Back to Education

KathyJo had a wonderful post about Pride, Math, and the things we overlook in homeschooling. I can't recreate her wonderful thoughts as well, so go read that, and then you can finish reading here, while I go *rah-rah-rah* and cheer her on.

What I loved about KathyJo's post is that it touches on the most important (in my not so humble opinion), and most often glossed-over, aspect of teaching at a child's pace:

your child's pace isn't always going to graph on an upward curve; teaching to a child's pace includes taking the time to "hover" or "meander" to give him time to absorb and reach new levels in other developmental areas.

Plateaus are normal, and healthy, and we should take the time to hang out on them when they come - there's a lot to explore on each plateau.

A prime example from our home was the MUS "+9's". James had flown through the first few chapters of Foundations. He had the concepts. He had the facts. He could do the word problems. He made up his own word problems. We were cruisin' right along... until we hit the addition facts, +9.

He hit a *WALL*

Or rather, he hit a hurdle he wasn't ready to scale or leap yet. It wasn't a learning wall; it was a cognitive developmental leap he needed to make. At first, I panicked. "OH! I'm PUSHING HIM and this is what happens!" Then I moved on to, "He will NEVER get this!" Finally, the small bulb clicked on and I realized he wasn't cognitively ready to understand the associations MUS makes when teaching +9.

So we hovered. For four. long. months. We played with math and fiddled around with things he was ready to grasp, but our actual math curriculum sat on the shelf gathering dust and spider bits. We sang math songs, reviewed what we knew, and made more silly word problems. But we did not push that particular content. One day, in the car, a wee voice piped up and said, "Hey Mom, did you know that nine plus three is the same as ten plus two?" Eureka! The quiet synapse had fired and he was ready to pick up and move on again.

We're firm believers in hovering, and when the opportunity arises, we try not to think about what we might fall behind in, or what that would do to a beautifully filled-in lessonplan book. That isn't what homeschooling is about, is it? In the end, our children are often better served by the process of learning than they are by learning a process. Again, truly individualized education, achieving truly individualized goals, in a splendidly individualized manner lie as the foundation of home education. It's something we tout, something we love, and ironically, also something we forget from time to time.

Kiss those babies!
~Dy