MorningStar’s Home Education News

“When will I be big enough to go to college like all these boys?” This used to be the favorite question of our seven year old as the father and son walked together through the campus of the University or the father was employed. Although he was thinking of “big” from the standpoint of chronological age, his questions got us thinking about the questions which many homeschooling parents ponder at times. When will my child, be prepared for making his own contribution to the larger society of which he is a part? When will he be mature enough to make his own choices and decisions? Will he develop the degree of self reliance and independence, which all successful adults require?

The problem of the child’s readiness for taking his or her place in the adult world, when that day comes, is pushed into the distant future, as parents untangle their homeschool children from the immediate problems of the day. “Sufficient unto the day is the evil thereof.” They gasp, “we’ll cross that bridge when we get to it.” Actually, these parents are crossing now, the bridge of the child’s adjustment in later years. What that far off day holds is being determined now by the way parents help the child learn to adjust day, by the maturity parents help them to achieve with the passing years, by the attitudes which he is developing day by day.

Maturity is a possession which none of us can dispel upon our children: the most that we can do is provide them with the experience is and relationships which will enable them to claim this precious possession for themselves. Doing this is one of our biggest tasks as parents. If our homeschooling children are able to cope with the vicciisitudes which life inevitably brings, the personal characteristics which make them so will be the result of guidance given, usually by parents, through the years of their childhood. A wise professor once said, if the early years of life are of such importance for personality development, it follows that the family occupies a commanding position in the field, since the child’s earliest and most profound experiences are with his family. Parents must be concerned with affording the child the opportunities for growth toward maturity during his early years, so that the anticipated adventure of being on his own will be another stage in his development rather than a frustrating and disappointing experience.

How big will our children be when they grow up? Will they have what it takes to measure up to the demands of life? Well, the future of our children is in our hands as parents, for we are entrusted with their training to our relationships with them day by day, right in our own homes: through the attitudes we communicate to them: through helping them to understand a person must learn to trust other people: through helping them to discover their own unique abilities and to trust in their own worth: to helping them to understand that the golden rule is of little use, unless they realize that the next move is bears: through enabling them to learn through experience that the world is a looking glass, which gives back to every man the reflection of his own attitudes.

The strains and tensions of modern life require that our children develop healthy personalities. If our children are to be able to withstand the pressures that are sure to come in later life, the foundation stone of this healthy personality is maturity, which consists of faith in God, devotion to Christian principles, trusting one’s self, and in life as a whole, and independence and reliance on the Lord in thought and action.

Mimi Rothschild is the Founder and CEO of Learning By Grace, Inc., the nation’s largest provider of online K-12 Christian homeschooling programs and homeschool Christian curriculum. For more information about how online homeschooling is revolutionizing homeschooling, please go to www.LearningByGrace.org today.

Permission is granted for the duplication of this article if it is reproduced in its entirety including this sentence.

By Mimi Rothschild

In 2007 it seems as if everyone is close to a child that has been diagnosed with Attention Deficit Hyperactivity Disorder, but what exactly is ADHD/ADD?  How do you know if your child is suffering from this disorder?  How do you teach a child with ADD/ADHD, especially if they are homeschooled?

Learn the answers to all these questions and more in the helpful article below which I came across last night.  Please let me know what you think! Thanks!

ERIC EC Digest #E569, September 1998

Defining Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD)

Attention deficit disorder is a syndrome characterized by serious and persistent difficulties in the following three specific areas:

1. Attention span

2. Impulse control

3. Hyperactivity (sometimes)

ADD is a chronic disorder that can begin in infancy and extend through adulthood. It can have negative effects on a child’s life at home, in school, and within the community. It is conservatively estimated that 3 to 5% of our school-age population is affected by ADD.

The condition previously fell under the headings “learning disabled,” “brain damaged,” “hyperkinetic,” and/or “hyperactive.” The term attention deficit disorder was introduced to describe the characteristics of these children more clearly.

Diagnosing ADD/ADHD

According to the criteria in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., rev., American Psychiatric Association, 1994), to arrive at a diagnosis of ADD/ADHD, the clinician must note the presence of at least six of the nine following criteria for either Attention Span or Hyperactivity/Impulsivity.

Attention Span Criteria

Pays little attention to details; makes careless mistakes.
Has short attention span.
Does not listen when spoken to directly.
Does not follow instructions; fails to finish tasks.
Has difficulty organizing tasks.
Avoids tasks that require sustained mental effort.
Loses things.
Is easily distracted.
Is forgetful in daily activities.

Hyperactivity Criteria

Fidgets; squirms in seat.
Leaves seat in classroom when remaining seated is expected.
Often runs about or climbs excessively at inappropriate times.
Has difficulty playing quietly.
Talks excessively.

Impulsivity Criteria

Blurts out answers before questions are completed.
Has difficulty awaiting turn.
Often interrupts or intrudes on others.

Establishing the Proper Learning Environment

• Seat students with ADD near the teacher’s desk, but include them as part of the regular class seating.

• Place these students up front with their backs to the rest of the class to keep other students out of view.

• Surround students with ADD with good role models.

• Encourage peer tutoring and cooperative/collaborative learning.

• Avoid distracting stimuli. Try not to place students with ADD near air conditioners, high traffic areas, heaters, or doors or windows.

• Children with ADD do not handle change well, so avoid transitions, physical relocation (monitor them closely on field trips), changes in schedule, and disruptions.

• Be creative! Produce a stimuli-reduced study area. Let all students have access to this area so the student with ADD will not feel different.

• Encourage parents to set up appropriate study space at home, with set times and routines established for study, parental review of completed homework, and periodic notebook and/or book bag organization.

Giving Instructions to Students with ADD/ADHD

• Maintain eye contact during verbal instruction.

• Make directions clear and concise. Be consistent with daily instructions.

• Simplify complex directions. Avoid multiple commands.

• Make sure students comprehend the instructions before beginning the task.

• Repeat instructions in a calm, positive manner, if needed.

• Help the students feel comfortable with seeking assistance (most children with ADD will not ask for help). Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child.

• Require a daily assignment notebook if necessary:

  1. Make sure each student correctly writes down all assignments each day. If a student is not capable of this, the teacher should help him or her.

  2. Sign the notebook daily to signify completion of homework assignments. (Parents should also sign.)

  3. Use the notebook for daily communication with parents.

Giving Assignments

• Give out only one task at a time.

• Monitor frequently. Maintain a supportive attitude.

• Modify assignments as needed. Consult with special education personnel to determine specific strengths and weaknesses of each student.

• Develop an individualized education program.

• Make sure you are testing knowledge and not attention span.

• Give extra time for certain tasks. Students with ADD may work slowly. Do not penalize them for needing extra time.

• Keep in mind that children with ADD are easily frustrated. Stress, pressure, and fatigue can break down their self-control and lead to poor behavior.

Modifying Behavior and Enhancing Self-Esteem

Providing Supervision and Discipline:

• Remain calm, state the infraction of the rule, and avoid debating or arguing with the student.

• Have pre-established consequences for misbehavior.

• Administer consequences immediately, and monitor proper behavior frequently.

• Enforce classroom rules consistently.

• Make sure the discipline fits the “crime,” without harshness.

• Avoid ridicule and criticism. Remember, children with ADD have difficulty staying in control.

• Avoid publicly reminding students on medication to “take their medicine.”

Providing Encouragement:

• Reward more than you punish, in order to build self-esteem.

• Praise immediately any and all good behavior and performance.

• Change rewards if they are not effective in motivating behavioral change.

• Find ways to encourage the child.

• Teach the child to reward himself or herself. Encourage positive self-talk (e.g., “You did very well remaining in your seat today. How do you feel about that?”). This encourages the child to think positively about himself or herself.

Other Educational Recommendations

• Educational, psychological, and/or neurological testing to determine learning style and cognitive ability and to rule out any learning disabilities (common in about 30% of students with ADD).

• A private tutor and/or peer tutoring at school.

• A class that has a low student-teacher ratio.

• Social skills training and organizational skills training.

• Training in cognitive restructuring (positive “self-talk,” e.g., “I did that well”).

• Use of a word processor or computer for schoolwork.

• Individualized activities that are mildly competitive or noncompetitive such as bowling, walking, swimming, jogging, biking, karate. (Note: Children with ADD/ADHD may not do as well as their peers in team sports.)

• Involvement in social activities such as scouting, church groups, or other youth organizations that help develop social skills and self-esteem.

• Allowing children with ADD to play with younger children, if that is where they fit in. Many children with ADD have more in common with younger children than with their age-peers. They can still develop valuable social skills from interaction with younger children.

References

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed., rev.) (DSM-IV-R). Washington, DC: APA.

Suggested Reading

Bender, W. (1997). Understanding ADHD: A Practical Guide for Teachers and Parents. Upper Saddle River, NJ: Merrill/Prentice Hall.

Fiore, T. (1993). “Educational interventions for students with attention deficit disorder.” Exceptional Children, 60(2), 163-73.

Gardill, M. (1996). “Classroom strategies for managing students with attention deficit/ hyperactivity disorder.” Intervention in School and Clinic, 32(2), 89-94.

Hallowell, E. (1994). Driven to Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood through Adulthood. Tappan, NJ: Simon & Schuster.

Hartmann, T. (1993). Attention Deficit Disorder: A Different Perception. Novato, CA: Underwood-Miller.

Reeve, R. (1996). A Continuing Education Program on Attention Deficit/Hyperactivity Disorder. Reston, VA: Council for Exceptional Children.

Rief, S. (1997). The ADD/ADHD Checklist. An Easy Reference for Parents and Teachers. Reston, VA: Council for Exceptional Children.

Robelia, B. (1997). “Tips for working with ADHD students of all ages.” Journal of Experiential Education, 20(1), 51-53.

Schiller, E. (1996). “Educating children with attention deficit disorder.” Our Children, 22(2), 32-33.

Contact your local school psychologist, examiner, or personnel in charge of assessment and diagnosis in your school district for specific information and local programs.

Copyright ©1996-1998
ERIC Clearinghouse on Disabilities and Gifted Education
http://www.teachervision.fen.com/go/http/www.eric.ed.gov/

By Mimi Rothschild

The MorningStar Academy is proud to announce that graduating senior Melissa Pettignano’s first book, entitled “Suzanne Lantana” is now available to the public. “Suzanne Lantana” “is about a young, full of life girl that has gone through many things a pre-teen would go through all the way up to being a teen. The biggest one is loosing her aunt Arlene T. Babakitis on Sept 11th 2001 in The World Trade Center. This book is a collection of short stories. Stories that have meanings and teachings for young girls who can relate. If not relate can understand.”

Melissa exemplifies the home school education to the fullest. Home schooling allows students to pursue their interests and encourages a love of learning. Melissa pursued her passion for writing and telling stories. Home schooling also allows parents to customize and tailor their children’s education to meet their learning styles. These are only two home schooling benefits, but they show why home schooling is statistically proven to provide a better education than public schooling.

Melissa is currently writing her second book and will be on a book tour this summer.

To find out more about Melissa Pettignano’s “Suzanne Lantana” or to buy it click here.

By Mimi Rothschild

As if public schools weren’t dangerous and chaotic enough. Public schools now have to deal with dodgy teachers lurking in the classrooms waiting to pounce on vulnerable students. Of course, the majority of public school teachers are not a threat to students, but the number of crimes being committed by teachers against students seems to be increasing. There appear to be more and more stories these days which would suggest this notion:

• Seth Canata, 33, a former history and boys track coach in New Jersey, faces a maximum of five years in prison for official misconduct and criminal sexual contact with a former female student.

• Twenty-five year old Amber Marshall pled guilty “to reduced charges stemming from having sex with two male students” (nwi.com). Marshall was sentenced to almost six years of formal probation and day reporting.

• Sixty-one year old Ronald Sherman, a former Dixie High School teacher in Utah, is being charged with five counts of sexual battery for “allegedly touching four female students in his ceramics class during the past school year” (The Salt Lake Tribune)

• Cathy Heminghaus, 47, a former Ferguson Middle School special education teacher can only hope to receive probation after pleading no contest to 25 counts after being accused of performing sex acts with her students. At worst she will receive a sentence of life in jail plus 150 years.

I could write about other horrendous crimes public school teachers have committed, but I think my point has been made. An environment where students should feel safe to learn and pursue knowledge is now a jungle where students are just trying to survive. Public school students have to deal with violence, bullying, gangs, overcrowded classrooms, and one-size fits all curriculums, now they have to deal with abusive teachers? Who can public school students trust if they can no longer trust or feel safe around their teachers? I’m not saying this is the case with every teacher, but more and more teachers are taking advantage of their power, like in the cases mentioned above.

Home schooling students don’t have to deal with any of these issues. Why should students have to deal with the jungle that is public school? Home schooling offers students the chance to receive a world-class education and to be safe too. Home schooling students greatly benefit from their education which is why it is becoming more and more popular each school year.

By Mimi Rothschild

Parents are dramatically pulling their children out of public schools to homeschool them instead. According to the National Center for Education Statistics the number of homeschool students in 2003 is up 29 percent from 1999. Just imagine the increase of homeschool students in America now in 2007.

Parents are discovering the benefits of homeschooling their children as public schools continue to be plagued with violence, drugs, bullying, and an overall failing approach to educating students. Some parents are still apprehensive about homeschooling their children, most often because of the homeschooling myths that public schools have been feeding the masses over the years.

Ruth Olson of Newsweek sat down with Laura Derrick, president of the National Home Educator’s Network to discuss issues on homeschooling for high school students. Derrick tackles some of the theories non-homeschoolers have about homeschoolers, talks about her own experience with homeschooling, and why so many students are leaving the public schools to be homeschooled instead. Here is an excerpt:

What are some of the issues they face? I know for a lot of kids, high school is kind of their social life, that period of their life where they’re finding their boyfriend or girlfriend and hanging out with buddies and stuff.

“Right. And that’s very important. I mean, there is a long period of growth and maturation that happens during that time that is partly fueled by those social interactions, and teens really do need those; it’s not just something that’s nice to have. We see what happens when they’re deprived of that. For most homeschoolers, that’s not an issue. I know that’s the perception from outside the homeschooling universe, and homeschoolers actually laugh about it, because most of us, we call ourselves carschoolers because we’re in the car so much. There are, unfortunately, some parents who do isolate their kids more than is probably good for the kids. Those kind of parents come in every walk of life and across the board, unfortunately, and some of them do exist in the homeschooling world, too. But the vast majority of families really do get out and do a lot. So I don’t see that as being a problem that’s really related to homeschooling so much as it is to parenting.”

I think all of our MorningStar Academy’s parents and homeschoolers will find the complete interview to be quite fascinating. I would love to know what you think of the interview and if you agree with Laura Derrick or not.

Read the complete interview with Laura Derrick here.

By Mimi Rothschild

I was overjoyed to read an article in the Boston Pilot that served as a pretty good introduction to the joys and advantages of homeschooling. Professor Michael Pakaluk is a professor of philosophy in Cambridge, Mass. who has chosen to homeschool his 16-year old daughter. He provides the following excellent list.

1. It’s efficient.
2. It’s inexpensive.
3. Homeschooling tends to develop good habits of reading.
4. Homeschooled children more easily become friends with their parents.
5. Homeschooling requires that the father play the role that he really should play in his children’s education.
6. Unity of studying and religious belief.
7. Homeschooling tends to foster a lively patriotism.
8. Homeschooled children can enjoy the innocence of childhood longer.
9. Homeschooled children socialize better.

I found the fourth point to be especially interesting. How many teenagers do you know that have healthy, loving relationships with their parents? Now, I’m not talking about parents who give their kids everything they want and allow them to walk all over them. I’m talking about good parents who are still able to claim that they are best friends with their kids. My teens and I have a wonderful relationship that exists because of homeschooling. Sure there are moments of antagonism and times that I must exact punishment, but for the most part, my kids and I enjoy each other’s company.
This may be one of the most coherent, simple, fair, and effortless defenses of homeschooling I have ever read. It is free from propaganda tactics or cheerleading for home education. Everyone considering homeschooling should check out the full article.

By Mimi Rothschild
I’ve been meaning to post about this Georgetown Times article for some time now. This particularly unbiased piece showcases how four moms are choosing to give up their career dreams and more to stay at home with the kids.

By joining up with the Georgetown Area Home Educators, this group of women is standing firm in their call to bring Kingdom Education to their children.

Hagmayer doesn’t understand why people disagree with home-schooling, saying it is not a new practice. Before the federal and local governments decided to regulate education, everyone home-schooled their children, she said.
“We’re not inventing anything new, Hagmayer said. “We’re just going back to the basics.”

What a surprisingly true statement. Many public school administrators have this backwards idea that homeschool parents are doing rejecting the longstanding institution of the public school. In actuality, the public school is an institution in its infancy. Homeschooling is a tradition that has been passed down from generations since the beginning of time, really. To think that homeschool parents are entering uncharted waters by pulling their kids out of the public school is quite naive.

I’d also like to call attention to the article’s mention of the women giving up their career dreams. We live in a me-oriented culture. Self-actualization is the name of the game. After all, do we moms want to look back on our lives and regret that we didn’t go for that career in the thick of the rat-race? This mentality not only flies in the face of everything we know from God’s Word, but it also opposes our natural inclinations. Life is a time to invest in other people. Christianity is built on the concept of you-orientation.

A good example is marriage. Why are so many marriages ending in divorce? The simple answer is that our society reflects a me-culture, but marriage is a you-culture institution. Marriage can’t work in me-culture because marriage is one big sacrifice!

These moms are choosing to follow a different path, and in the end, they’ll be more fulfilled. Investing in a child is the most fulfilling act in all of human behavior. Why do we bang our heads against walls trying to get rid of this gift!

By Mimi Rothschild

The South Florida Sun-Sentinel ran a story last week about a homeschool homecoming phenomenon in South Florida. Complete with a “big game” (Soccer, not football) and a dance, which I’m sure brought back a little modesty and chivalry to the world of dance, the homecoming celebration looks like a blast.

“We’re going to win the soccer game,” said Keeley Sproc, a 16-year-old junior from Oakland Park who plays midfielder and has been taught at home for about six years. “Then, we’re going to rush home and get pretty.”

Apparently homeschooled teenaged girls haven’t lost their sense of glamour in all those cabin-feverish years at home!

“I got really cool shoes,” Sproc said. “Sparkly.”

It’s good to see that these girls are given a chance to cut loose and “get pretty” for once. Sometimes it can be difficult in homeschooling situations to provide good, clean, fun like this on a large scale. Kudos to the enterprising parents and organizers who got this homeschool homecoming off the ground.

As homeschooling becomes more of a “mainstream alternative,” we’re going to see things like yearbooks, dances, sporting events, graduation ceremonies, and more. I’m excited to see how these traditional affectations of the public school world are applied to homeschooling. Hopefully it will bring a little bit of legitimacy to our world, in the eyes of the media that is.

I’m curious as to how popular this homecoming trend is among homeschoolers. Is there anyone out there who has seen similar celebrations take place among co-ops or other networked homeschoolers? Feel free to leave a comment. I’d love to hear more from this blog’s readers!

By Mimi Rothschild 

For those of you who haven’t been following this week’s series of posts, please check out the last few entries before reading these tips.  It will give you some context.

As adolescence stretches far into young-adulthood, it’s clear that homeschooling parents need to do something to help their teens develop into healthy, productive, mature adults.  Here are some things that parents can do to help smooth out the transition from the homeschooling nest into the mean, cruel world.

Encourage part-time jobs

Some parents are under the impression that teens should not have to worry about getting a job.  After all, they’ll be working for the rest of their lives.  Nothing could be further from the truth!  A part-time job is an excellent way to prepare teens for life in the workplace.  Every teen should have the opportunity to make some extra money while learning valuable real-world skills.  The extra money that they will earn will be tremendously helpful while they get on their feet.  It’s also excellent for college applications and resumes.

Establish strong fiscal responsibility

Young adults living at home with parents is a disturbing trend among our youth.  When I was a kid, I couldn’t wait to get out of the house and strike out on my own.  Today, college loans and a competitive job market for college grads ensure that teens will have a tough time making the transition into adulthood.  You can help your child make the switch by instilling money management techniques in your homeschoolers.  There are a variety of books available for such a purpose.

Establish consequences for mistakes

There are few things more damaging to a child’s development than removing natural consequences out of pity.  When a teenager messes up, and he or she eventually will, it’s important that parents don’t bail their children out all the time.  By not doing so, you are setting up your children for a life of dependence on you, on others, or on the state.

De-mystify perpetual adolescence

The concept of perpetual adolescence connotes the idolization of youth as being something that adults should strive towards, even as they age.  This concept is highly correlated with Rosseau’s “noble savage.”  It’s important that we instill a respect for the elder in our children.  We want our teens to look towards adulthood with anticipation, eager to experience the freedom and autonomy that comes with being an adult.  Today, young adults look at their lives with an “it’s all downhill from here” attitude.  To break this perception, explain to your teens the benefits of adulthood from an early age.

By Mimi Rothschild 

So, how can homeschoolers circumvent the trends that I’ve written about in the last two posts? It seems that we Christian homeschoolers have many forces working against us when it comes to raising children properly. Here are a few tips that should help homeschoolers prevent their kids from growing up too fast.

Limit Television

Watching TV is a passive activity that requires little to no imagination. By limiting this kind of play, parents can encourage children to find their own fun with imaginative activities like books, pretend games, and role-playing. Even playing videogames requires interactive learning. This will also limit the amount of advertising to which your homeschoolers are exposed.

Provide open-ended play options

Too many parents feel that they need to provide expensive toys like Leapfrog computers or high-tech dolls that talk, chew, and even wet the bed. Have you ever watched a toddler on Christmas spend more time playing with the box or wrapping paper than the supposedly must-have toy inside? This stands as a testament to the power of imaginative play. A simple refrigerator box can make a great castle, bustling market, spaceship, or race car.

Play with your children

If you take an active role in your homeschooler’s play, you’ll find that they will prefer coming to you for a playful wrestle or game of hide and seek rather than head to the TV for a violent cartoon. Children naturally desire playful interaction with their parents. Make sure mom and dad are available for different kinds of indoor and outdoor fun. Family board games are great for inclement weather. When the weather is nice, head outside for a walk in the woods or a game of touch-football.

Talk to your homeschoolers

If your kids feel that they can come to you with tough questions, they will be less likely to seek out answers elsewhere. Wouldn’t you rather teach your kids about the birds and the bees than the suspicious teenager down the street? Your homeschooler should feel that you are always available to talk to about any issue. That way, you can act as a safety valve, ensuring that your kids aren’t exposed to age-inappropriate content.

Make your homeschool a fun place to be

If your homeschoolers feel like they don’t have to “grow up” to be cool, they won’t! They will be happy just being kids, content in their role as children. Girls won’t feel pressure to dress provocatively and boys won’t feel the need to bully others. Many of the problems that arise in elementary schools come from the pressure to be something other than a kid. Let your homeschoolers know that it’s ok to be a kid. Also, make your home the place where all the neighborhood kids want to be to have good, clean fun.