive, full lives.  Whether you prayerfully decide to keep them home for high school or not, please don’t make the decision out of fear that they won’t be able to adjust.

Past posts that might be helpful on related subjects are The Big Decision and Do Not Fear.

*Click here to read the Bolle, Wessel and Mulvihill study in its entirety and see complete references for all studies mentioned in this post.

With hope in Him,

In a previous blog, Should You Join a Co-op?, I addressed how to evaluate whether a specific co-op is the best situation for your family. Now, weeks later, after spending the first quarter of the school year in a successful co-op, I’d like to share with you what has made our co-op work well.

I believe there are some very specific qualities that have made our co-op successful. If your current co-op doesn’t demonstrate these characteristics, don’t despair. Rather, use them as guidelines for improving your current co-op situation. Our co-op underwent some changes and with thorough communication, we worked out the kinks, creating a helpful and encouraging environment. But the key is that we worked through our challenges rather than giving up our co-op. While that’s not possible with every struggling co-op, you might want to give it a shot before quitting.

1. Prayer – as with any endeavor, the amount of prayer put into the project has a tremendous affect on its success. We prayed over our co-op during planning and regularly lift it up in prayer as we progress. With God in charge, we become less worried about our own endeavors and more focused on Him.

2. Consistent Communication – while it may be time consuming, particularly at first, the strength of your communication will greatly determine the value of your co-op overall. Miscommunications cause frustration and that can lead to further problems. As with so many home schoolers, our co-op families have very busy schedules, so we found that with most issues e-mailing worked best. However, there were certainly situations when a phone call prevented a dozen e-mails. Talk with the other moms in your co-op to determine the best way to consistently, but respectfully, communicate.

3. Flexibility - we spent a great deal of time planning our history and science co-op during the summer. With all of that time invested, we thought we had things pretty much mapped out. We really overplanned and didn’t take our sons’ other academic and outside responsibilities into account enough. After the first four weeks, we revised our reading list. After six weeks, we revised our Bible study and science plans. You have to be willing to be flexible enough to change what’s not working. It was a little disconcerting after all of the planning that we did, but we decided to count our summer work as an intense learning experience. Should we do another co-op next year, we’ll know what not to do!

4. Student Personalities – It is not easy to work out how different personalities will respond in a co-op situation prior to actually interacting with each other. For example, we found that two of our boys fed off of each other and became really silly at points because they found each other so entertaining, while another boy was less likely to actively participate due to the distraction. At times, I am sure he wondered if he’d ever get a word in during some conversations. So, we had to lay down some ground rules that we really hadn’t expected. Once those rules were established, the co-op was more valuable and pleasant for everyone.

5. Grace – The personalities of the moms should be considered as well. We have had a few moments here and there when one or another felt left out or overwhelmed by the co-op responsibilities. Only one of us had actually ever taught prior to the co-op starting and there was insecurity at times about dealing with specific academic material. Grace plays an important role as you deal with these types of issues. Gently loving one another through such times prevents walls or negative memories from being created. It can be tempting during crunch time to be condescending or take over rather than allowing everyone to do her part, even if she does it differently that you would. I love the idea that my son gets to learn from other moms because it offers him the opportunity to interact and communicate differently than we do daily. Even though we may be very different in some ways, those differences can translate into precious learning experiences.

6. Workload Balance – For the most part, we have been able to balance the responsibilities amongst us fairly evenly. At times, that balance may be off momentarily because of sick children or other demands on our time. But a successful co-op most often spreads the workload evenly for all participants, preventing frustration or feelings of being taken advantage of.

7. Compatible Curriculum - By using Epi Kardia’s 9-12 Complete Units, we were able to personalize and design our history plans to suit our families’ goals. The booklists made quick work of selecting our reading materials; the project ideas kept us from having to think up hands-on activities and we utilized the research lists as mini-research study topics for the boys to present each week. The organization of Apologia Chemistry, along with the experiments that can be done at home, made it ideal for our situation. Considering that the three of us were never science majors, the articulate presentation of the material greatly supported our needs. 

8. Academic Progress – It has been wonderful watching the academic progress of the boys that has already been achieved. History and science discussions not only demonstrate their comprehension but also allow them to develop better communications skills. Completing science experiments together promotes discussion of the results and new ideas that may not have been considered while doing the experiments alone. As I previously noted, being responsible to another adult takes accountability a step further and also provides the opportunity for praise and encouragement from someone besides mom. It has been a joy watching John Paul interact with the other moms in our co-op and also observing how he has developed more respect for them over time.

These qualities may not be exactly what you’d want in your co-op, but generally, I believe they are foundational for most co-ops. If you have ideas or have participated in a successful co-op, we’d love to hear your comments. Many thanks to my co-op sisters, Sharon and Cheryl, and their boys, Erik and Robert, for hanging in there and working together in an attempt to teach our sons with a spirit of Christ!

Blessings on your week!

Beth

I’ll never forget my first co-op experience. We had too many moms with two many children of different ages trying to accomplish too much. When we hit the mid-year mark and felt that we’d really given it a shot, several of us dropped out. I think it might have been a better co-op once we’d left simply because the numbers were more manageable. Numbers are just one factor related to whether co-ops succeed or not. If you’re thinking of starting a co-op or joining an existing one, answer the following questions:

• How well do you know the other members and the children of the co-op? Getting involved with other families that you don’t know well for an adventure as long term as a co-op can be a risk. They may be families that you spent time with on field trips or moms that you’ve seen once a month at meetings. Neither of those situations really reveal how families handle overall discipline or organization. They don’t demonstrate their work ethic, quality of education or time management skills. Even among believing home schoolers, we are a diverse group of people focusing on various priorities and valuing different things. We may all be saved, we may all love Jesus, but that doesn’t mean we all have the same ideas about what should get accomplished, how long it should take and who should be disciplining an unruly child. All of these situations and more are addressed during co-ops so you’ll want to consider them ahead of time. If you are attracted to a particular co-op but don’t know the families well that are involved, find other ways to get to know them. Be up front and let them know that you don’t want to join and not meet the needs of the group to your best ability.
• How do you and your children handle group situations? Some children don’t do well in large groups so choosing a co-op that works with your children’s comfort levels is important. Remember that co-ops can grow, so that sweet, intimate group that you started with may expand unless guidelines are established to prevent it. Also, some children don’t respond well to other adults disciplining them, even mildly. Some adults don’t like to discipline other people’s children. I personally wouldn’t be in a co-op with a mom who wasn’t comfortable with correcting my son, when necessary. I also couldn’t be in a co-op where a parent wouldn’t want me to gently correct her child, if needed. If you have a child with a learning disability, attention challenges or underdeveloped social skills, the distractions of a co-op group could prove to be frustrating all the way around. I’m not saying that such children shouldn’t be in co-ops. I am saying that finding a smaller, tightly knit group with lots of structure and grace would work best  for such a child to truly benefit and to be able to contribute. My son might enjoy a large co-op but I know that he wouldn’t benefit near as much once it grows beyond 3 or 4 other kids. Knowing your own child is an important step to defining the healthiest co-op situation for both of you.
• What are the goals of the co-op? Many times, collaborating with other moms sounds like so much fun and it’s just great to get the kids together once a week. However, you probably don’t want to have a co-op that doesn’t also help meet some of your educational goals. Otherwise, you’re most likely just adding another event to what may already be a very busy week. Co-ops with specific goals and objectives tend to be more successful for both the parents running it and the children participating. For example, we are currently in a co-op that features several different goals spanning a variety of subjects. However, the main goal of the co-op is to make up for the weaknesses of teaching individual high schoolers. Our co-op goals are as follows:
  • Complete our Chemistry labs in a group setting (other connected goals include: working as a team and writing a successful lab report)
  • Have intelligent discussion about the history books being read (other connected goals: read with a purpose, communicate what has been read, analyze reading aloud with others and apply content to projects and other activities)
  • A Bible study from a male perspective (connected goals: examine the journey from boyhood to manhood with a Biblical perspective, to be in a comfortable enough setting to discuss personal male issues and to interact with godly men as role models and mentors)
  • Practice speaking Spanish with someone who is fluent.

              Our co-op was derived from a need to fill the gaps of our own perceived weaknesses. We are three moms with three high school boys. We knew that if we did a Bible study, it wouldn’t be the same as having godly men share this time with our boys. None of us speaks Spanish fluently, so we combined efforts to utilize a fluent college student to converse with our boys during co-op time each week. By combining efforts, we found a way to improve the quality of education for our boys, give them time to interact with other boys their age in a meaningful way and also share the burdens with one another, making them easier to bear. Not all co-ops will be developed with the same thinking. Some families do co-ops for social reasons while others really want to focus on academics. No matter what the reason, establishing firm goals from the beginning offers a greater opportunity for success.

• Do you have the time and resources for a co-op? While answering this question, you need to consider that co-ops are a combination of efforts and that means that you’ll be expected to contribute time, energy and maybe even money.  If you already find your schedule tight, jumping into a co-op may just result in more stress. If you’re considering joining an established co-op, be sure to inquire about your responsibilities and commitment. As well, how much will you need to work with your child at home on co-op homework, projects, etc.  Finally, will you need to travel to the co-op? How much time will be eaten up on the road, prepping for the co-op and cleaning up afterward? If you are considering starting a co-op, be sure to ask all of the above questions as well as the time, energy and money needed to get the co-op off the ground and keep it running smoothly.
• Will the co-op add to the quality of your child’s education? If you could just as easily meet the goals of an existing co-op by working with your children at home, it is probably not the best choice for your family. In these situations, the co-op may become cumbersome and you’ll soon be looking for reasons to leave. Don’t rush into a co-op because it sounds like fun or because you’re pining for social interaction unless those are your primary goals. While I completely understand those needs, an educational co-op may not be the place to have them met. Wait for a co-op situation or create one that will compliment your child’s educational experience, enhancing what you’re already teaching or opening a door for a new learning opportunity. If you can find a co-op that meets educational needs and offers social interaction for you and your child, that’s certainly ideal!
• What will happen if you decide you can’t continue with the co-op?  It’s rare for there not to be consequences when a family pulls out of a co-op. With my first experience, the only reason no one really suffered is because it was such a large co-op that I think we did everyone a favor by leaving. But in most cases, that’s not how it works. For example, if the co-op is in your home, will you feel obligated to continue or will it be possible for someone else to take over that responsibility? Maybe you have a specific role in the co-op, such as teaching science; that would be challenging for another mom to just jump in and take over. It’s really wise to have a contingency plan in mind in case you have to quit for any reason. While you don’t want to go in thinking that you’ll be leaving, having moms able to take on multiple roles and having an alternative location are both comforting for everyone involved.
• Have you asked your "principal" for his opinion? Husbands and fathers can often see beyond our desires and hopes to the practical side of being home school parents. They may note when schedules are overloaded and decisions are being made emotionally. As well, if your husband supports the decision, you may be more confident in the likelihood that it’s a healthy choice for your family.
• Have you prayed over the decision? Whenever we make choices that directly affect not only us but other families as well, it’s definitely essential to spend time in prayer. When we pray, we’re less likely to make a decision based on emotional responses. If you attend a meeting about the possibility of beginning or joining a co-op, it’s wisest to leave the meeting without a commitment and take time to consider God’s will in the decision. As with your husband’s support, a decision prayerfully made usually brings with it a level of confidence that’s not there when you don’t pray.

Co-ops can be beneficial and wonderful experiences. Examining your goals and reasons for creating or participating in a co-op may allow you to make a better decision. Involving your husband and God in the decision provides an even greater opportunity for success.

Watch for the upcoming second part of this series, A Picture of a Successful Co-op. May God bless you and your family!

Beth

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It is one of the biggest decisions homeschool families have to make. I know parents who literally spend years of prayer and have many hours of discussion before making such a choice. This particular decision can change the life of a child in ways we cannot always comprehend…in both positive and negative aspects. I believe that other than choosing to homeschool, it is one of the most challenging determinations for some families to make.

Should we homeschool through high school?

After talking with parents, it amazed me that such competent, loving and devout believers struggle with this issue. I don’t mean that in a critical way, but for me it was a no-brainer. Now, many of you will say that my confidence comes from having taught school. But in reality, my confidence comes from the Lord. For me, I read the scripture, Train up a child in the way he should go, even when he is old he will not depart from it (Proverbs 22:6 NAS), and noticed that "child" was not defined as "until he is in high school". Before I get anyone really riled up, let me answer one question. Do I believe that every family should homeschool in high school? Well, to be honest, it doesn’t matter what I believe…it’s what you believe and where God leads your family. However, I do think that we often do things in this life for worldly reasons, particularly when it comes to our children. We teach them about eternity, but are we showing them how to live it out? This is a conviction that has long plagued me, especially when it comes to making difficult, life changing decisions. While teaching my children through high school wasn’t one of those decisions, I have plenty of others. So, as you read on, please do not see me as standing in judgment of whether you homeschool high school or not, but rather as a presenter of ideas to open up a possible train of thought and aid you in carefully thinking through your decision.

Reasons that people have given me for sending their kids to public high school:

1. I can’t homeschool high school. I barely made it through myself.  While I understand your thinking, it’s not true in many cases. (At least the first part!)There is a great fear about high school because suddenly accountability is so high. Credits must be earned to get into college. I remember when I had to teach Geometry to Ally . It was a nightmare for me initially because I didn’t understand Geometry when I took it. I just don’t think that way. However, I really had to give that class over to the Lord. I didn’t know about great interactive curriculum like Teaching Textbooks and Math U See at the time. I think we used a BJU textbook. But we made it through and I learned a great deal! Was I the most qualified teacher for Ally in this subject area? Definitely not!  Was I the person who was supposed to be teaching her this subject? I believe so. God doesn’t just fill in the gaps where we are weak, He gives us the Holy Spirit to pray us through those weaknesses and ask for the things that we cannot even express!  In the same way, the Spirit helps us in our weakness. We do not know what we ought to pray for, but the Spirit himself intercedes for us with groans that words cannot express. (Romans 8:26 NIV) God has also provided others to assist me in homeschooling. Ally and I will always have a special place in our hearts for Marie Owens, homeschool mom and College of Charleston professor because she did Ally’s biology labs with her. Marie not only encouraged Ally in her love for science, but she was such an example of a scientist who loves the Lord. Next year, my son is taking Chemistry from another mom and teacher. When I met her, I praised God for her and will continue to do so!  Between local teachers, online courses and well written curriculum, I firmly believe that anyone who has the desire and trusts in the Lord can homeschool through high school, despite perceived educational weaknesses.

2. I have smaller children and I really don’t have the time. I was recently reading a book about business consulting by Dr. Alan Weiss. He goes beyond business in the book and really addresses the heart of any person’s life when he says. "When you say you don’t have time to see your kids’ events, you really mean that other things are more important and you’ve decided not see their events." Now, he is speaking of priorities and business people who neglect their families for work with the excuse of "I don’t have the time." We make time for the things that are most vital to all of us in this life. We prioritize without thought sometimes. Imagine that you have found the time for your child for the last 13 years and yet, when it comes to high school, you don’t have it. You have invested so much into someone and then "lost" that time somewhere? Ironically, I have found that even though my children have taken the bulk of their high school courses with me and not outside the home, I spent less time on school with them in high school than any other school years. My time is more concentrated and thought out, but I make it despite being a full time freelance writer, half of Epi Kardia, teacher of other children and all of those other things we all do for church, friends, family etc. I am not super woman…not even close. Many of you with your multitude of children deserve that title much more than me, but I do ask God continually to help me prioritize. If you feel certain that God wants you to place other priorities over educating your high schooler then you are where you should be. If not, I would advise more prayer about it before making the decision.

3. My teen is well grounded in his faith and I see public high school as a mission field for him. Imagine how many other teens he can impact! I think that of all of the reasons I have heard in defense of not homeschooling high school, this is the one that affects me the most. The term that comes to mind is "leading the lamb to the slaughter." If God calls you to be an Abraham and to sacrifice your Isaac, by all means, obey Him. That is always the truth…obey God. He will always honor you for it. However, I would be absolutely certain that you are hearing God’s voice in this. In most cases, public school is a battle ground and you are sending your child into battle. I have taught in public school and it truly is a mission field, but before you put your teen into that mission field, be sure that God is supporting that mission. I often visualize myself standing before God as a parent, knowing that He will hold me accountable for who my children become in this world. If I do not make discipling them a priority, how can I ever disciple others effectively? I know that I have and will make many errors as a parent, but I’d rather those errors be out of ignorance, not choice.

4. My teen wants to play sports and he can’t play it outside of school. At least this is logical, although rather worldly. If your child is destined to be the next NBA star, God is not going to let school choice stop him. This is one of those areas when I feel we become more worldly than wise. I know of many high school homeschoolers whose children are very active in sports through private leagues and recreation departments. Some private schools allow outside students to play. My son currently practices Lacrosse with a private school because he likes their attitude better than the recreation department league. I called the school and asked, and they said "Yes." I praised God for that! It was an answer to prayer that took some time, but the wait was worth it.

Reasons that I have heard for why people homeschool high school include:

1. For his [her son's] emotional and psychological wellbeing. I was so afraid of him getting lost in the system and falling through the cracks. I felt like no one really cared about him or his education. -Sharon, a homeschool mom who pulled her son out of public school in his sophomore year.

2. The main reasons we homeschool in high school are we really enjoyed home schooling and the kids wanted to continue; they felt like they had superior learning and with outside classes with other kids, they wanted to maintain the strong relationships they had developed.  They had time to be involved in youth groups and we liked the flexibility. I had actually told my children we would not home school in high school, but once the doors opened up with what they needed, we found a comfort level making that commitment. I would sum it up as just a different quality of life.  -Sandy, a homeschool mom who has homeschooled from earlier years.

3. The reasons for homeschooling in high school do not change from homeschooling in earlier years. They’re basically the same reasons we started homeschooling to begin with. First of all, we feel like God’s called us to it. Secondly, we enjoy it. We love having our son with us, being involved in his education and him being part of our everyday lives. -Susan, a homeschool mom who’s son started out in private Christian school.

4. As she was wondering about going to public high school, we prayed with my oldest during her last year of middle school.  As parents, we did not have  peace about sending her to high school–why would we give her up now, during this crucial time?  As she prayed, she came to the conclusion on her own that her prayer and study time with the Lord would be drastically limited if she went to public school. (Besides, they wouldn’t let her go in pajamas.)Those high school years were among the most precious with her–God blessed her mightily, in many ways, as well as blessing us with a very close relationship as a result of that time together. –Dana, the other half of Epi Kardia.   

Finally, if you’re interested, I should include the reasons we homeschool. A calling from God is definitely the main reason for our homeschooling. Establishing strong relationships with my children beyond the norm, being able to disciple them on a near to full time basis and taking responsibility for their entire education, spiritually, emotionally and academically, all affected our homeschool decision. To be honest, John Paul and I, the only ones at home at this point, also enjoy the flexibility of creating our own days without the government telling us when to do what. 

I hope that this blog has been thought provoking and encouraging. Prayerful consideration and trust in the Lord will never lead you astray. I pray this for you, our readers, as well as for Dana and me.

Many blessings!

Beth

Don’t Panic!

I often use that phrase when talking to parents about their high school students, particularly when the subject of writing is involved.  High school brings about a whole new type of anxiety.  The clock seems to tick faster and many times, the student seems to be much less concerned about getting an education than the parent.  Let me reiterate…don’t panic!  You are not in control, but that’s okay…God is!

My daughter was not a reluctant writer in high school.  She was a major overachiever and while writing was not a love for her as it is for me, she wanted to please her parents and God.  Academics came easily in most cases and when something was challenging, she had serious self motivation. Little did I know that my son would be the opposite.  He has a wonderful imagination and sometimes even a good attitude, but he simply doesn’t like transferring ideas from his head to paper.  It is time consuming.  It is frustrating.  It is not fun.  It is, to put it simply, outright hard.  So, what’s a parent or teacher to do?

9 Key Points to Teaching Older Reluctant Writers

To begin with, read Part 2 of this Reluctant Writers series.  There are many ideas in that article that apply to high schoolers as well: limiting assignments, using high interest topics, and communicating clearly and often.  But high school writers are not middle school writers and they need to be treated differently in some ways.

1.  Self-editing – This skill is vital for high school students to acquire, even reluctant writers.  As with all difficult areas, begin small.  Have your student only edit for capitalization the first go around.  With every assignment, add something new to look for including punctuation, sentence structure, spelling, etc.  For Epi Kardia users, there is a self-editing tool that you can adapt and use.  It is on the Tools CD or in the Epi Kardia Parent’s Manual tools section. Begin with self-editing smaller assignments and move on to longer ones as your student begins to build confidence.

2.  Modeling – Whether you realize it or not, your high school student is watching you closely.  I didn’t realize this until my daughter was at college and we talked about it.  Make sure that your high schooler sees you writing, even if it’s just email.  Let him or her “catch” you reading your email aloud back to yourself so that you can edit it.  For boys, it is even more important for them to see Dad or male siblings doing this.  Boys often develop an attitude that academics, and especially writing, are “girl” things.  You probably self-edit without even thinking about it.  I rarely send an email without reading it aloud.  It is not uncommon for my child to walk in and find me talking to the computer. Okay…sometimes it’s frustration! However, it’s often me reading my writing aloud.

3.  Ask your high schooler for help – I know this sounds odd, particularly for a reluctant writer. However, when a student perceives himself as needed, it builds confidence.  You may ask your student to help out by reading a short assignment from a younger sibling or even something you have written yourself.  Obviously, you don’t want to ask him to do something that is beyond his ability at the time, so be sure to work through basic self-editing skills prior to making such a request.

Why all of this focus on editing?  Students who can edit their own work feel better about themselves and build confidence.  Editing is a different skill than writing and it is not uncommon for a reluctant writer, at this level, to understand how writing should look without being excited about doing it himself.  As well, the more editing practice that occurs the better the writing skills later.

4.  Essay writing – the basic essay styles (expository, narrative, persuasive, comparison/contrast and descriptive) are vital for high school students to master.

• Work on the styles one by one moving from simplest in form (expository, narrative and descriptive) to more difficult (persuasive and comparison/contrast).  Most students like certain styles over others which is natural.  Be as encouraging as possible when your student finds a style that fits his personality and consider even adding an additional assignment to fit that style.  It will build confidence.  Allow more time for the styles that do not appeal to your student.
• Before beginning any essay writing, read through examples of essays in that style to help your student have a very clear understanding of the format.  Reassure your student that there will be multiple draft opportunities to get it right.
• Outlining is essential for every student (different outline types are discussed in the Epi Kardia Parent’s Manual) and mastering this skill will provide structure and again, build confidence in a reluctant writer’s ability to get the assignment completed.
• Consider writing an essay together.  While this may feel like pulling teeth, it is well worth the effort.  It will also remind you of how challenging it can be to complete such assignment, insuring future compassion from you! 
• Vary essay lengths. Many schools push the 5 paragraph essay and yet, most colleges prefer a student with a more varied writing style.  Encourage your student to write shorter and longer essays.  You may even want to start with a mini-essay of only three paragraphs.  Descriptive essays are good candidates for this writing assignment.
• Be patient.  Yes, the clock is ticking, but four years of high school can include a wide variety of experiences.  Also remember that your student will grow and mature more in those four years so every problem need not be tackled in the freshman year.

5.  Practical writing skills allow a high school student to practice writing without the pressure of a graded assignment.  Thank you notes, emailing correspondence (yes, you can say that no emails will be sent to relatives without being edited first), writing a resume, even writing a description for selling an item on Ebay or in the newspaper can be valuable experience.

6.  Tie writing into what your student loves.  If your student has a strong interest in music, have him write song lyrics.  If he loves to read, relate assignments to his free time reading rather than books from his literature class.  I once discovered that a writing student of mine, who perceived himself as a non-writer, could write technical material explaining the complex workings of a paintball gun like a pro.  He soon realized that he was definitely a writer and could continue on to other things, but his love for paint ball brought out skills he didn’t realize he had.  Sometimes removing the focus from the writing itself and putting it on the highly interesting subject can be all it takes for a student to get the job done.

7.  Research papers are a fact of high school life.  The great thing about a research paper is that it can be broken down into smaller components and worked on a little at a time.  See the Epi Kardia Parent’s Manual for more information about how to teach a research paper assignment.  Most students take a semester to write a paper, but for a reluctant writer, consider taking up to one school year.  There are no rules about how long it should take, but a college bound high school student should have at least two research papers under his belt by graduation.  For reluctant writers, the topic will make all of the difference.  With the first experience, most definitely allow the student to select the topic.  You may want him to give you a list of possibilities and you narrow it down, but it should be topic of interest.  Keep the first research paper shorter (6-10 pages) for a reluctant writer.  Even a shorter paper will seem overwhelming.  Communicate clearly about how there will be significant time and the work will be broken up with smaller deadlines throughout the year, then stick with those deadlines as much as possible.  If there is an issue keeping the deadline, don’t let it be a result of your neglect (not having something graded on time, not getting your student to the library, etc.).  Nothing is more discouraging to a student than being told that his work is so important but perceiving by your actions or lack of action that the work is not.  Grade each segment of the process because there is less pressure with multiple grades than one major grade.

8.  Considered writing projects or paired writing. Often high school students will contribute more and gain more confidence if they are not alone in their endeavors.  Discuss this with your student prior to making any decisions.  If your student is adamant about not wanting to write with another student, don’t push it.  In my experience, however, most students feel less pressure when more than one person is involved.

9.  Look into writing courses.  This may seem odd for a student who is already insecure about his abilities, but again, I have found through teaching high school writing courses that male students, in particular, respond better in a structured, class setting.  They often work harder because they do not want to appear incapable in front of their peers.  It is essential to interview the instructor if you have a truly reluctant writer.  Reluctant writers tend to achieve more with teachers who have a sense of humor and are encouraging, without allowing the student to deviate from the course.  Grace and understanding when a student is struggling balanced with accountability is not always easy to find in an instructor, but definitely not impossible.  Talking with other parents and students about instructors is typically wise.  Just remember that every parent is not looking for the same qualities in a teacher, so be sure to decide what is most important to you before making a decision.

Teaching a high school student is truly a sacrificial act for many parents.  When that student is a reluctant writer, the jewels on the crown increase exponentially!  Just remember that this is only aspect of your student and that you both will make it through with prayer, patience and time.  Feel free to email us through Epi Kardia (info@epikardia.com ) if you have any specific relucant writer questions or situations. God bless and know that the fruit of your labor will not go unnoticed!

If you missed the first two posts in the series, please check out Reluctant Writers – Part 1 The Early Years and Reluctant Writers – Part 2 The Middle Years.

Hi Everyone!

We are thrilled to bring you the first blog post of Epi Kardia Home Education!

We are planning on using this forum to bless and encourage you as you homeschool your children.  We are “in the trenches” with you, but as we have been homeschooling a while now and have both graduated children who are currently attending college successfully, we know we are further down the path than many of you.  We hope to be an encouragement to you as well as offer practical help to aid you in your endeavor to educate your children, both spiritually and academically.

We also would like this to be interactive.  Please feel free to comment on our posts, ask questions, share your joys, your challenges, and what is going on at your house.

Click here to read about your free thank you gifts for joining our mailing list!

Additionally, we write unit study curricula using “real” books that integrate the subjects of history, science, language arts (grammar, spelling, composition, literature, poetry) and fine arts, so we also plan to provide helpful teaching tips, an occasional free form or lesson, new book reviews, and more. We hope you will check back often. If you would like to have new posts ‘delivered to your door’, please join our mailing list.  Read about your free thank you gifts for signing up by checking out this page on the Epi Kardia web site.

A friend recently sent a post said to have been contributed to by English teachers across the country, who sent actual analogies and metaphors used by their students in high school essays. Enjoy by reading them yourself, or, add a little humor to a writing lesson by following these steps:

Part I  Teach or review these definitions:

Simile–a figure of speech comparing two things using the words “like” or “as”.  Example:  My love is like a red, red rose. This is the first line of a poem by Robert Burns, found here:

http://www.poetsgraves.co.uk/Classic%20Poems/Burns/a_red,_red_rose.htm

Metaphor–a figure of speech comparing two unlike things.  Example:  The name of the Lord is a strong tower. Proverbs 18:10 What does the author want to tell you about the name of the Lord by comparing it to a strong tower?

Analogy–a comparison between two things that are alike in some way.  Example:  Your body can be compared with a car and food to fuel.  What other analogies can you think of (a heart is like a pump, etc.)?

Part II After discussing the definitions, read the following list with your student, and discuss whether each sentence uses a simile, metaphor or analogy.  State which two things are compared in each sentence. (Note:  some of the answers are debatable!) Have fun!

1. Her face was a perfect oval, like a circle that had its two sides gently compressed by a Thigh Master.

2. His thoughts tumbled in his head, making and breaking alliances like underpants in a dryer without Cling Free.

3. He spoke with the wisdom that can only come from experience, like a guy who went blind because he looked at a solar eclipse without one of th ose boxes with a pinhole in it and now goes around the country speaking at high schools about the dangers of looking at a solar eclipse without one of those boxes with a pinhole in it.

4. She grew on him like she was a colony of E. Coli, and he was room-temperature Canadian beef.

5. She had a deep, throaty, genuine laugh, like that sound a dog makes just before it throws up.

6. Her vocabulary was as bad as, like, whatever.

7. He was as tall as a six-foot, three-inch tree.

8. The little boat gently drifted across the pond exactly the way a bowling ball wouldn’t.

9. McBride fell 12 stories, hitting the pavement like a Hefty bag filled with vegetable soup.

10. From the attic came an unearthly howl. The whole scene had an eerie, surreal quality, like when you’re on vacation in another city and Jeopardy comes on at 7:00 p.m. instead of 7:30.

11. Her hair glistened in the rain like a nose hair after a sneeze.

12. Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other like two freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.

13. They lived in a typical suburban neighborhood with picket fences that resembled Nancy Kerrigan’s teeth.

14. John and Mary had never met. They were like two hummingbirds who had also never met.

15. He fell for her like his heart was a mob informant, and she was the East River.

16. Even in his last years, Granddad had a mind like a steel trap, only one that had been left out so long, it had rusted shut.

17. Shots rang out, as shots are wont to do.

18. The plan was simple, like my brother-in-law Phil. But unlike Phil, this plan just might work.

19. The young fighter had a hungry look, the kind you get from not eating for a while.

20. He was as lame as a duck. Not the metaphorical lame duck, either, but a real duck that was actually lame, maybe from stepping on a land mine or something.

21. The ballerina rose gracefully en Pointe and extended one slender leg behind her, like a dog at a fire hydrant.

22. It was an American tradition, like fathers chasing kids around with power tools.

23. He was deeply in love. When she spoke, he thought he heard bells, as if she were a garbage truck backing up.

Part III  Extend the lesson by having your student rewrite a specified number of the sentences, or his own sentences, using better comparisons. Make sure to have him include all three types of comparisons in his sentences.

Ideas for other lessons: research Robert Burns, the poet mentioned in Part I.  Write a short report on his life and poetry. Find other examples of his poetry, and identify similes, metaphors and analogies.

We hope you enjoyed your writing lesson! Let us know how it turned out! Have a blessed day, and come back and visit us soon!

Beth and Dana