30 Ways to Celebrate
/We love to celebrate. Celebration is double the fun when shared with a friend or family member.
Make a someone's day, today. Celebrate an accomplishment, a milestone. Celebrate TODAY!
High School Made Simple: College Essays for Credit
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When the Common Application recently released the essay prompts for 2016-2017, I reminisced about the time my high schoolers and I spent writing and editing college essays.
Those days mattered.
Oh yes, there were frustrations and word blocks. Challenges of putting heart and mind to paper. Thoughts processed and penned; gratitude for life-changing events and people. Indeed, the words were required for college essays, however poignancy and purpose marked milestones, not solely meeting rubric requirements or a grade percentage.
The prompts were real and relevant, personal to the young adult.
Typically, we spend the Junior year practicing essay writing.
I found this type of writing practical, useful, purposeful. This writing was significant for pondering but also necessary for college application. Call it high school intrinsic motivation. They worked hard at it. In fact, the time our Juniors spent practicing and polishing essays became a part of their life reflections as well as their English credits.
In addition to the Common Application essay prompts, we also used the supplemental essay prompts from the universities of student's choice. In other words, if the college was on the Top Ten list for our student, we found out what supplemental essay questions might be and began writing. To our delight, the essays were similar in nature.
When looking for supplemental essay prompts on college sites, the first place we looked was on the application. If we couldn't find the prompts on the application, we would type in "essays for admission" (or something similar) on the site search box.
Over the twelve years of homeschooling high school, I discovered the most popular supplemental essay prompts to be:
- Why do you want to attend this school? This question not only offers opportunity for writing practice, but research also. A student can't write a knowledgeable essay of this kind without some degree of research about the university. Focusing on specific, perhaps a renown, faculty member influential in the student's field of study may be helpful. As a high schooler senior applying to college (this speaks to how long this question has been asked) I remember writing about my desire to attend an integrative university where education was not only studied in a traditional classroom setting but also experientially. My university excelled in this area and I wanted admissions to know not only was I aware of their unique instruction, I sought it out!
- How will you be an asset to our university campus and the greater community? My son chose to answer this question for one of his applications. In his research, he found the campus had a community outreach similar to one he had been involved in throughout high school. Mentioning this seemed natural.
- What are your short and long term academic goals? Though this essay may be found on a freshman application it is also popular for specific schools within the university as well as graduate schools.
- Describe a person you admire. As my high schoolers worked on this essay, I reminded them it is always better to write about what and who is known and familiar. Therefore, I encouraged them to write about a person who impacted them personally, perhaps intellectually, morally or spiritually. This was another essay chosen by one of our high school young adults, one he was able to excerpt from several times in college and beyond.
- Tell us about yourself. When working on this essay, we were encouraged to find the unique, something that would set the student apart. Colleges put unique twists on this essay, sometimes asking about a life-changing event or future dreams and aspirations. Some universities referred to this portion of the application as the personal statement.
- Why should (university) offer you admission? This question closely resembles "What will you bring to our campus?" Related, we found one prompt a springboard to another.
Some universities also require essays for scholarships. Again, this is a great resource for writing prompts in the Junior year. With scholarship essays meaning potential monies toward college expenses, we found this writing valuable time spent.
Colleges often place a word count on essays submitted. This requirement added a practical, real-life element to our writing assignments. Anyone can make a point, answer a question, but within required limits? Practice in this area prepared our high schoolers for college writing where word count mattered. In fact, some professors refuse to read beyond the requested limit. Writing essays within a word count while in high school proved beneficial.
Be aware, some colleges make additional requirements as to font style and size as well as margins and spacing. If the school makes this type of requirement, be sure to follow the request. Again, following these guidelines in high school prepared our students for college assignments in all content areas.
College essays in our home mattered. Yes, the essays opened doors for admission and scholarship, but their greater good provided an avenue for reflection, personal growth and gratitude. The essays were not just a requirement, but a profitable use of time.
Those days mattered.
Essays are just one part of the high school paper trail universities often require. For more information on the paperwork schools may request for college admission, join me in my workshop at FPEA Convention, Happy (High School) Paper Trails.
UPDATE: This session is available on MP3 for purchase at The FPEA Store.
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.
Course Descriptions Made Easy
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I am a mama with full days, like many of you. I look for simple and manageable.
Though I am about excellence, I also am about simplifying and streamlining.
But let's face it, sometimes we have to tackle tough. Course descriptions (CDs), often intimidating, are not always necessary. So, breathe easy. On the other hand, when they are needed, they are usually essential to the admission process. In addition, of all the families I work with, the large majority who were required to submit CDs also received substantial scholarship monies.
That is good news, really!
So, what if CDs are essential to your student's college admission packet?
Don't panic!
Parents often confuse transcripts with course descriptions. The transcript provides a one-page snapshot of a young adult's high school course, grade, and credit summary. Course descriptions, however, offer short synopses of the learning chapters in your student's story. Ideally, those course descriptions should complement--add value and give clarity--to the transcript document.
Why course descriptions? For students graduating from a public entity, course catalogs (also called course guides or curriculum guides) are available online (used to be paper and had to be requested from the guidance department) and follow the requirements (standards) of that state (or now in many cases, Common Core). Colleges know the set criteria and standards met in the classroom are standard for each course at every school in that state. So, there is no need for each high school to write individual course descriptions for every class for every student. They write one course description--usually posted on their website--for all students, as long as they offer the course.
Home education is different. A sculpture class in one home is likely to look entirely different than a sculpture class in another home. One student may enroll in a sculpture class at a local art studio. Another may have been invited to join an artist for weekly mentoring in a private studio. Yet another student may dual enroll a sculpture class at the local college. The same distinctiveness can be applied to a literature course--each home can choose their own literature selections--or a science course--where the student might be invited to take part in a research project at a local university. There is no standard way to meet course requirements (unless your state dictates differently--this post assumes parents have researched and know the home education statute for their state). Hence, some colleges use course descriptions to assess the depth and rigor of a home education course because they know courses vary for each home school.
Some colleges ask home education parents to write course descriptions.
It is part of their verification process. With the eclectic mix of methods and means home educators utilize, the CDs do bring out the extraordinary opportunities homeschoolers have experienced and embraced.
I remember the day a college requested I write CDs.
I panicked!
After a deep breath...
Thankfully, we were early in our high school journey! I could easily remember the exceptional experiences our young adult had benefited from in his courses, variations from more traditionally-taught classes: 10 dissections he completed in Honors Biology at a local co-op. We had also designed courses around independent study, research, and personal reading.
Additionally, I had been keeping a reading list on the computer. I could cut and paste those titles into course descriptions as needed.
I was relieved. Since that first request and a total of four high schoolers later,
I have learned to:
- Write course descriptions when the young adult begins the course (even if just the bare minimum is known: textbook, reading materials, anticipated experiential opportunities) and add significant educational highlights throughout the year. When I waited until the end of the year to write the whole description, I forgot some of the most beneficial learning blessings he experienced, no to mention getting my head above the project was monumental, or at least it seemed so when I felt I was drowning.
Remind myself course descriptions tell the stories of the courses detailed on the transcript. It is the document college admissions personnel will reference as they consider offering admission, need more information to differentiate one student from another and offer scholarship. A course description is not an outline of the course and will be less likely to read if lengthy. Course descriptions are chapter summaries, hitting the highlights, offering the concepts learned, the teaching methods and resources used, and exceptional experiences in which the student participated.
Take note of the unusual and unique. Course descriptions are especially important if the parent and young adult are designing unique courses, courses not typically offered on local school campuses or courses not generally taught in high schools, for example Introduction to Equine Science, Survey of the Building Construction Industry, or Care and Concerns of the Elderly.
Record regularly. When I don't, I forget valuable additions. In our busy, full years of adding a Bastian or spending evenings at the ball field, I found it helpful to start a student's course description document and add bullet points to the course titles. Later, when I have time, I can revisit later and edit into cohesive sentences. Tackling course descriptions in this manner helps me remember important details and keeps me excited about what my young adult is accomplishing. When it is not in front of me, I tend to forget.
Keeping records current saved me time and headache later.
Remind myself there are many ways to accomplish learning (this is true even of the state standards- the standard can be met with very different and unique methods). For example, American History. If two of the many learning goals for a high school level American History class are to understand the causes and consequences of the Civil War and the effects on the American people, and to understand the causes and consequences of World War II in the United States and abroad, the learning possibilities of how a student will understand those concepts are vast and plenty. Chapters in a text could be read and summary questions answered. On a family vacation up the East Coast of the United States, the family could visit and tour eight Civil War battlefields and National Parks and compare what actions were taken and who was involved at each location. The student could attend a local WWII veteran's meeting and listen to the stories shared by the members. Perhaps the local library hosts a presentation by surviving Tuskegee Airmen who share their wartime experiences from the perspective of African Americans serving during WWII (actual event we attended and it was AMAZING!). And then there are the plethora of primary source documents and biographical materials which could be read. Not only can the same learning goals be accomplished, but learning with this type of diversity allows young adults of different learning styles to retain information they might not otherwise remember. It is these exceptional and unique opportunities which can be highlighted in course descriptions, should a high schooling family choose to prepare this document or a college require it for admission.
Being intentional about writing course descriptions proved most valuable for courses we designed or courses developed from internships and shadowing experiences. When designing a course, I felt it was important to keep a running log of educational experiences, online resources, and learning resources, just as I would if I were compiling a course as a traditional classroom teacher.
There are blessings to writing course descriptions.
For us, the original course descriptions from my first high schooler could easily be cut, pasted, and edited to the unique experiences and opportunities of the high schoolers who followed. Second, though not all colleges asked for the description document, I sent them anyway. It was done and I wanted officials to have the document should they have questions. I know some parents feel this is a controversial and dangerous precedence for future home educated applicants, but in at least one situation those descriptions placed our young adult in a better position of acceptance in an honors college (because we couldn't document any of his courses as Honors or IB, which most of the applicants had earned). When the descriptions (which included reading materials) were read, the depth and expanse at which our young adult studied most of his courses could be realized. Our homeschool high school experience was just as rigorous as those students who had completed accredited IB programs. Note: Realizing that our student had the ability and desire to qualify for an IB or similar program, I researched the contents and reading materials utilized by these programs and then wove them into our studies. Again, this is our experience, not something I am advocating for every home schooled high schooler.
As we progressed through high school and began researching college admission requirements, I was thankful I had records of courses my student had completed.
Being intentional with writing course descriptions has served us well, in many cases. The work was done as we studied, and saved on the computer, should we need it. We did need it for our first applicant. With our second, because of dual enrollment and then an easy transition to the state college (and eventually a four-year university), the course descriptions were not necessary. On a side note, had our first and second grads followed their aspirations to play competitive collegiate sports (hence registering with the NCAA) having the course descriptions complete would have saved me a huge amount of time filling out their Core-Course Worksheets. Keep in mind as you consider NCAA and course titles, they prefer specific titles. Be aware.
This information (and more) is included in my book, Celebrate High School. which was heavily revised and updated summer 2015. The revised edition contains every thing in the original publication as well as some new features including middle school sections.
Join me at FPEA for my workshop, Happy (High School) Paper Trails to YOU!
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.
Delighted to Be a Speaker at FPEA 2016
/I am thrilled to be back at FPEA again this year. New workshops. New insight. New stories and practical helps to equip and encourage at every stage of the home education journey, preschool through high school.
Come see me at my workshops! I'm walking the journey with YOU!
Friday 10:30am
7. Celebrate Simple! Intentional Home Education
The simple teaches the profound. Cheryl shares stories and offers insight from her 21 years of homeschooling eight children — the everyday teachable moments, the simple yet ingenious ideas, the interest-driven learning — the things her graduated and grown young adults say mattered most. Learning together, building family relationships, is priceless. It's simple and worthy of celebration!
Friday 3:55pm
68. Happy (High School Paper) Trails to You!
High school is not a one-size-fits-all experience. It is a time to refine the skills needed to polish a student's God-given gifts and talents. But what does that look like on paper? How do you tailor courses which will prepare your child for what God has planned for their future? Cheryl walks parents through answers to these questions.
Saturday 1:45pm
129. Celebrate Middle School: Fostering Ingenuity
Middle schoolers will surprise you! When they do, be ready to foster ingenuity, seize opportunities and think outside the box. The middle school years, ripe with potential to impact entrepreneurial ventures, employment or college/career paths, can also be conflicting for parents and children. In this workshop, Cheryl offers practical tips from experiences as a homeschool mom and a wife of a 27-year middle school educator.
Saturday 3:55pm
153. Teaching Precious Preschoolers and Little Learners
Young children have an insatiable curiosity to learn and a natural desire to work alongside people they love most. How do we utilize these innate qualities to maximize their learning potential at home? Drawing from 28 years of experience of teaching early learners, Cheryl challenges attendees to look beyond societal and educational pressures to the emotional and developmental needs of young children.
The Thank You After the Letter (of Recommendation)
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Letters of recommendation act as a means of introduction to a person’s work ethic, character, unique abilities, and personal or academic strengths. These letters accompany applications for employment, college admission, and scholarship monies. In some cases, these letters are highly regarded. Instructions and insights to these important documents, including sample letters, are included in my book Celebrate High School.
What happens after a letter of recommendation is written and submitted? What constitutes an appropriate thank you for someone who has taken personal time to speak on behalf of an applicant?
I have been on both sides of the letter.
As a mom walking alongside young adults who have sought internships, employment, leadership positions, college admission, and scholarships it was important for me to know and understand the letter of recommendation process—from inquiry to thank you. Gaining that knowledge, I could more effectively coach and encourage my young adults.
Having walked this path several times with my young adults, I found each experience unique and in large part, dependent on the young adult’s relationship with the recommender. Considering many aspects we were able to tailor the communication, inquiry, and thank you to each situation. Therefore, our plans of action did not follow any protocol, only our discernment and determination of what we felt was appropriate for each individual.
When our son sought a letter of character recommendation from a person with whom our family had interacted for several years—which included an influential relationship with our son—we decided a gift card to a favorite restaurant should accompany our son’s hand-written letter. There were years of conversations and meetings put forth on behalf of our young adult.
When our son sought a letter of academic recommendation from an online instructor (as required by the university) with whom he had only a semester worth of interaction—though she had commented often on our son’s ability and her confidence in his character—he thanked her with a sincere email. With only an email for communication, he was limited in his choices to show appreciation.
As a person who helps young adults achieve their goals, I am often asked to write letters of recommendation and scholarship. I am honored to fill this role in a young person’s life, and honestly, the best compensation has been a note of thanks and a follow up as to outcome of the opportunity.
Walking alongside a young adult, you may be asked for ideas in regards to showing appreciation toward a person who writes a recommendation.
Consider:
First and foremost, express gratitude. Though letter writers are often honored to speak on a student’s behalf, gratefulness is always esteemed. Express thankfulness for the writer’s thoughtful comments as well as the time set aside to give attention to the letter. In addition, this person, having impacted the young adult may be of help in the future. In fact, most of the people who have written letters of recommendation for my children have indeed maintained friendships with us, some providing future employment leads and networking scenarios later.
Giving the means of appreciation but later provide follow up correspondence as to the outcome or impact the letter had on achieving the intended goal. As a writer of recommendation letters, I always wonder whether my efforts were successful; helpful to the young adult’s objective.
Adding an explanation of why person is important or has been essential to the young adult’s development or education; a great complement to a handwritten thank you.
High school guidance counselors and teachers as well as university professors generally agree that writing recommendations as part of their job as an education professional. Though this shouldn’t determine the means of appreciation, it does deserve consideration.
Whether or not a thank you note is the preferred means of gratitude, an in-person delivery or face-to-face word of thanks is often highly regarded and appreciated.
Some professionals will not accept gifts, monetary or otherwise. If your young adult presents a gift to the writer and it is returned, be ready to discuss why the young adult shouldn’t be offended by the decline.
What a thrill to watch a young adult of great character, work ethic, and ability obtain something he or she had worked so hard to achieve: winning substantial scholarship, obtaining university admission, being appointed to a military academy. I hope this post has equipped you so that you can experience the same delight.
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.
College Admission Requirements for Home Educated Students
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I speak to rooms full of parents--everything from living rooms to convention halls--considering a home education journey for their middle and high school young adults. Most often we talk about specifics and how-tos. However, at some point, usually during a Q&A session, I am usually asked
"What about college admission?"
The answer to the question depends on the status of the student applying.
Home educated in our state means enrolled in the Home Education Program with the county of residence. Those students are home educated students by definition and will apply to colleges as home educated, non-traditional or non-accredited graduates. The term used varies college to college.
In our state if the student chooses to enroll in a private school for classes once, twice, or three or more times a week--or as a place of record--that student is considered a private school student and will apply to colleges as a private school graduate. Some colleges and universities require private schools to be accredited, by the state or by a regional accrediting agency.
Generally colleges welcome home educated students with unique educational and extra-curricular experiences and varied community service opportunities, but it is always wise to check on the admission requirements of particular schools of interest. I recommend parents and students begin THE BIG COMPARISON--outlined in my book Celebrate High School--when several colleges have sparked a desire for further research.
Don't assume.
Universities are hiring counselors designated to serve home educated students. After reading online admission requirements, make contact with the counselor. Advanced research demonstrates interest and initiative.
A running list of questions may be helpful.
Early research allows parents and students to plan well. Gain the knowledge you need!
Locating the specific requirements for home educated applicants takes time. If your student's college of interest is not listed below, try
typing "homeschool" or "home education" in the search box of the college website.
searching "homeschool coordinator" in the search box of the college website.
contacting the homeschool admissions coordinator. Colleges and universities are hiring personnel to help their home-educated applicants.
looking for homeschool admission requirements under the heading "non-traditional". Home education is considered a non-traditional method of education by many universities.
Direct links to information relevant to home-educated applicants:
Agnus Scott College, Decatur, GA
Arizona State University, Phoenix Area, AZ
Ave Maria University, Ave Maria, FL
Barnard College - Columbia University, New York, NY
Berry College, Mount Berry, GA
Bellhaven University, Jackson, MS
Belmont Abbey College, Belmont, NC
Bentley University, Waltham, MA
Bowdoin College, Brunswick, ME
Bradley University, Peoria, IL
Brandeis University, Waltham, MA
Brown University, Providence, RI
Bucknell University, Lewisburg, PA
California Institute of Technology, Pasadena, CA
Cedarville University, Cedarville, OH
Central Methodist, Fayette, MO
Charleston Southern University, Charleston, SC
Colorado Christian University, Lakewood, CA
Colorado State University, Fort Collins, CO
Covenant College, Lookout Mountain, GA
Drexel University, Philadelphia, PA
Emmanuel College, Franklin Springs, GA
Emory-Riddle Aeronautical University, Daytona Beach, FL
Flager College, St. Augustine, FL
Florida Gulf Coast University, Ft. Myers, FL
Florida Institute of Technology, Melbourne, FL
Florida State University, Tallahassee, FL
Franciscan University, Steubenville, OH
Furman University, Greenville, SC
George Mason University, Fairfax, VA
Greensboro College, Greensboro, NC
Grove City College, Grove City, PA
Guilford College, Greensboro, NC
Hillsdale College, Hillsdale, MI
Houghton College, Houghton, NY
Indiana University, Bloomington, IN
James Madison University, Harrisonburg, VA
John Hopkins University, Baltimore, MD
Kansas State University, Manhattan, KS
LeTourneau University, Longview, TX
Home School Endowed Scholarship - Le Tourneau
Liberty University, Lynchburg, VA
Marquette University, Milwaukee, WI
Massachusetts Institute of Technology, Cambridge, MA
Methodist University, Fayetteville, NC
Montreat College, Montreat, NC
North Carolina Wesleyan, Rocky Mount, NC (see page 15 of the college catalog)
Northeastern University, Portsmith, NH
Oberlin College and Conservatory, Oblerin, OH
Ohio State University, Columbus, OH
Olgethorpe University, Atlanta, GA
Patrick Henry College, Purcellville, VA
Pensacola Christian College, Pensacola, FL
Pennsylvania State University, University Park, PA
Additional information about admission requirements for specific colleges at Penn State.
Pepperdine University, Malibu, CA
Princeton University, Princeton, NJ
Rollins College, Winter Park, FL
Savannah College of Art and Design (SCAD), Savannah and Atlanta, GA
*SCAD admission required documents
Smith College, Northampton, MA
SMU- Southern Methodist University, Dallas, TX
Southeastern Louisiana University, Hammond, LA
St. Johns College, Annapolis MD and Santa Fe, NM
Stanford University, Stanford, CA
Stetson University, Deland, FL
Southern Methodist University, Dallas, TX
Syracuse University, Syracuse, NY
Syracuse University School of Architecture, Syracuse, NY
high school preparation for Syracuse Architecture
Syracuse University School of Architecture portfolio requirements
Texas Christian University, Fort Worth, TX
The College of William and Mary, Williamsburg, VA
Tulane University, New Orleans, LA
United States Air Force Academy, Colorado Springs, CO
United States Navel Academy, Annapolis, MD
University of Alabama, Tuscaloosa, AL
University of Central Florida, Orlando, FL
University of Cincinnati, Cincinnati, OH
University of Illinois, Urbana, IL
University of Michigan, Ann Arbor, MI
University of Minnesota, Minneapolis, MN
University of New Hampshire, Durham, NH
University of North Carolina, Chapel Hill, NC
University of North Florida, Jacksonville, FL
University of Notre Dame, Notre Dame, IN
University of Oklahoma, Norman, OK
University of Pennsylvania, Philadelphia, PA
University of RIchmond, Richmond, VA
University of South Florida, Tampa, FL
Valdosta State University, Valdosta, GA
Vanderbilt University, Nashville, TN
Vassar College, Poughkeepsie, NY
Washington State University, Pullman, WA
thoughts on admissions at Yale
I do not receive any compensation for inclusions on this list. It is completely random--I add to the list as I research and work with families. This list is not intended as endorsement or advertisement; simply as a helpful tool to aid and encourage.
This list grows and grows. Check back for new additions.
Celebrate High School: Finish with Excellence
Sale Price:$25.00 Original Price:$29.99
High school is not a one-size-fits all experience. The journey is unique for every student. Celebrate High School equips parents and students of any educational philosophy with easy-to-follow explanations, ready-to-use examples, and parent testimonials.
Quantity:
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.
Celebrate High School- What Matters?
/"As you walk through the last years of your student's high school journey, remember the final celebration is less about the knowledge stored up in the student's mind (though that is important) and more about whether the young adult understands his or her strengths and how those strengths will bring value to whatever he or she endeavors."
Celebrate High School, 2015 revised edition
Celebrate High school is available here!
A New Year to Create, Cultivate and Celebrate
/How will you be intentional to create, cultivate and celebrate in your home?
Perhaps...
- Organize an art corner where ingenious minds can create.
- Refresh art supplies. Introduce a new medium.
- Bind last year's art masterpieces creating a portfolio to celebrate progress and change.
- Offer new tools to cultivate life learning --protractors, microscopes, compasses, templates, 3-hole punches, staplers, balance scales
- Use New Year savings offered by digital scrapbook companies to create a family memory book where accomplishments and memorable favorites can be celebrated...TOGETHER!
- Provide blank books to budding authors and illustrators. Cultivate the need to create!
- Say "yes" to requests for household trinkets and treasures. They may just be the next patent in the making.
- Purchase a personal bookcase to fit bedside the contagious reader.
- Read to the emergent reader eager to build fluency. Celebrate the sentence read and the chapter completed!
- Post a black-out list where newly mastered multiplication facts can be crossed off.
- Champion ideas and celebrate milestones.
Making Learning Relevant for Middle and High School
/Though summer annual evaluation season ended a few months ago, I continue to post frequently asked questions to help equip and empower parents.
Knowledge is power in the high school years
and adds confidence to the journey.
One mom asked:
Recently in our area there seems to be limited diversity in learning environments for middle and high schoolers. Many venues provide only traditional classroom settings or online meetings. This is not the best setting for my child. What other opportunities are available and acceptable?
This is a tremendous question with valid concerns.
First, check the home education laws in your state
Second, having some experience with online learning is beneficial. Online education is growing. And, it did prepare our graduates for post-secondary education.
Those points being said...
Home educated middle and high schoolers have the opportunity to partake in a variety of learning environments; a definite advantage over their public and private schooled peers.
Our middle and high school students learn widely from a variety of environments. One started a business and learned on the job, everywhere from church fellowship hall craft shows to convention trade show floors. Another learned from independent study, volunteering, and conversation from professionals in the field. Still another learn from contractors, field work, job shadowing, and collaboration with peers. Our home education statute allowed us the freedom to utilize these means. We are all grateful we could fit learning with learning style and student interest.
When designing courses or considering courses for middle or high schoolers the learning environment is essential and often dependent on the learning style and strengths of the individual. For example, if the student learns best by observation, perhaps best fit environments would include laboratory settings, field work, internships, job shadowing, or apprenticeship. In these settings, the student can observe to learn. If the student is an auditory learner the best settings may be research laboratories or classroom instruction.
When the course is complete, if our students were applying for a university requesting course descriptions in addition to a transcript, I made sure to be specific about which environments the student used. Often the environments, being different than a typical classroom or online setting, were intriguing.
Yes, the reward was worth the effort. The contents of the course descriptions, transcripts and cumulative folder were the documents which set a solid foundation for resume writing.
And in the end, as we--student and parent--looked over documents, the accomplishment was a part of our celebration of high school and the ability to finish with excellence.
As you consider the potential learning environments your learner may have access to, ponder how those opportunities may benefit your young adult. The results can be astounding.
Magnificent, Make-A-Difference Middle School
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Celebrating high school begins in middle school. Given opportunities to develop strengths and interests, the middle school years and their subsequent experiences set the stage for future decisions. Decisions move middle schoolers forward, or set them back.
Middle schoolers need coaches, cheerleaders, people to cheer them on, answer their questions, affirm their successes, and come alongside when ideas fail. Like adults, middle (and high schoolers) gravitate toward sources or encouragement and affirmation.
Our experience is that middle and high schoolers will hang out most with those who encourage and affirm them best.
Mike and I were (and still are with our current middle and high schoolers) intentional to champion their interests. As a result we were (are) invited into their successes and their messes!
Middle schoolers need help understanding themselves. Mike and I have learned that before we can help our middle and high school young adults understand themselves, we must know them! To know them, we must spend time with them (even when it's hard to be with them). Spending time means observing, listening, and asking. We watch how they respond in both stressful and rewarding circumstances. We observe what activities they enjoy and what makes them smile. Body language and verbal responses are windows into their hearts. What they read expresses their interests. Who our children talk about gives us understanding into the character they emulate or respect. Knowing our children takes diligence and purpose, but is deserving of my time and energy.
When we come to know our children--what motivates, intrigues, and captivates them--we can begin to help them understand themselves.
Middle schoolers want to make a difference. Middle schoolers need time and experiences to help them understand who the are and what they can contribute to the family, community, nation, and the world.
They need something to ponder, practice, and pursue; a way to make a difference.
Making a difference they feel the satisfaction of collaborating and contributing, serving and giving.
Middle schoolers need help managing their time.Several facets of life motivate middle and high schoolers to manage their time: knowing they have skills to solve a problems, having a project to complete or understanding their skills can contribute to a cause. When these aspects are discovered and fostered, managing their time matters.
Time management is a necessity for accomplishment.
Middle schoolers encouragement for organization.Middle schoolers are not usually naturally organized. They usually need parents to help them brainstorm ideas. They need someone to take them shopping for organizers.
Organization is often key to time management.
Middle schoolers need help finding and using resources. Middle schoolers have ideas and interests they want to pursue. There are things they want to build, books they want to write, businesses they want to start, logos they want to design, and fish they want to catch. Resources, tools, and significant people put those ideas and interests in motion. One of the greatest resources is time--time to process, time to think, time to talk through ideas. In and through conversation and experience, middle schoolers learn to plan, design, analyze, and evaluate, all which work together for understanding.
Without time, these key life skills cannot develop.
Middle and high school young adults are really not any different than adults.
Adults thrive when they understand their strengths and have the freedom to grow in those strengths, when they have people to help them process ideas and adults, when they have access o necessary tools and resources to carry out the plan, and when they are surrounded by supportive family and friends.
Middle schoolers will surprise you! Middle school years have great potential to directly impact a student's entrepreneurial ventures, employment, or college and career path by offering options of promising study. Be ready for your middle schoolers to surprise you! Ours have surprised us many times with their ideas and plans. They had solutions we had not discovered, insight we could not see. Theirs were not only better, but because they "owned" the plans, they were more excited and successful in executing the steps to reach their goals.
This content is excerpted from the new expanded edition of Cheryl's book, Celebrate High School: Finish with Excellence, A Guide for Middle and High School Home Education.
