...and feeling a bit stuck as well. I have moved onto the chapter titled:
Real Learning in the book,
How Children Fail. Now the first chapter I was feeling so relieved at the thought of this parenting thing not being nearly as challenging as I feel I have maybe made it out to be. BUT not only two pages into the second chapter I once again am wondering how on earth I could possibly be capable of teaching my children... however I am in quite the conundrum since I after the first chapter I also don't know how I can continue to send them to school.
When Dave and I first talked about home schooling it was right before Kain entered Kindergarten. We remember thinking what right do either of us have to teach our children with as poor of students both of us were (I of course am referring to my days in public school, not my days being home schooled)? So we sent him to school. I have now realized after reading the first few pages into the second chapter: Real Learning that we were in fact just that
poor students, but no where does that imply that we were in fact stupid.
However my fear now is that we have both been instilled with these "poor student habits." It is kind of like the cycle of abuse... it needs to stop somewhere but how does one actually go about doing it? I took an extra day before blogging about this most likely out of fear, ironically the very same fear the author of this book writes about. Since I have started this book there has been SO many times in the book where Dave and I both have been able to say "that was me in school!" It is almost a liberating feeling to know that we were not in fact crazy for feeling the way we did or more importantly we were not stupid but the high feeling quickly comes crashing down with the sobering feeling that things for us could have been different... and I suppose for me they were. Dave and I feel like we were exactly the same kind of student but I was lucky enough to have had a mother that was not willing to label me. Not to say that David's parents ever felt that he was not intelligent, I think he has gone on in his life to prove otherwise but he was labeled as lazy and perhaps it was not even done by his parents as much as his teacher's. Surprisingly though to both of us we discovered in our life coaching that he had in fact internalized this belief and made sure it came true.
But what I have not found in this book, until yesterday that is, was myself now and it scared me when I did. I was reading about a couple of girls lost on a problem. The rest of the class got it but they did not, however I was right there with them. At the age of 30 I did not for the life of me understand where these girls had gone wrong on a very simple math problem. I may have said that when my mom finally pulled me out of public school in the middle of my 6th grade year I did not know many basic math facts. It was never a strong subject that came easily to me and I struggled anyway I could to simply "get through the day" but never to understand math itself. Once my mother did start home schooling me it improved but never to where I believe it could have been. So here is the part of the book I found myself in...
Other children began to try to show the girls where they had gone wrong, but without success. To rescue a man lost in the woods, you must get to where he is. The other children could not get to where these girls were, could not see how they had arrived at their answer, and hence could not help them. All they could do, like most teachers, was repeat over and over again how they got their own answer-which was no help at all. One boy asked one of the girls to work out 6x1/2 on the board. She wrote, '6x1/2=3.' He then pointed out that they had just said that 6 divided by 1/2 equaled 3. The girl looked at her partner and said, 'we've been tricked!' I wonder how often we, their teachers. make them feel this way.Here one girl began to feel that the answer 3 was somehow wrong, and whispered to her partner, 'we goofed.' Later she said, "one half of 6 is the same as multiplication." She still could not see clearly that what she was doing was multiplying, not dividing. Finally, after much farther argument, she said to her partner, 'we may as well give in. Half of 6 is 12. I don't get it, but it is.'I didn't get it either. I finished reading that and I was just as lost as they were... STILL! I suppose my schooling IS exactly why. I stopped reading last night at that point and when I picked up the book again today I reread it. Mostly because I had an invested interest in it this time. I want to home school my children and yet after reading something so simply and not getting it I once again was feeling what right did I have if I don't even understand something so simply. So I reread it and I got it! I was stuck in exactly the same place these girls was... I could not wrap my head around that fact that they were wrong because I knew them to be right just as they did. It was not that we didn't know the answer to the question per se... to the question we were asking ourselves we were in fact right. It was simply a misunderstanding of the concept of the question being asked. Nothing had changed since last night except I was able to give myself time, unfortunately for the girls and probably for many times for me in school as well we didn't have time. After all we had "gotten it," right? Which ironically enough was where he headed with the very next thing I read.
Now I wish I had the time to type out the whole thing because it is a very enlightening read but he is trying to explain how crazy it is for us to expect children to understand the number 1 and the number 0 and for them to grasp an understanding, simply because we explain it to them, that the two numbers next to one another make a number as great as 10...
Nobody 'explained' 10, or the function of base and place in our numeral systems, when I was little. I went to a very old-fashioned school where they just showed you how to do problems without ever trying to explain why did them that way, or to convince you that this made any sense. This was probably hard on the children who weren't very good at parroting, and the advantage for me of this system was that I was left alone to make sense of 10, and a lot of other things, in my own time and my own way.Bad explanations are a great deal worse than no explanations at all.And there it was in that last sentence. My faith was found once again. I watch my children now and it amazes me how they learn things without an explanation at all. Just today I watched the look on Ozzye's face, you could see the wheels in his head turning as they say, as he watched my friend's daughter not much older than him crawling around him. No one is going to show him how to crawl. I have never gotten down on the floor with my children and demonstrated this task and yet there is no doubt in my mind he will learn how to do it. All of my children have, even those that are "slow" with developing skill almost always learn them at some point.
Unlike my daughter that is being introduced more to the world of letters and what they do. She is delighted that she can now spell mine and David's names, as she puts it, M O M spells Mom and D A D spells Dad. But yet with her new found spelling she is also learning the sounds letters make so she announces to me that she knows how to spell Mommy and says M O M E, mommy. So I tell her that Mommy is actually spelled M O M M Y, and she frowns with a look of confusion. Why wouldn't she think you would spell Mommy that way when after all E makes the same some found at the end of the word? Is she really "wrong?" Does true learning require so much explanation?
She didn't ask me why it is spelled that way so I didn't offer up any reasons. She simply tried spelling Mommy again correctly this time. I figure if and when she asks for an explanation she will feel ready for one at that point in her learning.
I have always said about the care of my children when I make choices that go against the mainstream "no, I do not have a medical degree but I do posses the very same thing that the ones that do have. An ability to get an education." Which is exactly what I have done through all of my parenting up until this point, right? So why wouldn't I continue? I don't have to have all the answers, right? The children and I can learn together. After all teachers who teach our children in the schools don't know everything about everything, no one really does. I know a lot of teachers and they are very intelligent people, I know a lot of people that aren't teachers, they are very intelligent people as well. I believe I learned far more from interacting with all of these people rather than having them instruct me in some form and I really think
that is what it boils down to.
That is in fact what I want for my children! I want my children to keep their passion for learning, whatever it might be, because they have an invested interest in it not because someone is telling them they need to know something.