In her article, "A Real Mom's Home School," Maggie Hogan admits that "planning ahead and staying organized are not my strong suits." She shares ten tips that she's learned the hard way for balancing home and homeschooling, along with inspiring tips on juggling meal preparation, babies and toddlers, and more.
Most of us are closet curriculum dependents. As far as everyone else is concerned -- we have it all together. But we all feel the effects of curriculum dependency. It is based on three myths--the myth of the perfect curriculum, the myth of the perfect homeschool family, and the myth that we can do things in our own strength.
"Not possible," homeschool mom proclaimed glumly, shaking her head. I had just explained how the Sudbury Valley School - a democratically managed, child-directed learning environment that has been around for almost 40 years - has demonstrated repeatedly that a child could learn math - all of it grades K through 12 - in eight weeks. Average (if there is such a thing), normal (never met one), healthy children, hundreds of them, learned it all, leading to admissions to some of the leading colleges and universities in the nation. "Must be some kind of trick," she insisted dolefully, remembering her own dark days in the classroom slaving over the seemingly inscrutable, all joy wrung out as from a wet sponge, then as an elementary school teacher herself, and now finally daily fighting what she was convinced was a losing homeschooling war with her nine-year-old over the required workbook pages. "Nope, no tricks, no special techniques, magic curriculum, or innovative teaching method," I informed her. The secret, if there was one, was to wait until the child asked for it, indeed insisted upon it, and had a use for it, even if the use was just college admission.
Many parents of single children toy with the idea of homeschooling their child at least once during their child’s tenure at school. The trend of homeschooling is indeed catching on with growth rate of 7 to 15 percent per year. It is estimated that there are currently two million children coming under the homeschooling program. They are reported to be performing on par with regular schoolchildren at college, universities and at work.
Little is known of Canadians who were home educated as students, particularly as they compare to their Canadian adult peers who were educated in publicly-funded and private schools. Are they as engaged as their peers in democratic, cultural, and economically productive activities? How do their income levels and income sources compare? Are they more or less likely to pursue postsecondary education, to be involved in their communities, to be physically active? How do they evaluate the advantages and disadvantages of their home education experience? This study provides a demographic and lifestyle snapshot of these young adults and offers an initial description of some of the indicators of the outcomes of the first generation of home education in Canada. The study followed up with Canadian survey participants fifteen years after they first shared information about their home education practices, family demographics, and academic achievements (Ray, 1994). It describes their current education level, occupation, community participation, religious observance, income, life satisfaction, recreational pursuits, and family status, and compares these with those of the general adult population of Canadians in the same age group. We also asked graduates to reflect on their home education experience and how it prepared them for their future.