Weapons of Mass Instruction (Part 3)

There are lots of little thought here and there that have gone through my mind while reading John Taylor Gatto’s Weapons of Mass Instruction.  The last one I will address in this post.  What kind of homeschooler would John Taylor Gatto be?

I couldn’t find very much personal information about John Taylor Gatto out there.  Most biographies just covered his professional life.  In his letter to his granddaughter in Chapter 9 of this book he briefly discusses his wedding day and the existence of his daughter, the child’s mother.  Since he was a school teacher for 30 years who tried to work within the system before deciding it was pointless, I assume that his daughter probably attended schools.  Therefore, while Gatto has immense respect for homeschoolers, he was probably never a full-time homeschooling parent himself.    So this makes me wonder what path Gatto would have chosen if his daughter’s education had been completely in his hands.

I definitely do not think that Gatto would have done “school-at-home” homeschooling.  After all, “school” is what he realized doesn’t work.  Would he have leaned towards Montessori or Charlotte Mason?  I don’t think he would have gone for Waldorff very much.  I think he would have been very suspect of another method coming out of Germany.  Something tells me that he would have probably used some sort of mix between Classical homeschooling and unschooling.

Gatto criticizes rote memorization several times in the book, and rote memorization is an important part of the first stage of Classical homeschooling.  But I think Gatto mainly worked with middle school and high school students, and much of his work seems to address the idea of adolescence.  I think he may have meant rote memorization that continues through all twelve years.  I think the Rhetoric stage of Classical homeschooling would have particularly appealed to his understanding of education.

However, I think the over-whelming structure of a strict Classical homeschooling program would have turned Gatto off.  I think Gatto would have wanted a child to have more time to “do” things and do things of personal interest rather than have to sit and study and follow someone else’s plans.  I can totally see Gatto embracing more child-led learning, especially in the teenage years.

I really wonder if anyone ever asked him about this.  The idea makes me want to dig through some of his other books and interviews to find out.  Of course, that’s if I can get through all the books I already had on my reading list before I added all of the ones he inspired me to read.  So many books…so little time.

Weapons of Mass Instruction (Part 2)

My other favorite thing from Chapter 9 in John Taylor Gatto’s Weapons of Mass Instruction is “Grandpa John’s Real Learning Index”.  Gatto describes to his granddaughter the difference between schooling and education, then he challenges her to look at his observation of what Real Learning entails and decide if she has been educated or if she has just been schooled.

Grandpa John’s Real Learning Index

1. Self-knowledge:  This is the biggest prize of all.  Without it you are lost and will flounder again and again through life.  By now you should have introspected enough to know your own character:  its proclivities, strengths, weaknesses, blessings, curses.  How much assistance has your high school given you to accomplish this?
2. Observation:  Your powers of observation in any situation should be razor sharp; at will you should be able to function like an objective camera/tape recorder sucking in accurate data for later analysis.  Can you “read” the primary documents and images from every age and place?  Or must you take someone else’s word for their meaning?
3. Feedback:  Are you rigorously trained to pick up cues about yourself from the reactions of others and from signals out of the environment?  Do you have trouble accepting criticism and evaluating its worth?  If you rely on test scores and teacher evaluations as stars to steer by you are in for a shock when you discover discrepancies between what you’ve been taught to think and reality.
4. Analysis:  Can you take a new problem, break it into structural and procedural elements, gauge the relationships among those, reckon major outside influences, and do all this without expert help?
5. Mirroring:  Have you learned to be everyone else as well as yourself?  Can you be a chameleon at will?  Or are you trapped in your own tight skin the way little people are.  Can you fit into every group, even a group of your enemies, opting in and out as you please, yet remaining yourself?
6. Expression:  Do you have a voice that’s your own?  Can you deliver that voice with clarity, style and force in writing and speaking?  Without that, your ability to recruit allies will be feeble, and you will likely be swallowed up by someone whose expressiveness is superior to your own.
7. Judgement:  Can you evaluate dispassionately?  Can you see through falsehood?  The society you are entering is a house of mirrors; little of what you see and few of those you meet will be what they appear.  The most attractive personalities are invariably dishonest.  How much chance did you have to develop judgement and test it.
8. Adding Value:  Do you add value to every encounter, to every group of which you are a part?  Do you even know what that means?  If you aren’t worth something to others, then truly you are worthless.  That’s Kurt Vonnegut speaking in one of his books, Slaughterhouse Five, I think.

Wow!!  I mean, wow!!  This is how I want my children to be educated.  This is how I wish I was educated; I was so schooled.  Most of these things I had to learn after I finished college, and some of them I am still learning.

Weapons of Mass Instruction (Part 1)

This book is so good and I have so many thoughts floating in my head about it that I know it will take at least two posts to do it justice.  Much of what I want to write is just notes that I can refer to again and again as well as the ideas that they inspired.

First, of all, any time I read the writings of John Taylor Gatto I feel slightly queasy by the time I’m done.  Inspired; but queasy.  Gatto’s writing makes anyone who attended compulsory schooling (public or private) question themselves.  How much of the way I act and think is still due to the subtle (and sometimes not so subtle) indoctrination that takes place in schools (all schools)?  Am I as smart, as critical of a thinker, as I think I am or as I should be?  The writings of John Taylor Gatto are not for the faint of heart.  You can not read “I Quit, I Think“, Underground History of American Education,  or Weapons of Mass Instruction without having your entire worldview turned upside down.  School teachers should especially be warned that reading Gatto’s writings may lead you to considering changing professions.

If one does not feel slightly queasy while reading Gatto, then he or she has probably angrily dismissed him as a crazy conspiracy theorist.  Never mind that Gatto provides tons of documentation to back up his claims, and he encourages everyone to check primary sources whenever possible.  In fact, one of my tasks before I return the book is to go through the index and compile a list of all the books he mentions that I want to read for myself.  In fact, he would be perversely proud if people didn’t just take his word for it.

The first chapter of Weapons of Mass Instruction is basically a summary of his book Underground History of American Education. This is the background for the rest of the book which includes observations and anecdotes from his time as a teacher as well as biographical sketches of people who did amazing things with a limited amount of formal schooling.  Then he details the “weapons of mass instruction” used in schools to turn children into better worker bees and mass consumers.  In the afterword, he encourages open revolt against standardized testing in an attempt to tear down the entire school system.

My favorite chapter of the entire book is chapter 9:  “A Letter to my Granddaughter about Dartmouth”.  There are two major things in this chapter, and I am going to start with the second:

As I was reading this piece, the thin scrim of artificially extended childhood schools were invented to impose dropped away and I saw again as I often do, the different world we could create if we dropped the pretense that childhood goes on very long past the age of seven. [emphasis mine]

This quote sums up one of Gatto’s main premises that “adolescence” as we know it is an invention.  Basically, the only responsibility that most adolescents have is to go to school and work towards admission at a “good college”.  These are very hollow responsibilities, especially when one looks at the hollow goals of compulsory education.  Gatto contends that children need real responsibilities and real goals that have real meaning to them.

Actually, the reason I learned about this book was because a group of homeschooling moms on a forum I frequent were trying to discern what this looks like in practice.  Where is that fine line between looking out for your child’s safety/coddling and allowing them to attempt great things, risk great failures, and learn from both their failures and accomplishments?  Does treating your child like an adult mean throwing them in the deep end of adult responsibility to sink or swim on their own or does it mean giving them real adult work under the guidance of another adult?  (I believe Gatto means the latter.)

And does adult ability equal adult thinking?  Just because your child is capable of doing adult things does that mean that he/she is capable of adult decisions and comprehension?  I tend to think not.  I think one need look no farther than many child stars whose parents incorrectly assume that because their children are capable of working an adult job they are capable of critical thinking.  I think a lot of parents actually get the two mixed up.

As others on the forum noted, Gatto’s observation also ties in with the teachings of the Catholic Church with seven being considered the age of reason when a child can understand right from wrong and that Jesus is present in the forms of the Holy Eucharist and Precious Blood.  At the same time, though, Gatto recognizes that children may be developmentally ready to learn to read anywhere between age four and age twelve.  Therefore ability and understanding may vary depending on each individual child.  And the Church itself may allow children to receive their first Holy Eucharist before age seven or even if they do not demonstrate full understanding of its significance.

I think Gatto’s main point is that somewhere around the age of seven you have to stop coddling your child.  You have to stop giving over-simplified answers, using small words, and having small expectations about their abilities.  You have to start making them feel useful to the family.  Give them chores to do, explain the chores that you do, and pass some of the responsibility on to them.  Then you make them feel useful to the community.  You have to give them room to make mistakes and deal with problems and not hover over them all of the time trying to clear all obstacles out of their path.  (At the same time, I don’t think Gatto wants you to just throw your kids to the sharks with no back-up.)

Gatto does give some examples of things he did with his students (at times in defiance of school administrators).  For instance, he would ask each student to come up with three things they wanted to learn about and three weaknesses that they wanted to overcome.  Then he would look for opportunities to reach those goals.  He also wrangled it where each student could take a day off school to explore something specific of their own choosing within their community.  But what is a homeschooler to do with their teenager?

This is reminiscient of David H. Albert’s recommendation that teenagers find mentors outside of their family.  I think he and Gatto would both encourage lots of meaningful and active activity:  volunteer work, paid work, apprenticeships, leadership programs, travel, physical exploration.  Not just reading about something or watching something on television, but doing.  Kids want to be doing things.  We just have to have the courage to let them.

Out with the Old

Another one of my myriad projects has been getting rid of as much stuff as possible.  In the past few months I’ve donated three or four boxes of books to the library that have been sitting in closets for five years or more.  I’ve dropped stuff with St. Vincent de Paul at church.  I’ve passed gently used baby items to the Project Gabriel program at church in addition to newer items that my youngest outgrew before she could even wear them.  And lots of stuff has gone out with the trash.  I even got the kids to part with a big bag of toys.

Today, though, was my annual garage cleaning.  I usually do it on a Wednesday because a) my mother-in-law is off every other Wednesday and can help with the kids, and b) our trash pick up is on Thursdays.  I was particularly happy to find that our “garbage” pile was much larger than our “save” pile.  DH parted with several boxes of stuff, and I was able to reorganize what was left to take up less space.  Then I knocked all of the cobwebs off the ceiling and swept up the floor.  We can actually pull our van into the garage without worrying that we’re going to run over something important.  (Just ask DH what happened to his 5 Wood.)

There’s still more I would like to do.  I put together another small stash of stuff to donate today.  I’d like to send more toys out the door, but I’ll have to be sneaky about it.  I’m afraid that DD#1 has inherited my father’s pack-rat tendencies.  When you add in her tendency to be over-dramatic, it makes it really hard to dispose of items from the play room even if she only plays with it once a year.   There’s also more items in the kitchen that could probably go, too.  I have tons of baby stuff, but I’m not ready to part with it just yet….just in case.  But each bag or box that goes out the door feels like a weight has been lifted…feels like freedom.

Reading List June 2009

1.  Math Doesn’t Suck by Danica McKellar:  “Winnie” from The Wonder Years is all grown up and sharing her love of math with teenage girls.  It’s a fun little tutorial for girls that are struggling with math-phobia with lots of encouragement to no longer fear being labeled “smart”.  Personally, this was kind of like a trip down memory lane.  Terms like “prime factorization”, “greatest common factor”, and “lowest common multiple” have had no relevance in my life in close to 15 years.  As I looked through this book, I became increasingly aware that one reason most people despise math is because it is taught in ways that have no relevance to students beyond its effect on their grade point average.  I use math every day in cooking, shopping, and budgeting, but I vary rarely think about the terminology or protocols involved.  Again this reinforces, the ways my children should be able to experience math in more real-world situations by being homeschooled than they would by studying it strictly in textbooks and on blackboards.  I guess I already wrote that post, though.  (See “Mathematician’s Lament”)

2.  Harry Potter and the Deathly Hallows by J.K. Rowling:   After re-reading Half-Blood Prince last month, it seemed natural to re-read book 7.  I spent one late night hyped up on caffeine pondering where they will split the book, what scenes will be omitted, and which concepts will be combined when they make it into two movies.  That might require its own Harry Potter Predictions post down the road.

3.  Nice Girls Don’t Have Fangs by Molly Harper:  Harper is a fellow WKU graduate who apparently used to write for the  College Heights Herald, although a year or two after my time on the Hill.  Her debut novel is a cross between Meg Cabot and Anne Rice, which is a good thing in my opinion.  The book is slightly racier than my usual taste but was a fun read, and I plan to keep an eye out for the sequel coming out in a few months.  And who knew that there was actually a genre called “paranormal romance”?

4.  The Well-Trained Mind by Jessie Wise and Susan Wise Bauer:  Got its own post.

5.  Lentenlands by Douglas H. Gresham:  An interesting insight into the marriage of C.S. Lewis and Joy Davidman through the eyes of Joy’s younger son.

6.  Darth Bane:  Path of Destruction by Drew Karpyshyn    :  I’ve never really been inspired to read the Star Wars prequel novels very much.  I much prefer to keep up with Han, Leia, Luke, and their kids.  This one caught my eye for some reason, and I look forward to reading its sequel soon.

7.  It’s All Too Much by Peter Walsh:  I scanned this book but it’s less about reorganizing your house and more about reorganizing your mindset.  He made a good point about how the cost of replacing something you “might need someday” is often less than the cost of keeping clutter around.

8.  Slow and Steady, Get Me Ready by  June R. Oberlander  :  I was not impressed with this book which lists activities to do each week with your child from birth to age 5.  I found some of the activities really unrealistic for the ages to which they were assigned.  This might be a good book for the first time parent at a loss for something to do or as a random book of ideas, but I don’t think much of it as designed.

9.  Everything You Know Is Wrong by Russ Kick (editor)  : This collection of essays makes one question the difference between a conspiracy theory and good detective journalism.  Of course, it’s easier to believe some of the ones that have actual documentation.

10.  Freedom’s Landing by Anne McCaffrey:  I love McCaffrey’s Dragon Riders of Pern series, and I really like the Rowan series, too.  I’ve been kind of hesitant to try some of her other series until now.  I really enjoyed this offering, and I look forward to reading the sequels.

11.  Weapons of Mass Instruction by John Taylor Gatto:  I have so many thoughts about this book swirly in my mind I don’t know where to start.  It definitely needs its own post…or two.

The Great Outdoors

We live in a townhome community, and our biggest regret is that we don’t really have our own yard.  As a result,  we do not get as much time in the great outdoors as we would like.  So, I got inspired to construct our own little outdoor play area on our front deck.  This is where I planned to upload a photo of our cozy little play,but my digital camera broke just as I went to take the picture.

You’ll just have to take a trip into pure imagination with me.  As you step out the front door, your bare feet hit the light brown carpet.  To your right are two deck chairs and a small table , with a black nylon barrier behind them to block off the stairs.  To the left is a small wood and metal bench against the wall of the house.  And at the far end of the deck sits our new sand and water table.

It takes me about five minutes to set up and take down our complete play area.  It takes about  ten minutes longer when I have to clean out the table every other day.  I roll up the carpet when we are finished and keep it in the foyer.  If I could go back and change one thing, though, I would have bought just a sand table or just a water table.  It’s really hard to get the kids to keep them separate , so we tend to have muddy sand most of the time.  But they’ve really been enjoying it.

Our barrier is just a roll of cheap plastic fencing.  I cut it down to size.  One end is attached to the deck rails with nailed in hooks.  I use some plastic ties of sorts on the other end that can be detached to open up access to the porch when we’re not out there.  If she was determined, the baby could probably work her way under it, but it acts as a good visual deterrent and I keep the deck chairs in front of it as an extra obstacle.  I can sit out there and read or work on paperwork without worrying about the baby trying to make her escape every five minutes.

All in all it cost about $120–Sand and Water Table:                   $75

12′ by 5 1/2′ Carpet Remnant:     $36

Fencing and a Play Sand:             $  9

Have a nice outdoor area where I can set the baby down to crawl and cruise or play with her big sisters:       Priceless!

The Well-Trained Mind

I finally got around to reading this Bible of Classical homeschooling by Jessie Wise and her daughter Susan Wise Bauer.  If you are looking for a step-by-step, hour-by-hour, day-by-day,  year-by-year blueprint for highly structured homeschooling, this is the book for you.  I must admit, though,  that this method has never appealed to me.  From the first time I read about it, I thought it sounded kind of pretentious.  I could just imagine that this is the method that Rick Moranis’ character in Parenthood would be using to make his daughter a super genius.

I did not walk away from the book empty-handed, though.  Being a truly eclectic homeschooler (my method of choice), I made two or three pages of notes on the Grammar years (grades 1-4) that I am considering how I want to apply.  For instance, I am considering implementing the suggested list of historical biographies for each year.  However, I do not plan to have my daughter make all of the extensive note binders that they recommend.  I also found some interesting suggestions of resources to use for memorizing math facts and history/geography reference, too.  I do not plan to start teaching Latin in the third grade; my kids will just have to settle for working with Latin/Greek Root flashcards every once in a while.  I may start foreign language earlier than I originally intended, in fifth grade instead of ninth.  I am considering purchasing my own copy of the book just for the resource lists.  Besides instructional resources, it has great reading lists for every grade level and subject.  (And I have a slight addiction to reading lists.)

My issues with the Classical Method are three-fold.  First, there is an underlying assumption that you can and should try to teach your child everything in the world whether it will be of use to him or not (thus making Super Genius).  Secondly, in order to teach your child everything you better plan on two hours of intensive study starting in the first grade and moving up to almost six hours of study by fifth grade.  I think the studies show that kids in regular schools only receive like 40 minutes of actual instruction in a six-hour school day by the time you cut out all of the standing in line and administrative stuff.  Obviously schools are the minimum standard, but to me the classical method seems to take things to the other extreme.  Third, the authors are very clear that they do not believe in the validity of child-led learning, except in limited doses within the framework provided.  This just seems like a recipe for turning some kids off of the joys of learning.

Now realistically, most homeschooling parents are not going to  be doing every little thing they suggest how they suggest it.  Every family has to adjust any homeschooling method to their particular circumstances, and I am not sure that this method really lends itself to large families without lots of tweaking.  Most new homeschoolers, though, tend to get a little over-zealous in their initial excitement (as I know from experience), and  I can totally see the first-time parent who just discovered classical homeschooling going whole hog, risking burn-out for child and parent.

This method is probably a really good fit for some parents and children whose temperament lends itself to lots of structure.  I probably would have thrived if I had been homeschooled using the classical method.  I am a visual learner that loves organization and writing and outlines and all of that stuff.  I would have enjoyed memorization and Latin and ten tons of notebooks to fill in.  I probably would not have thought anything of the five to six hours of intensive study  at home every day as opposed to six hours of boredom at school (Ok, I probably would have loved any method of homeschooling as opposed to six hours of boredom at school).  I don’t think this method is very forgiving of those who do not fit the mold, though.  In some ways, it is a very “one-size-fits-all” educational form.  That’s another reason that I am unsure about it.

But I do recommend this book to homeschooling parents looking for fresh ideas.  It saves all of the “whys” of homeschooling for the back of the book, which is very refreshing.  And I have found that I can usually get something out of almost any homeschooling book even if I totally disagree with it.  Just the act of building up a case against it helps me solidify the reasons behind my own chosen methodology.  And sorry, if I’ve offended any Classical homeschoolers out there.  Let’s just say that Classical homeschooling is not a good fit for our homeschooling goals or my kids’ educational needs at this time.

Applying My Child’s Learning Style

Ever since reading Discover Your Child’s Learning Style, I’ve been brainstorming ways to practically apply what I have learned.  So, here is the list of ideas that I have come up with for my Tactile-Kinesthetic six-year-old who has a Performing (Moving/Doing) disposition.  Some are brand new, and some are things that I accidentally discovered would work in the past.  I am not saying that we will necessarily can or should do all of these things.  Once my Fall Semester plans are finalized, though, I will share how I plan to actually integrate some of these ideas.

Math

1. Foam Numbers
2. Dice Addition/Subtraction:  Roll two dice and add or subtract the numbers.
3. Skipping Rope while practicing math facts.
4. Score-keeping:  Yahtzee, card games, sports
5. Hop Scotch Mat:  Practice addition and subtraction  by moving forward or backward.
6. Computer Games:  The Fun 4 The Brain website has lots of fun activities to practice math facts.
7. Flash Cards
8. Connecting Cubes and other math manipulatives
9. Crossing out days on a Calendar

Reading/Vocabulary/Grammar

1. Scavenger Hunt/Treasure Hunt
2. Computer Games:  Star Fall, Spelling City
3. Grocery List:  I just stumbled on this when I took my oldest with me to the grocery a few days ago.  She started reading what we needed off of my computer-generated list.  This real life application of reading really made an impression on her.
4. Copy Work (in moderation)
5. Mail Box: Leave written messages for her.
6. Board Games:  Boggle/Boggle Jr, Scrabble/Scrabble Jr.
7. Flash cards
8. Spelling Bee/Test:  This is something we play sometimes at bedtime or while waiting somewhere.  Besides having her spell out loud, I’m considering having her write out the words on paper or sand.  Alphabet block stamps might be a possibility, too.
9. Home-made Reading Worksheets:  She draws a picture for each word that she reads.

Science

1. Book of home Science Experiments
2. Science Experiment kits
3. Models
4. Anatomy Coloring Books
5. Microscope

Geography

1. Maps/Atlases:  For the past three years we have kept a World Map and U.S. Map on our wall.  Our U.S. map has little logos taped to it for every professional baseball team.  We refer to these constantly.
2. Puzzles:  Milton Bradley’s Map of the United States 84-piece puzzle is wonderful.
3. Coloring Books
4. Travel

Miscellaneous

1. Games:  board, computer, card.
2. Cut & Paste activities
3. Scrapbooking/Notebooking
4. Field Trips

Project Juggling

I am so tired.  I went to bed last night around eleven, but I could not get to sleep.  I had so many things rattling around in my head; my mind would not slow down.  Every so often I would get up, run downstairs, and add another idea or job to one of my different lists.  I felt like I was on speed, at least I am assuming that’s what it feels like to be on speed.  I was definitely wired.  It wasn’t until about 2:30 in the morning that I realized that I was probably having a reaction to the 32 oz sweet tea I had from White Castle with my dinner.  I don’t often drink caffeinated drinks anymore, but in recent months I have noticed a hard time getting to sleep if I consume caffeinated tea after about 4:00.  Soft drinks don’t effect me quiet as badly.  It was about 4:00 in the morning before I finally fell asleep.  I was awakened twice to nurse, and then DD#2 was awake at 8:00 as usual.  But just the dizzying array of projects I have going on would be enough to keep someone awake at night.

Here’s a general list of projects I’m juggling, which I hope to expand upon over the next few months:

1.  New Household Rhythm–Now that the baby developed a regular nap time, I am trying to develop a solid feeding schedule in order to start weaning.  I’m also trying to find regular rhythms to the rest of the day.

2.  Summer Homeschooling–After an almost two-month break at the beginning of spring, we’ve been doing some make-up, and I want to continue to incorporate school time into our new daily rhythm.  Although, I want to keep the amount of work kind of light.

3.  Outdoor Play Area–I’m trying to put together something so that we can get some fresh air on a daily basis without straying too far from home.

4.  Fall Semester Homeschooling Planning–This next year is requiring a little more extensive work as I try to incorporate activities to fit DD#1’s learning style.  She has also requested some science.  We may be doing religion and sacrament preparation at home after all, so that’s adding an extra layer of planning.

5. Household Cleaning–In addition to the normal every -day cleaning (which I need to get a better handle on), I have several other areas that need attention such as the closets.  There’s baby stuff that needs to be put into storage, and lots of junk that can go in the garbage or to charity.   Oh, and that garage is getting out of control again, too.

6.  Summer Fun Activities–I’m looking for cheap or free fun and educational options to fill up our calendar through the summer, and I’m hoping to incorporate one or two of the pricier activities from our “Things We’d Like to Do in Chicago” list.  Of course, we hope to just have some play-dates with our friends, too.

7.  Memento Projects–I need to make sure that the girls’  baby books are updated, especially the baby’s.  There are tons of digital photos that need to be sorted and developed, and I’m still trying to put together our family photo album a little at a time.

8.  Miscellaneous Other Stuff–This includes a variety of things from important (like setting up doctor appointments) to the mundane (staying on top of our budget)  to the personally interesting (reading, blogging).

It really is a wonder that my head hasn’t exploded, even without the caffeine boost.  As each project is completed, I plan to share a bit about each one with you.  I know that you’ll all be waiting with bated breath.  In the mean-time if you don’t hear from me for a bit it’s either because I’m really busy, or I’ve been locked up for my own protection.

Discover Your Child’s Learning Style

I recently re-read Discover Your Child’s Learning Style by Mariaemma Willis and Victoria Kindle Hodson.  I first picked this book up about three years ago when DD#1 was only three-years-old.  I figured that she was overdue for a clearer assessment since a lot of development can happen in three years.  Plus, assessing learning styles at age three is a little tricky.  For instance, my husband and I separately went through the Preschool Assessment for DD#2 and came up with totally different answers.  So, I mainly focused on DD#1 since she is our school-aged child.

DD#1 and I spent about 30 to 45 minutes going through the different questionnaires to asses her Disposition, Talents, Modality, and Environment.  I was not too surprised to learn that her primary disposition is what they call “Performing”. She had two secondary dispositions that were “Thinking” and “Inventing”.  Her primary modality (which people often confuse with learning style) is Tactile-Kinesthetic, but I was not able to distinguish a specific sub-modality (hands-on, whole body, sketching, or writing).  Again, her environmental needs were not too big of surprise:  quiet, while working in an up-right position at table or desk.  I think the talents section was a bit of a bust, though.  There were so many things that DD#1 has not had the chance to experience to know if she is talented at them, and to be honest I’m not sure how self-aware she was about some of her talents.

I felt that the next thing that I needed to do was assess myself.  So, I went through the various questionnaires and was again not surprised to learn that I have a “Producing” disposition and a Visual modality.  That’s why I excelled so well at school without really trying…traditional schools are perfect for people like me:  schedules, step-by-step instruction, and lots of books and workbooks.  I also scored high on Spatial and Word-Language talents, explaining why I kick butt with maps and word games (especially word games that include spatial distortion like Boggle).

Then I started comparing my results with those of my daughter.  I noticed that our disposition scores were somewhat opposite.  And except for a sub-modality of “writing” that is somewhat placed under Tactile-Kinesthetic, that modality wasn’t even a blip on my radar.  This alone made me aware of what DD#1 was really missing from her educational experience and that I will have to push myself outside my comfort zone some in order to provide her with what she needs to learn.

So, what does all of this mean?  How do I, the homeschooling parent, apply this information?  Well, the book offers a lot of suggestions for general activities such as games, skits, adapting sports, and “real life” experiences as well as suggestions for various curriculum that support each disposition and modality.  The real challenge is to apply this information specifically.  I can see now why certain things have worked for her in the past.  For instance, the home-made reading worksheets where she has to draw a picture for the word she reads really appeals to her Creative secondary disposition as well as her T-K modality.  And she has really absorbed the concept of days, months, and dates by crossing each day that passes on a calendar in her room–the “real-life” application and the physical act of putting an “X” in each box fit her needs perfectly.  We’ve also used our hopscotch mat to discuss addition and subtraction involving her entire body.  Now I need to expand on that.

I recently bought Janice VanCleave’s 201 Awesome, Magical, Bizarre & Incredible Experiments.  Thankfully the experiments seem fairly simple and many of them use objects we already have around the house.  I’m starting to look into models and kits to recommend for my oldest daughter’s Christmas/Birthday list.  And while we have the van available this summer I am hoping to load everyone for a lot of field trips.    I’m really trying to think outside my box for ways to incorporate manipulatives that we already have or inexpensive ones that we can buy.

Two last things that keep crossing my mind:

1. I shouldn’t give her any grief if she needs to use her fingers to do her math.  That’s just what she needs to do as part of her learning process.  Even if she has to use her fingers when she’s fifty, it really shouldn’t matter as long as she gets the right answer that she needs.
2. I don’t want to get so overly absorbed with trying to come up with activities that fit her learning style that it begins to overwhelm us.  I need to find a balance between going outside my comfort zone in teaching method without compromising our family’s need for simplicity, free time, and money in the bank.

So, right now I am in research mode for ideas to start implementing this fall.