Ride the West with Living Books

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I didn’t see it coming.

Recently, I was reminded that some of the best learning “units” we’ve enjoyed were unplanned and unexpected. They were birthed by questions raised from learning a new word, being involved in an intriguing moment, or engaging in a fascinating event. One of our most recent learning tangents evolved after reading a few chapters of The Pony Express by Samuel Hopkins Adams (Random House, 1950) to my middle schooler. In the process, the elementary learner wondered what the excitement was about and she, too, was hooked. Before we knew it we were all riding the routes of the Pony Express (Mom included after realizing she didn’t know as much as she wished she did), racing through mountain passes, stopping at rest stations, and outwitting bandits.

I remembered we had a few more books about riders on our home library shelf—as well as books about the period of history. I invited my youngest to join me at the bookshelf to find other resources she might enjoy. She was intrigued by the cover of one in particular, Buffalo Bill and the Pony Express by Eleanor Coerr (HarperCollins,1995). Upon opening the book and fanning through the pages—seeing the larger font—she was even more excited. Large font. Easy, enjoyable reading. Unintimidating. We began reading and she immediately recognized some of the rider’s names and station stops from listening to me read to her sister. Learning about the Pony Express just got a bit more personal for her.

Three weeks later, looking back, the “unit” was more than I could have imagined, mostly because of the level of engagement. There was interest and they fully “owned” what they were learning, because they were interested. The more we read, the more involved my learners became. When they had questions, we did our best to find answers. This paved the way to practice research skills.


Language arts. Study skills. History.


I know my girls remember a large percentage of what they learned. That makes my heart smile. But, there was something else that grew along with their knowledge…a relationship. They had something in common, a mutual interest, something they could talk and wonder about. They shared what they learned; got excited together.

I could never have manufactured or orchestrated that aspect of the process.

Even after 26 years of homeschooling, I didn’t see a “unit” growing from this book.

But, it did!!

And, I am grateful.

Today, because of that deeper care for one another, they are outside reading in the fort. That’s another story for another day.

Related resources for riding and exploring the west:

Buffalo Bill, Augusta Stevenson (Childhood of Famous Americans)

Buffalo Bill: Wild West Showman, Mary R. Davidson (Discovery biography series, Garrard Publishers)

The California Gold Rush, May McNeer (Landmark series)

Annie Oakley: The Shooting Star, Charles P. Graves (Discovery biography series, Garrard Publishers)

Jim Bridger: Man of the Mountains, Willard and Celia Luce (Discovery biography series, Garrard Publishers)

Kit Carson: Pathfinder of the West, Nardi Reeder Campion (Discovery biography series, Garrard Publishers)

Daniel Boone: The Opening of the Wilderness, John Mason Brown (Landmark series)

Daniel Boone: Young Hunter, Augusta Stevenson (Childhood of Famous Americans)

The Story of Daniel Boone, William O’Steele (Signature series)









When Curriculum Looks Different

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People often ask what we use for curriculum.

The short answer? We use anything which will help our children learn what it is they are trying to learn. And, if it involves real life, even better.

Sometimes our curriculum looks traditional, like a math textbook.

Other times our curriculum is a stack of Living Books.

A few months ago, my middle schooler initiated a flower bed renovation project. She wanted a flower garden to call her own, a place she could eventually grow cut flowers. A few visits to the clearance section of the local garden shop and she had rescued several very nice—but wilting—flowers (aka curriculum). With a little research in a field guide and a how-to online tutorial (more curriculum), the plants were thriving.

Today we added a few more resources to the curriculum—a collection of solar garden lights. Before placing them in the bed, we experimented with them in a dark room. So fun! The littlest learners were enthralled!

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“Flashlights without batteries!” one shouted.

Curriculum incorporates all that a learner uses to learn the content of a specific subject. Though we are often tempted to stay within the means of what we know or have experienced as curriculum, in real-life the definition of curriculum broadens to include any materials used to foster a student’s understanding.

The possibilities are endless.

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Consider broadening your sense of what curriculum includes. Maybe it’s

When learning is real, relational and intentional it's remembered! 

Every. Moment. Matters.

Field Trip Learning with Multiple Ages

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Dad's first day of Spring Break invited us all--six learners ages 2-20 and two parents--into an educational extravaganza. We visited the Lego exhibit at Leu Gardens. 

Learning surrounds us. It's part of life. Gathered around the kitchen table working math problems, we often forget the rich learning which takes place when we venture out, walk through life together and learn.

Last Friday,  as we marveled at Lego creations and smelled Sweet Alyssum, I remembered how much littles (and bigs) need field trips, time out and about to learn together.

While on our Lego garden adventure, 

  • the youngest learners instinctively balanced on the curbs and looked for rabbits. We didn't stop to run or roll down the hills, though it would have benefited their vestibular development. On another visit, we will definitely leave time to run and roll! 
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  • the elementary learners compared the number of bricks in each sculpture. This allowed for practical comparison of place value and oral practice of reading and saying numbers over ten thousand. 
  • the learners, together, marveled at the patterns in the Lego sculptures. While we oohed and ahhed, we deepened our appreciation for one another and the things each considers beautiful. 
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  • the learners worked together to navigate the map to find the places they wanted to visit. When they had a question, we encouraged them to consult an older sibling. While navigating, heading to the north forest, we heard owls hooting above our heads. We stopped, looked in between branches and gazed at these magnificent birds. We watched as two owls called out their territory and then had a brief altercation with their talons right above our heads! The youngest learners asked great questions as their curiosity was sparked. I am glad we took time to look up! 
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  • the middle schooler with a current interest in horticulture, stopped to read signage which explained foliage. She took pictures of plants she wanted to incorporate into our yard. 
  • the high schooler and college student enjoyed taking pictures of the amazing blooms, chatting about life as they walked along. I loved watching them spend time together and marveling at the wonder their siblings were taking in. 

While visiting the gardens, I was also reminded me that children often tell us what they need. The key is listening (and not having an agenda--ouch!). After walking about an hour, the littlest--map still in hand and spying a nice shady hill--interjected her thoughts,

"I think we need a picnic!"

She articulated her need to stop, sit, and enjoy a snack. Honestly, we all benefited from the refreshing break. Snacks eaten, we headed out for the second part of the self-guided tour. 

After walking and enjoying the outdoors for three hours, we headed to the car. The youngest cried. We instantly thought, "She's ready to go home!" Instead, when I asked about her sadness she said, "I didn't see any rabbits!" Dad decided we should stop at the library on the way home and check out some rabbit books. Tears disappeared and a smile returned to her face. 

A stop at the library was a perfect way to close out our day together. 

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What learning adventures await your family today? Maybe nature walks? Maybe puddles? Perhaps something which will come about spontaneously.

Whatever that learning adventure is, may it be one which is memorable for your family. 

Every. Moment. Matters!  

High School Credit for Work Experience

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“Can I count my high schooler’s work experience for credit?”

In the course of a week, three parents asked me this question. One in particular came through the Celebrate High School Facebook community.

The answer is multi-faceted, unique to state requirements and learner’s educational and career path.

First, parents must know and understand their responsibilities and freedoms under their state home education statute.

Find out

  • Are home educated students in your state required to meet state graduation requirements?
  • Does your state statute allow parents to oversee coursework and determine course credit?
  • Are parents given the freedom to create titles for courses or must the state DOE titles be used (as is the case with some private schools)?

The answers to those questions will contribute to your decision making process.


The second step in the process of deciding whether or not to award credit for work experience is to determine what the high schooler gained from his or her employment. Life skills? Knowledge? Personal development? The gains vary greatly dependent upon the high schooler's motivation, work ethic, job title, and employment requirements. Again, this is highly individual. 

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Determine Gains

Conversation with your high schooler is essential in the process of determining the gains. Why? Likely, as with most parents, you are not on the job with your learner to see and hear what he or she encounters or discovers. Engage in discussion. Ask questions. Listen for the young adult's passions, likes, and dislikes without condemnation. Often as young adults process, they need someone to mirror back or clarify what they expressed. I find it helpful to remind myself that when my middle and high schoolers share feelings, they are processing, perhaps sharing thoughts for the first time. The thoughts and feelings shared matter to them and when I ask clarifying questions, they often come to a better understanding of the situation. As you walk the journey with your middle or high schooler, not only will the gains of the current job become known, but the relationship between you and your teen will have great potential for growth as well. 

To help determine what skills and knowledge were acquired by the employment--the experiential learning opportunity--consider asking your high schooler:

What skills he or she feels were learned as a result of the work experience?

This is one of those occasions when I encourage parents to make a bullet-point list of skills and content the high schooler learned. Seeing the visual list often clarifies gains and aids in determining a course title which is specific and accurate to the experience. Examples may include Equine Science (barn assistant who interacts with equine professionals, observes or oversees equine care and nutrition), Nutrition and Wellness (assistant to a personal trainer), or String Ensemble (member of string quartet playing for weddings and special events).

Are the skills focused on a specific content area or are the skills broad, focused toward soft skill and personal growth development?

Looking over the content acquired, determine whether the skills were specific to an area of study (paid position at a zoological park) or broad, general and related to successful movement to adulthood (time management, personal growth, and communication skills). The difference may be titling the course Zoological Studies or Personal and Career Development.

Did the high schooler earn accolades, awards, or hold specific leadership roles (positional or managerial titles) associated with the experience? 

For example, if your young adult is a shift manager there are likely managerial and leadership skills involved in what he or she does while on site. Perhaps a course title like Managerial Leadership, Leadership Strategies and Techniques, or Exploration in Culinary Management might be suitable. 

Our daughter became a self-employed, small business owner in middle school. She continued to build her business through the high school years. Not only did she create and keep track of inventory, she registered her business with the state, filed quarterly sales tax, figured profit and loss statements, kept a running log of sales and inventory, opened a checking account, built a website, handled emails, filled orders, and participated in craft venues. She earned money, but she also gained knowledge and work experience. With integrity, I awarded her one credit in Business and Entrepreneurial Principles.

Our journey of awarding credit for paid work experience hasn’t come without criticism. Yours won’t either. In fact, you may have been told you can’t double dip —count paid work experience as high school credit. 

"You can't double dip!"

This happened to me. A well-meaning veteran homeschool mom informed me I couldn’t use work experience for credit. I listened. Yet, as a Mom who has the freedom to oversee our children’s education, knowing the life lessons and knowledge my young adults were gaining in their paid employment opportunities, I set out to research. It just didn't seem right not to be able to obtain credit from such rich, valuable life experience. 

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Credit Worthy

I discovered my state provides the right for me--as a registered home educator--to oversee the education of my children. In that freedom, I am able to decide what can be deemed credit worthy and I can title mastered content accordingly. I could not ignore the fact that my high schoolers were engaged in learning while on the job. And, with the valuable conversations Mike and I were having with our high schoolers, we knew they were learning content not taught in a traditional textbooks or acquired through lecture. The skills and content they were learning required experience--opportunity to do, decide, make mistakes, and to try again--often under the guidance of a mentor or the supervision of a professional in a career area. In addition, I observed our high schoolers applying what they learned in the work setting to other areas of their lives. They would summarize what they learned on any given day, share their thoughts about what they experienced, and ask questions about things that intrigued them. Our discussions led to discovering deeper life truths as well the building of grit, growth mindset, and personal emotional intelligence—some of the most valuable assets to adulthood and future employment.


What our learners were gaining on the job was credit worthy. 


In my mind, the experiences—the content learned while on the job interfacing with professionals—was credit worthy, regardless of whether or not the high schooler was paid. Essentially, the learner was paid to learn!

If life is learning and learning is life-long, it made sense to me that I could confer credit.

Our second son was invited to apply for a summer job as a teacher’s assistant at a preschool. I knew the Director and many of the teachers who worked at the school. In fact, I had worked there as a high schooler and my experience became a catalyst for my choice to pursue early childhood education. Knowing the value of my personal experience, I encouraged our son to apply for the position. Yes, he would earn a paycheck, but he would be mentored by knowledgeable staff who knew the developmental needs of young children.

Art camp began and indeed our son came home each day recounting his experiences. He commented on the conversations teachers had with students, how they listened and responded with open ended questions. He observed as teachers fostered curiosity and intentionally planned activities to promote wonder. His understandings of the developmental stages of art came from comparing preschooler's line drawings and seeing beaming smiles of accomplishment. Learning was experiences, not just memorized facts. In addition, he was learned about classroom management, developmentally appropriate art experiences, and the profession of early childhood education.

The summer came to a close and he was invited to remain on staff for the next school year. He would be the outside assistant--the preschool physical education overseer. He accepted. This change in position brought opportunities to observe the stages of motor development in real life. He watched children progress from running to galloping, from climbing stairs one foot at a time to alternating feet. He knelt down beside children who poured sand in funnels and floated boats in water tables. We talked about discoveries he watched children make and asked me about my experiences with children on the spectrum. The knowledge he gained through his experiences at the preschool were some of the very same things I studied in my college early childhood college courses.

At that moment, I realized the fifteen hours a week he was working at the preschool was preparing him with life skills of time management, communication skills, and workplace etiquette, but it was also equipping him with a foundation of knowledge in the area of early childhood development. In his junior year, I awarded him one credit in Introduction to Early Childhood Education.

Where is your learner employed? Maybe it is the local hardware store where knowledge of tools and home repair are prerequisite for employment. Maybe your high schooler was hired as a shift manager at a local eatery, managing and overseeing a team of co-workers. No matter where your young adult is employed, consider the skills being acquired, the career-related vocabulary being obtained, the decision making involved as part of the job, the conversations being had between coworkers and employers, and subject content being mastered through the opportunity. No doubt much more is being learned than you or your student imagined! 

Titles Speak Volumes

Generally high schools title work experience Executive Internship or Work Study. These are broad brush titles which say nothing about the student or content. However, if the home educating parent has the freedom to title courses, course titling can be strategic, mirroring the student’s interest and the content knowledge gained. Here is a small sampling of title examples. 

Arts

Creative Photography

Studio Arts

Printmaking

Dance Technique

Dance Performance

Dance Kinesiology

Choreography

Eurhythmics

Music Performance (use specific instrument in titles if appropriate)

Music Ensemble 

Jazz Ensemble

Chamber Orchestra

Music Internship

Music Composition and Arrangement

Musical Theater and Production

Music Technology and Sound Engineering

Theater Production

Cinematography

Technical Theater

Set Production

Acting

Theater Management

Print and Broadcast Media

Library Media Services

Journalism

Digital Art Imaging

Digital Media Design

Video Production

Visual Technology

Computer Sciences

Applied Computer and Information Technology

Information Technology

Business and Entrepreneurial

Business Principles

Marketing Strategies

Marketing Principles

Managerial Principles

Health Sciences

Nutrition and Wellness

Food Service

Human Growth and Development

Introduction to Early Childhood Education

Personal and Career Development

Capstone or Cornerstone Projects

Capstone Seminar

Capstone Research

Consider the course titles provided in this blog post about electives. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

 

Beating Afternoon Boredom

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Who doesn't battle afternoon boredom?

Let's not take a show of hands. Rest assured, my hand would be raised. 

You know the story. Three o'clock. Children squabbling. A high schooler STILL needs help with Algebra. And dinner? It's frozen on the counter! 

Afternoons can be hard. Yet, after years of beating afternoon boredom, I know the efforts I made toward defeating "I'm bored" syndromes--in myself as well as my children--mattered. In fact, hobbies launched and rediscovered interests became catalysts for entrepreneurial pursuits, high school courses, and career choices.

Beating afternoon boredom is worth every ounce of time and energy we can muster. 

At a recent mom's event, a group of ladies gathered after to ask me how our family beats the afternoon wearies. 

Our strategies varied with life seasons. 

When we had two eager, active boys, we: 

  • spent many afternoons outside. 
  • visited local parks. 
  • had Popsicle and wading pool parties--adding measuring cups, a bucket, and garden hose to change things up--as long as the weather allowed.
  • ran around outside playing with squirt guns.
  • played in the lawn sprinkler. Notice the hose and water trend?
  • read a book together while sitting on a blanket outside or on the couch inside.
  • took an afternoon bath with bubbles and wrote with shaving cream on the walls (great for practicing letter formation).
  • took nature scavenger hunts. 
  • played hopscotch or jumped rope. 
  • created with sidewalk chalk on the driveway. 
  • painted the garage door with water and paint brushes. 
  • tossed bean bags. 
  • bought a basketball hoop and gathered children from the neighborhood to play. 
  • played wiffle ball in the dead end street.
  • created with watercolors.
  • encouraged outdoor adventures and independent studies. 
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When we had lots of littles with a few bigs who needed afternoon help, we:

  • sat on the floor in the hallway across from the bathroom so I could supervise littles in the tub while also helping an older sibling with math or editing papers.
  • spread a blanket under a shade tree for afternoon tutoring while the littles rode bikes around the driveway or played hide-n-seek. 
  • listened to audio books, our favorites being Jim Weiss recordings and Your Story Hour, again while mom worked with the bigs.
  • offered play dough, pattern blocks, old magazines to cut, or watercolor paints. 
  • enjoyed playing in the sandbox while mom and older siblings sat nearby and completed math or mom edited papers. 
  • used masking tape to create a "village roadway" on the carpet so littles could build houses and garages for their toy cars and play "village". 
  • made a masking tape hopscotch on the carpet for littles to be active when weather wouldn't permit us to be outside. 
  • asked bigs to go on a date and take learning to new surroundings. 
  • discussed the plot and characters of a current read while running errands or taking a sibling to practice. 
  • encouraged bigs to work on independent studies. 
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When we had a menagerie of ages, we: 

  • enjoyed front porch read-aloud time. 
  • created with Lite Brite.
  • went to visit great-grandma. 
  • sat together on the couch and read books of interest. Farm study was always a favorite. 
  • took a teen or young adult on a date to talk about things that mattered to them. 
  • used a coupon and bought five pounds of clay at a local craft store. 
  • spent time at a local park or community swimming pool. 
  • made brownies for the elderly neighbor and went to visit. 
  • built a fort outside. 
  • dug a hole in the backyard (not my favorite or my idea, but it was sibling generated and encouraged collaboration and working together). 
  • made impromptu afternoon library runs. 
  • created something yummy in the kitchen, often to "surprise" Dad when he returned from work. 
  • made cards for family member's birthdays.
  • enjoyed spin art. 
  • cared for our porch science projects
  • spent the afternoon creating with watercolor. 
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Go ahead! Beat the afternoon boredom. YOU can do it! It will be worth your time and effort. 

And, in the process, your children and young adults will learn valuable life skills: time management; collaboration; communication and conflict resolution; work ethic; teamwork; working independently; and caring about others ideas, thoughts, and feelings. 

Trusting Children with Little, Leads to Much

Children entrusted with little will one day be able to be trusted with much. 

What is your child able to be trusted with today, right now? 

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It's hard, isn't it, to say yes--to trust, to risk. 

When I was a young mom, I held on more tightly, regulated and controlled what I could, fearing the worst, yet longing to raise children who would one day to be independent. As my oldest children grew, I realized I was doing them a disservice. They wouldn't become responsible, and one day independent, if I waited until the day before I expected them to launch. I had to change my thinking. 

If one day I wanted them to be trusted with much, I needed to begin trusting them with little. 

It would be a process. 

  • A receipt from the grocery store. My two-and-a-half-year-old always wants to carry the receipt, along with the spare change. When I give her the handful--all of it--she feels empowered, trusted. And, she is mindful of what she's doing, like she is guarding a million dollars! 
  • The keys to the house. When we pull in the driveway, my six-year-old always asks for the keys as soon as I pull them from the ignition. She wants to carry the keys and unlock the front door. In doing so, she feels capable, able to help the family enter the home. 
  • My cell phone. A few weeks ago, Mike and two middle girls took a road trip to the softball World Series. When I called to check in, one of the girls answered the phone. The proud voice on the other end exclaimed that Dad let her be the secretary, especially when he was driving. She felt important, able to meet a need.
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The empowerment to independence was indeed a process. When the day came for each child to sit in the driver's seat of our car for his or her first solo ride, babysit, or travel alone, I knew he or she was ready. Each of the children had had a multitude of opportunities to prove responsibility and trustworthiness. 

On our second son's wedding day, I remember reflecting on his readiness to not only be responsible for himself but also to consider the well-being of another person into his days. One day he was entrusted with bringing in his bike from the rain, another day to was instructed with how to use grandfather's fishing pole. A year or so later, he was given command of a canoe of younger scouts. Not too long after, he asked for the keys to our car, and then, a few years later, he waited at the end of an aisle for his bride. Trusting him with a little grew to trusting him with much. 

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It was a process, one which took time. And, looking back, the years flew faster than I ever imagined they would. 

25 Intentional Moments with Your Teens and Young Adults

"Mom, can we go on a date?"

It starts when they are little, but it doesn't have to end there. 

Teens and young adults LOVE intentional moments with their parents, too. 

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A wise, older mom once encouraged me to foster a relationship with my children when they were young. I have to admit, it wasn't always easy to be excited to watch ants make a hill, walk around the lake hunting for tadpoles, or play Candyland for a second or third time as laundry hollered to be loaded and dinner shouted to be started. There were seasons of new babies and illnesses. 

But, I listened to my friend's her sage wisdom, what she had learned from her experiences.

The purpose, she said,

"If you want a relationship with your young adults, start when they are little and never stop!"

Twenty-seven years into this parenting thing, I can say I was intentional about putting my best foot forward to engage in my children's lives.

But, I will be honest. I wasn't always happy about setting aside my ideas or my activities. 

There were moments I complained. There were days I was tired, but persevered anyway. My children saw my intentions. 

What I learned from that older mom?

My efforts mattered--all of them, even the ones that were not picture perfect.

Fast forward. 

What do we do when children get older, when dates are more than playing a game (though some older children still enjoy games), stopping by the playground, or catching butterflies?

Or, what if life circumstances kept us from spending as much time with our children as we would have liked? Do we throw in the towel and assume a relationship with our teens can't be fostered? 

We start with where we are now--parent and child, parent and young adult.

No one outgrows the need for relationship and time spent on relationships is never wasted. 

So, where do we start (or continue) with our older children? 

Start with what they enjoy, what they like. 

With five very different teens, young adults, and adult children, the times we spend together varies.

Sometimes I initiate time together. Other times a child asks will ask to spend time together. Some of my ideas are really creative, others met a daily need, or accomplished a  task. Our favorite times include:

1. Sipping hot chocolate. Outside on the patio or sitting cross-legged on the couch, just the two (or three) of us.

2. Taking a walk. This is a favorite for one of my health and fitness-minded young adults. 

3. Going to the thrift store. Often there's a goal for our adventures at our local thrift store's half-price Wednesday. We most always arrive home feeling great about the time we spent together and the bargains we find.

4. Working out together. This is a HUGE stretch for me (no pun intended!) but makes my young adults chuckle. Yes, we've had some laughs at my expense! Laughter is part of relationship building.

5. Painting the bedroom. At some point in the teen years, most young adults desire to freshen up their room. Spending a weekend choosing a color and applying the new coat of freshness can make memories, for sure.

6. Designing a website. My entrepreneur asked if I'd help her figure out how to build a free site. A few days later, we were able to say, "I couldn't have done that without you!"

7. Going shopping. My children know shopping is not something I really enjoy. I like bargains, but I have other things I would rather do. And, with eight children, it seems someone always needs a new shirt, underwear, or a larger size sneakers!  And, often the request doesn't come at an ideal time. However, if one of my children needs something and asks me to go along, I'm there. In fact, one of my favorite mommy heart moments was when my adult child set up his first apartment and asked me to go with him to give my opinion on a couch. I was honored and accepted the invitation with a warm heart. I will never forget that day!

8. Eating a plateful of nachos. While my boys were playing high school baseball, they would often arrive home starving and needing to process the action of the game. It was often hard to keep my tired eyes open--and I rarely remembered the fine details of every inning--but those late evenings were more than worth the sleep I lost. I will admit these late night dates made maintaining weight a challenge. 

9. Reading a book. One of our young adults loved to read and then engage in conversation, pondering thoughts with someone else. Often Mike or I was that someone else. What an honor and a privilege! Perhaps your young adult might enjoy this type of time together. 

10.  Sharing an appetizer. Sharing an afternoon appetizer at a local restaurant may be just the change of scenery your young adult needs. Often restaurants offer afternoon specials to encourage patrons. Research the deals in your area. It may be just the renewal a relationship needs. 

11.  Solving a jigsaw puzzle. Though this hasn't been a terribly frequent choice, when we did engage in this challenge we were able to say, "We accomplished a task together."

12. Making greeting cards. From the very early years of our marriage there hasn't been a lot of extra cash in the budget for cards. Creating cards to make someone smile, has definitely been heart-warming. Making several to keep some on hand for needs that arise may be a great way to spend time with your creative. 

13. Visiting a museum. One of our young adults enjoyed visiting museums, especially art and history. Interestingly, I became quite interested in both art and history, neither of which were natural interests of mine. I love when the interests of one family member rub off on another. 

14. Volunteering together. When my high schoolers began to need community service hours, we were always looking for venues to serve. Though it would have been easier to drop off and go, when invited to stay, we accepted. As it turned out the experienced blessed several family members for several years. 

15. Enjoying free coffee. I have a young adult who is very frugal...and loves coffee. This has definitely been a favorite date, especially National Coffee Day rolls on September 29.

16. Using a coupon. In a large family where money can be tight, we have gotten creative and in the process have enjoyed great times together, frugally. Honestly, once they got the hang of it, my teens and young adults came up with amazingly great deals and ideas to send time together.

17. Riding bikes. Whether biking for the sake of staying fit or enjoying time outside, this has been a favorite in all stages of life. 

18. Doing a DYI project. If you have an innovator or a creative, this can be a fun way to spend the afternoon. I have learned fun DIY ideas from my young adults. 

19. Enjoying nachos, AGAIN!  WHEW! The high school ball nights turned into freshman year of college--seemingly overnight! My oldest--then a college freshman--invited me to share his nachos, a little later in that season of life...at 1 AM. I said YES! And, I never regretted it. He continued to ask and I gained what I call the Mom Freshmen Fifteen!

20. Going BOGO. One of the favorite date requests for our youngers and olders is BOGO shakes at the local Steak N' Shake. The waitresses know us well!

21. Sharing a tradition. Some of our dates were a vehicle for generational sharing. Consider the traditions of your family and how you might share those with yet another generation--shopping for sibling Christmas presents, coffee with Grandma, attending Memorial Day veteran celebrations have been among our favs.

22. Learning a new skill. Learning is life-long. We parents can model this by inviting a young adult to learn a new skill alongside us or we can offer to help a young adult learn a new skill, perhaps one he or she has desired to learn for awhile. Together, my young adults and I have learned how to make lollipops, plant a garden, paint window shutters, and sew aprons. What new skills may await the relationship with your teen?

23. Opening a bank account. Sometimes life's seasons bring amazing date opportunities. Embracing these times, we have with our young adults matters. Often we grab an ice cream or coffee on the way home!

24. Cashing in on rewards. I wasn't a big coffee fan. However, when one of my young adults wanted to join a reward program so we could date and earn rewards, I was all in! And, we've both enjoyed the time together and the freebies!

25. Sharing life! Moments with your teens and young adults don't have to fancy or elaborate. The important point of cultivating a relationship with your children is being intentional about taking time to share life together. In doing so, the parent-child-young adult relationship is built and fostered.

Every. Moment. Matters. 

 

 

Make YOUR Own Math Books = Learning

My little learner decided she wanted to make her own books.

Math books! 

We'd been choosing and reading math literature from our home library shelves, borrowing others from the local library. Math was intriguing. Math was fun. She wanted to make her own books and apply her creative bent to master concepts. 

Thankfully, we had blank books on hand. 

My little learner chose a book from our stash, one which would match the fall leaf table toppers I found while grocery shopping. 

Once the leaves were sorted, we made piles of ten. 

On a piece of paper, I wrote numerals 1-10 alongside corresponding number words. From the sample, my little learner copied the numerals and corresponding words, giving each number a page in her book. By the time she was done copying, she felt very confident in her ability to form the numerals and count objects into sets. The more her book took form, the happier and more excited she became.

"I'm writing a book!" 

She wanted to write the number words. I wrote the words on a piece of paper and she copied them into her book. The final step was to count out leaves to correspond with the numbers on each page. 

I showed her how to set her book--open like a fan--on the kitchen table so the glue could dry. This prevented pages from sticking together. 

In the end, my little learner had not only written her first math book--she was quite proud of her accomplishment--she had also learned to match number words with a set of objects and mastered one-to-one correspondence--all foundational math concepts.


Shopping for Christmas wrapping paper, I discovered stocking table toppers. I immediately thought of my eager book-making learner and added them to the conveyor in the check-out line. 

Arriving home I told her there was a surprise in the  bag for her. 

She was thrilled.

Once again she chose a blank book from our collection and started to work. 

Before long, she added another counting book to her collection. 

She was ready for addition--adding two small sets to make one big set. 

As the weather cooled, I found foam snowflakes online. I knew they could be the makings of her next book, Adding Snowflakes. I pulled one of our favorite reads, Snowflake Bentley, from our home library shelf and sat side-by-side on the couch, engaged in the unfolding plot. 

When we finished reading, she sorted the foam snowflakes by size, shape, and color--three attributes--another foundational math skill. This was a perfect start to making sets!

Once the snowflakes were sorted, I asked her to make sets of two, three, four, five, six, seven, and eight. 

I explained the concept of addition--the combining of two sets to make a larger set and wrote some addition facts on the two-page spreads of her blank book. She read the numbers and glued the set required on each page. When gluing was complete, my little learner added the two sets and wrote the sum on the bottom right-hand corner of the two-page spread. 

Book complete--now three in total--my little learner had the makings of a math library!


The next concept, addition with three addends--three sets. 

With Valentine's just around the corner, I knew what we would do--add three sets of hearts. 

Again, she chose the blank book--red stripes this time--sorted hearts by size and color, counted sets, and started adding. For this book she wrote the equations vertically. I explained that equations could be written horizontally or vertically without changing the answer. She was intrigued by the tidbit of knowledge. I wrote an equation both horizontally and vertically on a piece of paper and proved the concept by adding foam hearts. Indeed, the answer was the same.

In the end, she completed the book and added it to her collection! 

Perhaps we will tackle subtraction next season?

I love that we were able to work side-by-side on these projects and that she was engaged and eager. She enjoyed math and wanted to learn more.  

Time well spent.

Indeed, intentional, real, and relational. 

 

 

 

 

 

 

Interests Fuel Life-Long Learning

Dogs.

It's everything dogs for our littlest learner. 

She's curious about what dogs eat (getting eye level--but not too close--to watch ours furry friend eat). She's curious about how why they pant, how they feel to touch. She wants to know everything about every dog she sees, large or small.

Sitting in the dentist office last week, waiting for big sister to finish her appointment, I found a treasure--an attention grabbing-just-what-we-needed-at-that-moment treasure. 

A book featuring photographs of dogs. 

I handed it to our youngest. I knew it would keep her attention. 

It was a "mom hung the moon" moment.

She looked at me. Her eyes seemed to say, "Thank you for caring about my interest!"

The excitement on her face. The eagerness in her learning. The pure joy!

As she paged through the book, I engaged with her about the pictures on each page. She'd look at me and smile. With every smile, I thought about two workshops I have been writing for an upcoming speaking engagement; one workshop for parents of elementary learners and one workshop for parents of middle schoolers.

Relationships and curiosity fuel learning.

Like adults, children need relationships. Couple that with natural curiosity--questioning anything and everything--and there is a recipe for building a love for life-long learning. 

How do we keep a person's natural curiosity aflame for life?

Ask questions. When the art of questioning is modeled, it is readily available for learning.

I am not natural questioner. I like to teach; to tell. As a consequence, the parenting years hit me hard. The more I told and commanded, the more frustrated my children became. And, I noticed they stopped asking questions and waited to be told to do things--waiting to do school work and chores until they were told. Stepping back from the situation (and asking for Mike's input) I realized my children had valuable ideas, valid questions. They needed a mom who listen and then ask questions; a who would practice the art of questioning. At that point, I decided to be intentional about asking more questions and encouraging my children to to the same. I asked questions like:

  • I wonder how that works?
  • I wonder why the hermit crab needed a new shell?
  • I wonder what will happen if we add more soap?

I had to work hard at replacing my teaching/telling bent (saving it for where that bent was really needed) with an intentionality to listen and engage my children in thoughtful questioning. Though it took a bit of time to turn the cart around, I began to hear my children returning to their natural bent of asking questions. Definitely worth my effort.

Find answers. With questioning comes the need to find answers.

If I was going to be intent on encouraging critical thinking skills and the art questioning, I would also have to purposeful in helping my children find answers. And, as the children grew we had to have conversations about where to find accurate information; to ponder whether an author had the knowledge and experience to speak to a topic. 

We began to build a home library of reference and resource materials--field guides, a Magiscope, a heavy-duty magnifying glass, kitchen scales, history books, classic literature. In some cases, we found apps to be the best resource, for example Sky View and Sky Map. We talked to our children about the importance of primary source documents and role played how to carry on conversations with people--should they want to ask questions of someone. In addition, as our children entered middle and high school, we discussed volunteering and job shadowing. These opportunities encouraged our young adults to answer their questions about career interests by talking to professionals in the field.

Be observant. Interests are not always obvious.

Some interests are obvious, like my daughter's curiosity with dogs. Others are a bit more hidden, sometimes even unknown to the beholder! To discover the interests of some of my children, I had to watch, listen, and be open to how they spent their time (versus controlling every minute of their day).  In my watching and listening, I began to ask myself questions. 

  • Was my child wanting to take things apart and put them back together?
  • Was a particular career intriguing to my child?
  • When we were at a church event or field trip who did my child gravitate toward certain people--children or adult?
  • What did my child do to fill extra time in the day?
  • Did my child have an ability to put together colors, lines and shapes or craft inspirational poetry?

My littlest learner is not yet old enough to verbalize her questions, yet her curiosity is evident in her facial expressions and gestures, through her hand clapping and dancing. Her reaction--her joy in learning--invites us to ask her questions, interact with her excitement, and fuel her curiosity by providing resources (like finding her dog books at the library). In doing so, her siblings, Mike and I are learning to help her dig deeper into her interest. As a result, our curiosity about how she learns is fostered. It is a cycle of interest-fueling learning. 

 

And it is a beautiful life-learning cycle. 

It's intentional, real, and relational. 

 

 

 

The Inauguration: Watching and Learning Together

I have been asked if our family will watch the inauguration.

Yes.

Wait! Before you decide to click off this post thinking I am about to get political, I encourage you to read on.

This post is about relationships.


My brother and I waited in anticipation as Grammy turned the knob on the television. One click, fuzzy white. Another click, more fuzz. One more click and there it was, the Inauguration. People lined streets, flags waving. Bands were playing. The date was January 20, 1973.

This was the day we waited for; the day we would spend at Grammy’s watching the inauguration of Richard Nixon.

We didn’t really understand the scope of the meaning behind an inauguration.

What we did know was we loved spending time with Grammy.

Leading up to the day, she talked about my Grandfather’s service in the military. We walked the memorial park near her house. She put a flag out on her porch. We could tell from our discussions and her actions that Inauguration day was important. Grammy made us curious. And, we loved our time with her.

As for any celebration, Grammy purchased snacks, snacks we could eat while watching the event. Having not seen an inauguration before, my brother and I had lots of questions. There was security in knowing Grammy would be seating next to us in the living room—knitting needles clicking away—eager to answer any questions. She was so patient.

It would be a day together, watching and learning.


Tomorrow at the Bastian home, we will watch the Inauguration day events. Not because we agree with everything that has been said or everything that has happened. But because we are an American family who is grateful for our nation and the process by which we elect leaders. Tomorrow, we will be watching and learning together.

There will be questions; likely lots of questions since we have littles who have never witnessed an Inauguration. I will know some answers, others we will have to research together. We will learn tidbits of trivia, nuggets of history, and have discussions. Some of the children and young adults will likely share thoughts, ideas they are processing. 

And, we will have snacks.

It will be a day of learning together, watching and listening.

Helpful resources and places to find answers

 

 

 

When Living Books Become Tickets to Travel

It was a stress-filled day. Guests coming; comments becoming sarcastic. 

I knew a few quiet, intentional minutes would be a great reset--a reset and a relationship builder. 

And, we could go to LONDON! The text and illustrations of A Walk In London by Salvatore Rubbino would take us there.

I asked a learner to go to the library bucket and find the London book. Once retrieved we sat on the living room floor, backs positioned against the couch. I read the title and author from the cover and opened the book. The illustrations immediately caught the attention of my ten-year-old. Her excitement was quickly caught by my five year old. I began to read and we were immediately transported to the streets of London, each page highlighting a landmark or introducing a bit of history. We talked about words we didn't know; ah-ha'ed over new facts.

For twenty minutes we listened and learned together--learners from five to thirteen. 

When I closed the book, stress had been replaced with calm and we had enjoyed our minutes together.

This book was our ticket to visit a country, but it was also an opportunity to reset attitudes and deepen our relationships.

For the past 27 years, books--fiction and non-fiction--have provided us with tickets to travel. Some of our favorites include

  • What We Wear: Dressing Up Around the World, Maya Ajmera
  • Counting Chickens, Polly Alakija
  • Over in Australia: Amazing Animals Down Under, Marianne Berkes
  • Over in the Arctic: Where the Cold Winds Blow, Marianne Berkes
  • The Five Chinese Brothers, Claire Huchet Bishop 
  • The Littlest Matryoshka, Corinne Demas Bliss 
  • The Three Snow Bears, Jan Brett
  • Italy ABCs: A Book about the People and Places of Italy, Sharon Katz Cooper
  • The Story of Ping, Marjorie Flack
  • Germany ABCs: A Book about the People and Places of Germany, Sarah Heiman
  • Kenya ABCs: A Book about the People and Places of Kenya, Sarah Heiman
  • Paddle to the Sea, Holling C. Holling
  • If You Lived Here: Houses of the World, Giles Laroche 
  • The Boy Who Held Back the Sea, Thomas Locker 
  • The Story of the Statue of Liberty, Betsy Maestro
  • The Silk Route: 7,000 Miles of History, John S. Major
  • Bread, Bread, Bread, Ann Morris
  • Houses and Homes, Ann Morris
  • A is for Africa, Ifeoma Onyefulu
  • How to Make an Apple Pie and See the World, Marjorie Priceman
  • Marguerite Makes a Book, Bruce Robertson 
  • This is Venice, Miroslav Sasek
  • D is for Down Under: An Australia Alphabet, Devin Scillian
  • C is for China, Sungwan So
  • The Bravest Dog Ever: The True Story of Balto, Natalie Standiford
  • Round is a Tortilla, Roseanne Thong
  • E is for Eiffel Tower, Helen L. Wilbur

Chapter Books for Older, Independent Readers or Family Read-Aloud

  • The Family Under the Bridge, Natalie Savage Carlson
  • The Wheel on the School, Meindert DeJong
  • Hans Brinkner, or The Silver Skates, Mary Mapes Dodge
  • A Cricket in Times Square, George Selden

If you enjoyed A Walk in London, check out A Walk in Paris and A Walk in New York also written by Salvatore Rubbino. 

Books can also bring comfort in difficult times. If your family is walking through a challenging season, snuggling up together to read might be one way to invite calm to the moments of your day. Check out this post, Light-Hearted Reads for Difficult Moments

Most Popular Posts of 2016

2016 is marked as significant.

Why? Because every moment of our days mattered--the triumphs and the trials. We lived and learned together being intentional about using what was real and relational--from cradle to shingle--toddler to adult. Thank you for walking that journey alongside us! We are grateful for you, our readers! 

As a recap of our year together, I compiled our top 15 posts of 2016. ENJOY! 

 

The Many Possibilities of High School Success

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

If you enjoyed this post, you might also be encouraged by Real-Life for High School Credit: Care and Concerns for the Elderly.


Preschooling, Naturally

Preschool is foundational for life and learning. In fact, it is during the preschool years that little learners master foundational skills which serve as a base for later learning. More importantly, attitudes and temperaments toward learning are set during the preschool and early elementary years.

If you enjoyed this post, you might also be encouraged by "Let Me Do It!" Helping Little Learners Become Independent


5 Comments I Don't Regret

Words are remembered, taken with us through our days. This is true for us and it is true for our children and young adults.

If you found this post helpful, you might also enjoy Legacy: Learning Alongside


The Possibilities of Elective Credits - Part II

When I wrote the first edition (who remembers that first spiral-bound resource?) Celebrate High School I included a sample list of potential course titles--both core and elective. When I published my extensive revision in 2015, I expanded my list based on our experience and the experience of those with whom we work.

If the information in this post was helpful, you might want to continue on and read Part III.


32 Ways to Learn from Real and Relational 

Some of my children love making lapbooks, others prefer unit studies. Still others learn best when we incorporate field trips into our days. And, our middle and high school young adults? They have learned at co-ops, through online courses, and with personal independent study. 

If you are being intentional about keeping learning real and relational, you might also be encouraged by the practical life lessons (and history!) in this post-- Living History: 30 Questions that Bring History to Life


8 Skills Children Practice in Puddles

There was much to learn in the puddles. Each learner carried a small fish net, sand bucket or shovel. They were off on an adventure.

Rainy days are natural wonders which intrique little learners. If rain is falling at your house and you are waiting for a safe pause in weather, try this indoor art activity--Torn Paper Rainbows


Grades...In High School

"How do I give grades in high school?"

If designing a transcript is your next step, this post may be helpful--Transcript Matters


Using 4-H for High School Course Content

"Our high school learner is very active in 4-H. Can we use any of what the student is doing toward high school credit?" 

If you have middle school learners and are wondering how you can help them manage time, organize belongings, and pursue interests, this post--Magnificent, Make-A-Difference Middle School--might be helpful. 


Preschooling, Intentionally

Learning is the natural outcome of everyday living, especially for little learners. With a few intentional questions here and a purposeful explanation there, preschoolers can learn naturally from walking alongside older siblings and significant adults. Through everyday experiences, preschoolers gain a jump start to mastering foundational cognitive, social, emotional, physical, and spiritual life skills.  By the time the young learner blows out six candles on the birthday cake, significant progress toward mastery of foundational skills has likely been made.

If you are seeking ways to help your little learners do what they can, 3 Things They Can DO on Their Own, might be helpful. 


Living Books and Independent Studies

An interest evolved into an independent study, a year-long learning adventure. 

Science--especially animal science--is particularly interesting to little learners. If you have little learners with a zest for all things living, check out the book list in Vintage Science Readers for the WIN! 


Nature Adventures Made EASY- A Glimpse into Part of Our Day

Ten minutes later, peering out the bedroom window to check on the adventure, my heart smiled--three little learners discovering, wondering together. Co-laboring in learning. 

Looking for a way to learn math outdoors, in nature, where children crave? Check out Math Adventures!


Using Living Books in High School for Credit

We have used several approaches to formulating classes based on strengths, interests and the future plans of the young adult.

Interested in earning credit for writing college essays? This post--High School Made Simple: College Essays for Credit--might offer some insight. 


SIMPLE Prepositions for Little Learners

Keeping early learning active and fun!

Picture books can encourage learning. Read Aloud to Foster Counting Skills lists some of our favorite math picture books. 


Intentional Cursive Handwriting

Oh yes, there is good reason to teach cursive, teaching correct strokes and rotations. Proper letter formation does make composition easier. However, once initial instruction is complete and letters are formed properly, practice begins. Practice.

Interested in hands-on, real-life, spelling activities? This post--What About Spelling?--has lots of practical ideas. 


Helping Learners Foster Strengths and Interests

A trip to the electronics store. I was hoping to go alone. You know, time to enjoy quiet; time to think without questions. After all, it is ONLY the electronics store. 

If this post made you curious about interest-based learning, The Benefits of Interests: Motivating Learners, may answer a few more questions. 

Want to know more about how your days can be intentional, real, and relational? Click below to sign up for the Celebrate Simple Newsletter. 

Our FAVORITE Farm Picture Books

This year marks more than 30 years of working with little learners; 27 of those years watching our little learners grow and learn daily in our home (yes, we still have some little learners!). 

I watch the wonder in their eyes and listen to the curiosity in their questions.

Along the way, I've come to understand that young children have innate interests--many of them! One of those interests is animals; all animals, big and small. Couple a young child's natural curiosities with inviting picture books and non-fiction reads and you have the makings of a learning frenzy!


I am sure you have watched your children--or those you work with--choose books off a shelf. First one, then another.


Reflecting on my years of watching children gather farm books--a combination of treasures they've found in the local library and our home collection--here are the books chosen most often. 

Fiction

  • Big Red Hen, Keith Baker
  • The Big Red Barn, Margaret Wise Brown
  • Rooster's Off to See the World, Eric Carle
  • The Tiny Seed, Eric Carle
  • The Very Busy Spider, Eric Carle
  • Growing Vegetable Soup, Lois Ehlert
  • Market Day: A Story Told with Folk Art, Lois Ehlert
  • The Little Red Hen, Paul Galdone
  • Barn Dance, Pat Hutchins
  • The Carrot Seed, Ruth Krauss
  • Barn Dance, Bill Martin, Jr.
  • The Turnip, Pierr Morgan
  • The Little Red Hen, Jerry Pinkney
  • Tops and Bottoms, Janet Stevens
  • The Little Red Hen Makes a Pizza, Philemon Sturges
  • Winter on the Farm (Little House Picture Book), Laura Ingalls Wilder

 

Non-Fiction

  • Milk: From Cow to Carton, Aliki
  • From Grass to Milk, Stacy Taus-Bolstad  
  • Food from Farms, Nancy Dickman
  • Jobs on a Farm, Nancy Dickman
  • Cows: Watch Them Grow, Lauren Diemer
  • Chickens Aren't the Only Ones, Ruth Keller
  • Chicks and Chickens, Gail Gibbons
  • Farming, Gail Gibbons
  • From Seed to Plant, Gail Gibbons
  • Horses, Gail Gibbons
  • Milk Makers, Gail Gibbons
  • Pigs, Gail Gibbons
  • Chickens, Julie Lungren
  • From Kernel to Corn, Robin Nelson
  • One Bean, Anne Rockwell
  • Chicken, David M. Schwartz
  • Plant Stems and Roots, David M. Schwartz
  • Where Do Chicks Come From?, Amy E. Sklansky

Do you have multiple children at multiple ages, preschool through elementary? We do, too!

One of our favorite family read-aloud treasures is the timeless classic Charlotte's Web by E. B. White. Pop some popcorn or serve some hot chocolate and enjoy listening together as Mom or Dad reads. 

Reading aloud is intentional, real, and relational. It matters!

The Many Possibilities of High School Success

Tis'  the season for future thinking and college applications.

This season can also be a season of disappointment and frustration.

Seeing Facebook posts of acceptance letters and appointments, I can’t help but think of the high school young adults pondering a future which doesn’t include dorm room decorating and walk-on athletics. These young adults--though they may have worked very hard--may feel unsuccessful, even second-class due to the individuality of their next steps toward the future. Hence this season—a season most people associate with celebrations—can be time of awkwardness and discouragement.

But it doesn't have to be!

possibilities.jpg

When we open our eyes and hearts to other possibilities--alternative, but no less significantly successful high school journeys and culminating celebrations--young adults have innumerable opportunities which may be better suited to their strengths and giftings.

Acceptance letters are not the sole means of successful transition to a young adult's future. 

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

The Scholar. Scholars are not just learners; they are specialists--continually seeking to dig deeper in a specific area of interest. There is an aptitude for learning and time is made for accelerated or advanced degrees. In addition to researching and fulfilling the college entrance requirements for the young adult's top university choices, honors courses, dual enrollment, CLEP/DANTE/AP testing, and discussions or networking with professionals in the field of interests may also be helpful. 

The Entrepreneur. Ideas. Strategy. Product analysis. These young adults grew up dreaming of starting a business and in fact may have started one or several during the middle or high school years. Young entrepreneurs may benefit from connecting with successful entrepreneurs as well as with other entrepreneurial-minded peers. In addition, these young adults may spend time at the library or online reading current issues of business magazines-- Inc., Entrepreneur, or Fast Company--or reading small business blogs. Consider looking for local opportunities where the entrepreneur might be able to attend small business seminars or entrepreneurial events.  Job shadowing a business owner or two might be another consideration as well as offering time in the day for the young adult to research successful business practices, managerial/leadership qualities, and marketing or growth strategies. Some high school learners find having a mentor helpful. Having had two entrepreneurial/business-minded young adults, these were helpful resources for our learners. Entrepreneurs may or may not decide to pursue post-secondary education. 

The Athlete. Most little leaguers dream of the big leagues--the pinnacle of achievement for athletes. In fact, we've known athletes who played through elementary and travel sports to high school athletics hoping to fulfill this dream. Some athletes indeed did move on to more competitive collegiate play. Others decided to hang up the cleats after their senior year. For young adults who desire to pursue sports after high school graduation, special attention to the new NCAA requirements is a must. Though an athlete may choose a college outside the NCAA, staying up-to-date is wise. Plans change, sometimes last minute and eligibility is dependent on completion of specific courses. Having had three athletes, we never wanted to short change a student-athlete. In fact, all three took different paths; none ended up playing collegiate sports.  In addition to action on the field, we have known learners who read autobiogrpaphies and biographies of athletes they admire for high school credit. Possibilities include A Life Well-Played (Arnold Palmer), Through My Eyes (Tim Tebow), Out of the Blue (Orel Hershiser). One of our athletes enjoyed Between the Lines: Nine Principles to Live By and The Mental Game of Baseball.

The Creative. Creatives see the world differently--in words, colors, graphics, texture, line, or shapes. These young adults think outside the box and craft from incredible minds. Hence, their paths through high school might include preparing a portfolio, building a client list, visiting studios and exhibitions, experimenting with media, shooting thirds for a photographer, writing copy for publication, working at a hobby shop, creating art for a gallery, volunteering time to create graphics for church media or publication, or selling stock photography. All of these experiences may become part of their high school course work, and the contacts them make along the journey may provide avenues for employment after graduation. The Creative may decide to attend an art or music school, open a studio, spend time with a master artisan, or start a business. Many of these experiences make great activities for elective credits. Post-secondary educational experience may or may not be part of the Creative's future. 

The Apprentice. Apprenticeships offer hands-on, experiential options to young adults who need to learn from masters or professionals in a field of interest. Though apprenticeships are not as popular as they were years ago, apprenticeships offer on-the-job training--and often some classroom instruction--for young adults interested in highly skilled work in healthcare professions, engineering, manufacturing, culinary arts, telecommunications, trades (welding, electrical, carpentry, plumbing), and service careers. The apprentice may train under a skilled craftsman, trained healthcare worker, or licensed professional to learn essential skills important to a particular job. Time devoted to apprenticing can vary to up to four years. Some apprenticeships may require certain math and science high school course work or required scores on HSPE (High School Proficiency Exams). 

The Intern. Internships are an excellent means by which young adults can investigate career fields of interest and learn new skills. Internships can be formal or informal, part-time or full time, paid or unpaid, but are generally offered by an employer or institution for a specific amount of time. Most are considered entry level. Although university internships were traditionally offered to undergrad or grad students, there are colleges who open internships to high school students. Research the availability at local universities, as this is a growing trend. For a hands-on, experiential learner, an internship might be an excellent next step. If interning seems like a good fit for your young adult, consider the points made in this US News and World Report article

There is great possibility several paths and means will overlap. For example, the Creative may also be the Intern, learning alongside or assisting a concert musician, graphic artist, or professional photographer. And, the Intern may also be the Scholar, gaining cutting-edge skill in a science or engineering field. 

Remember, these are not the only possibilities for today's young adults. Just as all young adults are unique, so will be their high school paths and future plans. Not every high schooler will follow the same learning route, nor will they have the same next right steps. With a changing economy, growing knowledge base, and evolving ability for satellite employment, there are ever-growing career opportunities. 

I wonder what those will be for our young adults?  

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

When Holidays Bring Sensory Challenges and Worries

Cinnamon scents. Bustling shoppers. Joyous music. Holiday visitors. Schedule changes. Lights blinking.

Holidays can be a sensory, anxiety-ridden nightmare for some children. 

The holidays can be frustrating for children sensitive to sensory stimulation or anxious thoughts. Add holiday spontaneity and change of routine to the mix and there's a potential recipe for outbursts, breakdowns, and tantrums, making for a less than pleasurable holiday season.

Fortunately, there are practical helps parents can use to lessen the stress of a season.

Anticipate. Children can quickly become overwhelmed by the sights, smells, sounds, textures and emotions of holiday festivities. In addition, anxious feelings--the unknown why, how, what, who, and when--may add additional concerns. Pondering the possibilities for your family's holiday activities and schedule may be extremely helpful in preventing holiday meltdowns. Are there events, activities, or food items which could easily be eliminated to make the season less stressful? Could limiting or staggering activities and visits with known triggers be advantageous? Three common elements to anticipate: 

  • Interpersonal interactions. Holiday visiting can be stressful. Some children worry about talking to guests. Others are concerned they won't know the guests and therefore feel uncomfortable. Knowing your child's unique thinking pattern, anticipating his or her concerns, and helping to process feelings associated with those apprehensions are beneficial in beating holiday anxieties. One way to coach a child through interpersonal fears is to prepare ahead of time. Talk about who will or won't be at an event. Processing thoughts and feelings often helps to reduce anxiousness and over time offers children life skills to work toward self-regulation. I know parents who chose to host a holiday party in the child's home where the safety and familiarity of home helps lessen anxiety. Being in the home, the child has the ability retreat to a quiet place for a short time, if needed. This is a great option for some families. Demanding interpersonal communication is generally not the best solution and could actually bring on guilt. Many children who struggle with anxious thoughts are able to conceptualize the cause and effect of not communicating. In fact, they often understand that not talking to or acknowledging a person could have relational consequences. As a result, they may feel guilty about their inability to communicate. And, what about those unexpected visitors? When an unexpected visitor comes to the home, a child who is anxious around people but feels safe knowing the parent will respond if needed, will eventually be able to work through the uncomfortable feelings. As the child experiences his or her ability to regulate his or her anxiety, confidence and resilience grows. In turn, the child becomes better able to regulate through--even predict--anxious times. 
  • Sensory input. The holidays are packed with sensory experiences--sound, texture, smell, taste, and emotions. Knowing which sensory triggers may upset a child can be helpful when planning and scheduling. For example, three hours of light sighting may be too much, while driving by a few houses to and from normal errands might be more enjoyable. 
  • Food sensitivities. Holidays include yummy foods. Monitoring sugar, food dyes, and caffeine--which become stimulants in some children--may  be helpful. In children with heightened sensitives and anxiety, these items can be doubly troublesome. Talking with your children about how these things make them feel--shaky, jittery, nervous, heart-racing--they may be more likely to understand how to make better food choices. Again, this is another step in providing empowerment to children who tend toward anxious thoughts and actions. Pondering daily triggers offers insight to potential holiday obstacles. If your gluten-sensitive child is invited to a Christmas party, consider sending an alternative treat option. If your family has been invited to Grandma's house and you know there will be a vast selection of soda pop, consider bringing a beverage your child enjoys to add to the collection. We have also used these occasions to help our children process options prior to arriving. These conversations include talking about how to choose wisely, offering insight to how a particular food has caused a trigger reaction in the past, and brainstorming solutions to how to react graciously should certain foods be served. 

Prepare. Preparation is powerful. Talking with children ahead of time--in the car on the way to an event or offering time for children to share concerns the night before a big day--can help ward off anxiety and and stress. Knowing the schedule of events--for some children--can ward off anxiety. However, if your child can only comprehend small chunks, preparation may be your constant companion. Talking through upcoming events--or events which have passed--models for a child how he or she can begin to learn to self-prepare. With preparation, outbursts from over stimulation may be avoided. 

Observe. When the parent intentionally observes behavior and considers how that behavior may be related to particular situations, the parent is able to help a child not only process and work through the situation but also help the child recognize personal triggers. Knowing the triggers, the parent can further help a child work with those triggers to lower anxious thoughts. 

Limit. Let's face it, all of us--children and adults--have a tipping point, a point when holiday festivities become stressful. Consider the challenges your child faces on a daily basis. Perhaps there is a heightened awareness to smell or lighting. Maybe there is a sensitivity to food dyes or even anxious feelings around strangers. Use those daily challenges as a guide for what might have to be limited during the holiday season and plan accordingly. 

Model (self-regulation, self-control). My children--all of them--have benefited from my purposeful external processing. In other words, when I find myself in a situation which requires self-regulation or control, I process my thinking. For example, if we are visiting another family's home for a holiday dessert, while on the car ride to the home, I might say, "When I arrive at Mrs. Smith's home, I know she will have many yummy desserts to choose from. I will be tempted to sample everything. Instead, I am going to choose the two desserts I would most enjoy. And, I must also remember that nuts give me headaches. So, I probably will not choose anything with nuts, even if it is my favorite." This type of processing allows children opportunities to "hear" how other people process through decisions but also how people regulate or control their choices.

Sleep. It is easy to overload the holidays, staying up late to make the most of the hours in our days. In addition, with the excitement, children--like adults--are often fearful they will miss something should they fall asleep. The results are wide-eyed children awake long after the regular bed time. Being overtired can heighten sensitivities. When looking over the holiday schedule, consider how many late nights your family will be able to handle. Remember, children are not the only ones who will benefit by making sure sleep is a priority. 

We will not be able to ward off every potential challenge for our children. However, creating an environment--even during the holiday season--where children feel safe and listened to will help them overcome low to moderate levels of sensory stimulation or anxiety. When in fact, reality brings an unexpected--or even an anticipated--stressful situation, helping children process through the challenge will allow them to learn how to self-regulate. This learning is not only a welcomed treat during the holiday season, but also a life gift. 

 

 

 

 

 

Winter Fun for FREE Plus Extras!

We all need mid-year boosts--teachers, parents, and learners! 

Celebrate Simple is all about encouraging and equipping parents and families; adding spring in your winter steps! 

We have created several winter-themed, inter-related learning resources for your family--all ages preschool to adult. The contents of each resource is related but nothing is duplicated. 

Our first FREE winter resource is FREE to subscribers! If you are a current subscriber, you will receive this resource in the next newsletter. If you haven't yet subscribed, please do! We would love for you to have this handy, practical winter-themed unit. The contents are related to all of our NEW winter items listed below. The content of Simple Winter Family Fun includes

  • conversation starters for family members of all ages,
  • winter-themed book lists for preschool through high school, 
  • practical ideas for family team building,
  • learning activities for Snowflake Bentley by Jacqueline Briggs Martin (different from those included in Math Adventures: Experiencing Math in Snowflakes),
  • a four-year plan worksheet for families walking the home education high school journey, 
  • winter-related spelling words with fun spelling practice ideas, and
  • math practice for patterning, counting by fives, and solving word problems.

Our second FREE winter resource can be found in our FREE RESOURCES tab. Math Adventures: Experiencing Math in Snowflakes is a shorter math study similar to Math Adventures: Experiencing Math in Parks and Math Adventures: Experiencing Math in Nature. Click on FREE RESOURCES to download your copy!

Our third winter resource is intended to extend the learning in the above units.  The snowflake blank book and foam snowflakes are available in the store. The self-adhesive snowflakes can be use for sorting, counting, adding, and multiplication. When littles are finished sorting and counting, the snowflakes can be used to make a counting or addition book.

Finally, we are offering a winter special which includes all of the above resources AND a Magiscope! This sturdy, metal microscope has been a favorite in our home for twenty-two years and comes with a lifetime warranty! Our scope was a Christmas gift to our oldest son from his gandparents! 

Whether your winter will be spent outdoors making snow forts or indoors wishing it would snow, refresh the mid-year, winter blahs with some fun new ideas and resources. We would love for your family relationships to grow and for this to be your best winter EVER!

Remember, every moment matters when using what is intentional, real, and relational! 

Legacy: Learning Alongside

It's that time again. Time to paint the exterior of our house.

Who is the first person I consult, to find out what needs to happen first, then second, and so on?

My Dad is a carpenter genius.

He can fix anything! 

I remember when I came to this conclusion.

I was an elementary girl, a constant companion alongside my Dad in his wood shop. In that shop, he created from wood, sometimes the wood from trees near our home. He made dining room chairs, grandfather clocks, hutches, and my toy box!  


Our kitchen--the one in which I prepare meals for my family--was crafted in his mind and made with his hands. 


He is my Dad, but he is also a mentor. He is a mentor for me and for my children. We learn from his genius. 

He has helped us with many home projects--roofing, kitchen and bathroom demo and design, home add-ons.

But this time was different.

I am beginning to realize my time, our time with my Dad--the time from which I can soak in all he has to share--might be limited.

I want to soak in all the wisdom I can, and I want my children to have the same opportunity. 

So, last week began our house painting project. It was a PROJECT!


Simple paint and brushes, but a TON of work and perseverance. 


Pressure washing to finish, prep to fill cracks, trim work to be painted, shutters to be covered, and brushes to clean. But we did it as a family--grandpa, parents, and children! Together.

Each person quickly found they were better at one job than another. And, for some there were skills to learn. Some learned to trim paint, others practiced rolling. Some found joy cleaning brushes--I mean, playing in water!  I realized my children were learning alongside my Dad--a legacy--much like when I learned by his side in the wood shop, alongside him when we added-on to our house. I want my children to learn all they can from him. 

Indeed, every child--toddler to adult--learned something this week. Some heard and then imitated my Dad's positive attitude. Others learned how to hang a roller on the side of a paint can. Another observed how Pop angled the brush to paint the mortar joints. 


It was a PROJECT with lots of real learning, from a man who is leaving a legacy. 


As I painted, I wondered. 

What legacy I will leave with my children.

Will it be the books we read together? Will it be the cheesecakes we baked together? Will it be my positive comments and words of encouragement or the "be a blessing" I spoke as they left the house? Will it be something I couldn't have fathomed, something which has yet to take place? 

I don't know what legacy I will leave with my children. But I do know one thing. The time, effort, sacrifice--the intentionality of my days--will matter. I know so. I learned that from my Dad (and my mom, to be honest)! 

Parents, we will leave a legacy.

What will that legacy be? 

Likely, it will be something you and I did intentionally, with items which are real and personal, with moments which are relational in nature.  

Our moments matter, every one of them.

Preschooling, Naturally

Preschool is foundational for life and learning. In fact, it is during the preschool years that little learners master foundational skills which serve as a base for later learning. More importantly, attitudes and temperaments toward learning are set during the preschool and early elementary years. If learning is rushed--pushed--it becomes burdensome, hard, uninteresting, and often irrelevant. When learning flows naturally from that which is real and relational--interesting and personal--there is joy and wonder which leads to unending curiosity.

A love of learning is nurtured and begins with the items and people little learners love most.

How is a love of learning fostered, nurtured, and cultivated?

Read aloud. Reading aloud has been one of the most rewarding activities we've done in our 27 years of teaching and parenting littles. There are so many benefits to reading aloud: setting a template for the English language, building vocabulary, bolstering listening skills, understanding parts of a story, retelling events, the list goes on. Interestingly, there have been times when our little learners are seemingly off in their own world--playing, stacking blocks, coloring. However, when we talk about the stories hours later, they remember EVERY word. So, as you embark on the read aloud journey, read even when you think your learners are not engaged. Your reading matters! They are listening. 

Play pretend. Preschoolers learn by imagining and doing, by role playing and creating dialogue in relaxed and uninterrupted environments. Pretend play utilizes the senses and engages the mind, building language and thinking skills. Even as young as eighteen months old, little learners can be found feeding baby dolls, talking on pretend telephones, and mixing marvelous meals in a play kitchen. What's needed? Props! Some of our favorite pretend play items have been:

  • measuring cups and spoons
  • calculators, adding machines, and toy cash registers
  • dress up clothes and hats, backpacks and purses
  • fabric pieces or old costumes
  • magnifying glasses and binoculars
  • rulers, tape measures, protractors, and shape stencils
  • aprons,chef hats, pretend food, and dishes
  • stuffed animals and dolls
  • receipt books, stickers, and play money
  • old telephones, computer keyboards, and monitors
  • puppets and make-shift card table theaters 

Enjoy games. Playing games allows children to learn important life skills, naturally, in a relaxed (assuming there is not an over competitive) environment. While playing, littles learn turn taking, deferment to another person, waiting for others to make decisions or complete a turn, as well as a multitude of cognitive skills. Our favorite preschool learning games include:

  • BINGO (number recognition 1-75)
  • Matching cards (similarities and differences)
  • Dominoes (matching similarities, quantity recognition 1-6, counting 1-6)
  • Scrabble Junior (letter recognition, introductory phonics, initial consonant sounds)
  • Uncle Wiggly (number recognition 1-100, counting)
  • Guess Who?
  • Hi-Ho Cherry-O (early counting, addition and subtraction concepts)
  • Barrel of Monkeys (GREAT for motor skills!)
  • Busy Bee (an oldie but goodie introduced to us by great-grandma)
  • Rivers, Roads, and Rails (another oldie by goodie)
  • Hopscotch (great for motor skills)
  • Simon Says (listening and following directions)
  • Checkers (thinking skills)

Do life together. One of the things I love about parenting preschoolers is watching their faces light up, indoors and outdoors, around the home and away from home. Every moment is a marvel, especially when preschoolers are engaged in doing life with those they love. Getting the mail might lead to a conversation about stamps, addresses, states, or modes of transportation. Setting the table teaches one-to-one correspondence. Folding laundry offers opportunities to make fractional parts by folding in half and in half again. Matching shoes and sorting toys provides real-life situations for identifying similarities and differences. And, there are those kitchen experiences, some of our favorites: measuring, comparing, weighing (math skills) as well as muscle skills, scrubbing potatoes, stirring, and kneading together. Doing life together allows preschoolers to learn alongside

Talk and listen. Preschoolers are relational. They want to engage in face-to-face conversation and hand-in-hand exploration. When we talk to our children, listen to their questions, concerns, and ideas, we model interpersonal skills and they learn how to process information, feelings, and emotions.These skills are some of the most valuable nuggets our little learners will internalize in their early years. 

Ask questions. It is no secret that little learners are natural questioners. They wonder what will happen next, how things happen, and when things will happen. It is in this inquisitiveness that they learn how life and people work, interact, and interrelate. Questioning is one of the most important life skills parents can foster and nurture. Mike and I foster inquisitiveness with commentaries and questions which invite our children to do the same. 

  • I wonder how the (insert animal) stays warm.
  • What comes next in the sequence?  
  • I wonder if (insert item) will work better with this or that.
  • Do you think will happen next?
  • I wonder where that trail leads.
  • Let's watch the (insert animal). I wonder what it will do next. 
  • How long do you think it will take to ...?

Looking for a guide, a resource to encourage you through the preschooling years? One of my favorite resources for understanding the needs of little learners was Home Grown Kids by Raymond and Dorothy Moore. Once our children entered first grade The Three R's by Ruth Beechick became a go-to resource. 

The preschool years are the wonder years, full of life and discovery, ripe with curiosity.

When learning flows naturally from that which is real and relational--interesting and personal--retention follows closely behind. 

 

 

 

Preschooling, Intentionally

Life is learning. Learning and life go hand-in-hand, everyday!

Learning is the natural outcome of everyday living, especially for little learners. With a few intentional questions here and a purposeful explanation there, preschoolers can learn naturally from walking alongside older siblings and significant adults. Through everyday experiences, preschoolers gain a jump start to mastering foundational cognitive, social, emotional, physical, and spiritual life skills.  By the time the young learner blows out six candles on the birthday cake, significant progress toward mastery of foundational skills has likely been made.

Math

  • Identify colors
  • Understand and demonstrate one-to-one correspondence
  • Make sets of 1 to 5 objects
  • Identify sets of 1 to 5 objects
  • Associate a number with a set of objects
  • Recognize numerals 1 to 10
  • Recognize and draw simple shapes--circle, square, rectangle, and triangle
  • Count to 20 orally
  • Recognize similarities and differences in objects (Comparison is a foundational pre-number skill.)
  • Recognize and identify coins (This is an easy one. I haven't met a little learner who isn't interested in how much money is in his or her piggy bank. Capitalize on this interest by sorting, counting, and identifying.)
  • Identify tools of measure (Tools of measure include thermometers, speedometers, scales, Knowing the purpose of each is important to later math skills.)

Language

  • Recite the alphabet (Why not sing the alphabet song while jumping up and down.)
  • Recognize letters
  • Recognize similarities and difference in letter formation
  • Recognize similarities and differences in sounds
  • Speak in complex sentences
  • Hold a book and track from left to right (One of the best natural ways to learn this skill is by modeling others, doing as they do. As you read aloud, trace a finger under the words, working from left to right, top to bottom.) 
  • Retell a story (This is a foundational skill for reading comprehension and vital for auditory processing.)
  • Follow a two-step direction
  • Hold a pencil with correct grip
  • Write lower and upper case letters (There are so many ways to learn letter formation. Some of our favorites are writing in shaving cream on a bathroom wall while taking a bath, finger painting on easel paper, forming letters in a salt tray, and writing with a stick in the mud. 
  • Spell first name
  • Recognize cause and effect (Offering explanations if every day cause and effect will help your little learner do the same. If we leave the door open, kitty will run out. If we put all the cold groceries together they will help each other stay cold until we get home.)

Science

  • Recite phone number and address (This is a safety life skill. While learning this information we explain to our children why they may need it: emergency, calling 911.)
  • Name basic colors
  • Identify living and non-living
  • Identify parts of a plant: roots, stem, leaf, flower, pedal
  • Make simple predictions
  • Develop observation skills
  • Form questions and find solutions

Social Sciences

  • Order daily activities
  • Locate home state on a United States map
  • State the significance of and the similarities and differences between people who work in the community: police, firefighters, librarians, grocers, etc.
  • Learn left, right, straight, and diagonal (When entering your neighborhood, speak the directions as you drive. For example, we turn right at the stop sign. We will turn left at the corner, and so on. Once you have repeated these directions several times going in and out of the community, ask your child to tell you how to get home using left and right.)
  • Identify basic geographical formations: river, mountain, cliff, ocean, and continent

Physical

  • Draw a person with a recognizable body
  • Use utensils properly
  • Catch a ball
  • Kick a ball
  • Run
  • Gallop
  • Skip
  • Use a scissors (Providing a cutting box, old magazines, or newspaper ads for cutting along lines and curves.)
  • Identify body parts. (Play Simon Says. Simon says touch your nose. Simon says touch your elbow.)
  • Walk a balance beam (Okay, so most of us don't have balance beams in our homes. However, there are curbs and lines to walk. See a line, seize the moment and walk, carefully as a tight rope walker does.)
  • Dress and undress
  • Personal responsibility (Taking care of oneself and the areas in which he or she works and plays. Tidy up the toy room. Use a tooth brushing chart to encourage consistent care.)

In the early years, our homes provide a place--a haven--where our children can gain a foundation for future cognitive, physical, emotional, mental, relational, and spiritual health.

 

Three Ways to Gather Up Courage

Courage. 

That is what it takes for moms to make it through the day--for me to make it through the day!

As I am working with one learner--working through six long division problems to cement the steps--I am also caring for another little who had a tooth extracted earlier in the morning. There are dishes in the sink (just a few but they are weighing on me), laundry in the washer and laundry waiting to be folded. Oh, and a toddler needs lunch and dinner is shouting to be started.

In the midst of all this, I receive a text from a dear friend.

"How is your courage today?" 

At that moment--the moment when hurting gums, forgotten math steps, lingering dishes, and piles of laundry were closing in on me (at least it felt that way)--I needed that text. My courage was fading. I know I'm not the only mom whose courage fades now and then. For some of us, courage fades several times a day depending on our circumstances.

Do you know what was so special to me about that text I received?

The text from my sweet friend reminded me I had courage within me.

Courage is within me. My friend knew it. That is why she asked how my courage was; not if I had courage today.  Her question reminded me I had courage. I just had to gather it and persevere through the day. 

Dear mom with many facets to your day, how is your courage today?

Seriously, I know you have courage. It is there--just like mine, even if we don't feel it at the moment.

So, how do we proceed? 

How do we gather up our courage to persevere through the day?

Know. You are in good company. That's right! Every mom struggles with courage at some point--if not daily--in their motherhood journey. We soothe sick children, battle laundry wars, and fight mind games with dinner preparation. You, mom, are not alone in your frustrations or your discouragement. How could you connect with friends--maybe an impromptu visit to the playground or walk around the block-- who could remind you that you are not alone?

Admit. Yep! Admit fear. Admit discouragement. This morning when I woke, I acknowledged my fears for the day: how my daughter would react to the anesthesia, how I would orchestrate the day amid her recovery needs. Having acknowledged my fears and concerns, I was better prepared for what might come. Hence, as I was driving to the dentist with my daughter, I was able to listen to her nervous chatter and endless questions. Later, when she needed pain meds and soft foods amid math, diaper changes, and dryer buzzing, I was prepared mentally. I admitted my fears and later my discouragements and was better able to deal with the details of my day. 

Know. Know the why. As moms, why do we do what we do? For me, when I know the why behind anything I do--cleaning, cooking, running errands, reading aloud to children, offering kind words to Mike--I'm motivated to complete the task at hand, even when I know it will be hard. Knowing my why makes a difference. For example, I took my daughter to the dentist today (and reviewed math over and over with another) because I care deeply about their physical and academic well-being. That care for their well-being allowed me to sit on the dentist chair and hold my daughter's hand (our dentist is awesome) and it allowed me to sit and redo math problems even when other things clamored for my attention.


As moms, we all face challenge, difficulty, and pain. Many of us have also faced danger.  


Knowing I am in the amazing company of other moms who experience the same things I do, admitting my fears, concerns, and discouragements, and knowing the why behind what I was doing was essential to staying afloat. 

Did my courage begin to fade today?

Yes. Yes, and I did get discouraged mid-stream when my daughter needed care, laundry was shouting at me, math needed re-doing, and dinner wasn't more than a thought. However, my friend's text message was the reminder that I indeed had the courage in me, I just needed to gather it up. 

How is your courage today? 

I KNOW you have it in YOU!