MorningStar’s Home Education News

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

America is at the crossroads in many different facets of life. Religion, or difference in opinion on religious issues, acts as the catalyst that has propelled America to this new era of hostility between Christians and Atheists.

According to Rachel Zoll of The Washington Post Christopher Hitchens has published another anti-Christian book entitled “God is Not Great: How Religion Poisons Everything” that has reached the top of the best-seller list. These sort of weightless attacks have become common over the last few years.

The spiritual battle in America is increasingly becoming more and more evident each day, especially in America’s schools. Zoll questions the future of America’s public schools because of the rapid growth of Christian homeschools.

Be sure to check out the debate between Hitchens and Reverend Doug Wilson, author of “Letter from a Christian Citizen,” on Christianity Today.

Other hotly debated topics that normally divide between religious lines include abortion, which the U.S. Supreme Court recently upheld a ban on partial-birth abortions.

To read more of Zoll’s compelling article click here.

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

Many parents turn to homeschooling due to the special needs of a disabled child. Homeschooling possesses many attributes that are attractive to parents of disabled children.

Learning disabled children are given a place to work at their own pace. The pressure to keep up with the rest of the class is removed and the child is free to pursue knowledge in his or her own unique way. The one-on-one help from mom or dad also facilitates education for children with learning disabilities.

Physically disabled children are given the attention and care they need as well. Whether the child is in a wheel chair or needs help using writing utensils, these precious children are given extra parental care that only homeschooling can afford. Physical therapists can also come into the home to provide care. Best of all, children are free from taunting or exclusion that unfortunately fills public schools.

The mentally disabled are similarly given extra attention in the homeschool. Autistic kids who are uncomfortable in close quarters with their peers are afforded a quiet and comfortable place to learn. Those with Down’s Syndrome and other mental conditions are able to learn at a lower grade level without feeling out of place in the classroom.

Even children with ADD or ADHD can benefit from homeschooling. It gives children a place to focus their attention apart from distractions.

Here are some helpful links for parents who are facing the daunting task of home educating a disabled child. May the Lord bless you for your brave and unselfish desire to see your child grow in the Lord, unhindered by the shackles that modern society would enforce with the public school.

LD Online: This website alone has fourteen insightful articles on various topics from how fathers can play a role in the disabled homeschooler’s education to dealing with the siblings of a disabled homeschool child.

Bay Shore School: This homeschooling mother started a website to provide a resource for other mothers who have learning disabled children of all kinds.

Athens Oracle: This woman’s homepage is full of resources and links for homeschool parents who are dealing with raising a disabled child.

Positively ADD: Jan has compiled resources and heartfelt personal writings about raising children with ADD.

By Mimi Rothschild

When visiting friends last year, I had the opportunity to visit some homeschooling friends of mine on the other side of Pennsylvania. With eight children, their house is often a chaotic maelstrom of activity. My time spent at their house is usually marked by loud yelps, whines, stomping and running as the mother and I enjoy coffee.

On this particular morning however, I entered to find an unusually serene family. They invited me to sit down in one corner as their family commenced their weekly worship time. Each child held an instrument. Some were makeshift drums and tambourines, others were actual store-bought instruments like piano and flute. As we sang the first song, the rumble of hands on drums (in this case laundry baskets and buckets) increased. Tender voices and handclaps lifted up to the heavens.

This image almost brought me to tears. Here was a family that was worshipping the Lord together in upmost sincerity. Each child was praising according to his talents. Sometimes it was a disorganized din, other times a beautiful, quiet, melody with closed eyes and open hearts. It was always heartfelt and ultimately joyful.

What an amazing event! How can evil hope to stand against this family! The family that comes together to worship the Lord is a powerful force in His army. With every note, this family was taking ground against the Enemy. It wasn’t just a worship service, it was spiritual warfare at its purest.

I would encourage you to think about how you can incorporate a worship time in your family. You don’t need six kids or expensive instruments, just a desire to give glory to God. I think you will be surprised at how your children will behave. The desire to please Him exists within your child’s heart. This is just one creative way to bring it out.

By Mimi Rothschild

When some parents think about teen drug use, they usually think of high school seniors getting together for an occasional joint. Unfortunately, this image is a startlingly optimistic perception. Here are some shocking statistics from this recent SAMHSA study:

• One in five eighth graders had tried marijuana at least once.
• One in three had admitted to illicit drug use of any kind, including inhalants such as glue or spray paint fumes.
• One in five teens have admitted to partaking in underage binge drinking.
• One in three teens are current users of tobacco products.
• 15% of high schoolers have tried amphetamines.

These statistics should be enough for parents to want to take their children as far away as possible from this atmosphere. When illicit drug and alcohol use, among other dangers, is so prevalent in our schools even in grades as low as middle school, a parent’s natural reaction is to get them away from these influences.

I think it’s important to postulate the causes of this drug use. When teens are asked why they turn to drug use, an overwhelming majority lazily reply, “There’s nothing else to do.” Consider the following from DrugFree.org:

“Teens who can’t tolerate being alone, have trouble keeping themselves occupied, and crave excitement are prime candidates for substance abuse. Not only do alcohol and marijuana give them something to do, but those substances help fill the internal void they feel. One boy’s statement captures this sentiment. “When I’m stuck in my house with nothing to do,” he said, “all I can think about is going out to party.” Alcohol and drugs become false friends whose glittery promise of a good time is alluring to a bored adolescent. These false friends also help restless, bored, risk-taking teens to forget about troubles that they often face, like family conflicts, school failure, and peer rejection.”

Wow. As a mother of eight, this mentality is so foreign to me. And yet, it rings true with many of my friends’ kids. These teens turn to drug use because life is boring. There is a lesson here for homeschoolers. It’s important that we cultivate in our children an innate desire to learn and explore God’s creation. The internal void described above is all too common in children who have never tasted the excitement that comes with knowing that God has a plan for each child’s life. Each new day should be an adventure. Our house is a flurry of activity throughout the day and well into the night. Compare this to the daily routine of the public school student. They spend eight hours of their day being shuttled from class to class, learning passively rather than actively. When they get home, they tend to sit in front of the television for the remainder of the evening. Who can blame them for eventually turning to drugs in a desperate effort to fight boredom?

I can’t remember the last time I heard, “Mommy, I’m bored.” Try to think of ways to make your homeschool a buzzing hive of learning, growing, and “fullness of life.” Also, pray that God will infuse your children with enthusiasm for drug-free living.

By Mimi Rothschild

I recently had a phone conversation that broke my heart. A mother that currently homeschools with The MorningStar Academy called my office to express her concern about her son’s sociology lesson for that day. She was very upset because her son was required to write a short essay regarding the theories of Karl Marx. While I was very grateful that she had taken the time to call, I was saddened that I was unable to quash her fears.

She explained to me that she had pulled her son out of public school because she didn’t want him learning “worldly knowledge.” While I applaud her decision to homeschool, I could not help but take issue with her stance. All of our courses are deeply rooted in Biblical teaching. However, we do not whitewash history.

I tried to explain to her that we as a school and as believers don’t necessarily agree with what Karl Marx had to say. However, to ignore his contributions, positive or negative, would be to gain a very limited understanding of modern sociology (and economics and politics for that matter). To teach a sociology class without a thorough discussion of Karl Marx would be like teaching a World War II course without discussing the politics and motivations of Adolph Hitler. Obviously, by learning about who Hitler was and how he thought, we do not condone mass genocide.

As Christians, we have a responsibility to know what “the other guy” believes. How can we expect to reach out to a lost world without a full knowledge of how that world thinks? I think it’s important that we use discernment in what we expose ourselves to. Children are impressionable, and we must remember to guard our hearts. But, I hardly think a one-day lesson on Marxist principles is going to transform a young learner into a card-carrying communist!

I feel as though in her efforts to protect her child from worldly thinking, she was effectually limiting his ability to discern. I think it’s important for kids to know what they believe and why. After all, they’re not going to be in the home forever. What happens when a young child who has never been exposed to other ways of thinking goes to college, where very intelligent and convincing atheist professors will no doubt attempt to undermine his faith?

As parents and teachers, we must equip our children with the ability to reason through concepts we don’t agree with in order to figure out why we shouldn’t agree with them. I would encourage you to discuss different political positions and even religions with your child. Let their curiosity run wild. Challenge them with questions like, “Why do you think people believe this?” and “What does the Bible have to say about this particular issue?” This will build a strong sense of discernment. With your guidance, your child will recognize why he has a Christian worldview. When the time comes for him to leave home, his faith will be unwavering.

By Mimi Rothschild

When I go to the grocery store, I often chuckle at the presence of the toy aisle that sits in between the dairy and bread isles. I inevitably see parents pacifying their children at the end of a trip to the grocery store with a new toy, “for being good.” I guess most parents think it’s worth the $2.00 to buy some peace and quiet, in addition to the removal of embarrassment from being seen parenting an obnoxious child.

Children are rewarded with ice cream if they finish their vegetables. I know of one young man who was promised the car of his choice on his 16th birthday if he would only get straight A’s. He never did get that car.

Of course, it’s not easy to see the detriment of this habit. The child comes to expect more and more just for not throwing a tantrum. It doesn’t take long before the parents are no longer able to provide that pacifier. Young people go out in the world pursuing pleasures that their parents can’t offer.

I see a similar problem within our system of education. Students are given pizza parties when they finish books and promised candy for behaving. As a result, kids see reading and learning to be a means to an end; a chore to struggle through just to acquire the prize. Children choose the easiest books to read just to make the quota.

There is an alternative! Let the learning be the reward itself. My children are all voracious readers. They have an inherent desire to learn because I don’t impose it as a chore. My youngest children don’t see books as a way to getting to the TV. My oldest children don’t see them as a way to get into college.

As per usual, the homeschooling environment is the richest soil for this kind of learning. Children are driven by internal motivators at their own pace. Compare this to the traditional schooling model. Children are given a mass-produced education with no concern put into tailoring the education for the unique needs of each child. It is the educational equivalent of shoving square pegs through a round hole. Pubic school teachers often end up acting as nothing more than a source of pacification, not unlike the parents at the grocery store mentioned above. They get paid just to make sure kids meet embarrassingly low standards. Homeschool parents, on the other hand, are able to devote time and energy into cultivating a desire to learn and grow.

Now, I’m not being naïve. There are times when students will be stubborn and a little enforcement is required. The key however, is not offering rewards for proper behavior, but punishing children for ill behavior. If your children are anything like mine, you will find that punishments will come few and far between. Their desire to learn almost always supersedes their desire to not be punished. In fact, you might even find yourself using a confiscation of books to be the most effective punishment!

By Mimi Rothschild

Most homeschool parents and children already recognize the absurdity of the notion that homeschool children miss out on learning about the real world by not being raised in a public school environment. Actually, homeschool children are quite aware, or at some point in their childhood will become aware, just like every other child, how mean, cruel, and dangerous the world and the people in it can be. As a parent, Christian, and homeschool teacher, it is your responsibility to tell and show your students how to properly deal with a world full of so much danger. The fact is, whether a child is taught in homeschool or is publicly schooled, there are realities of the world that don’t always set in completely until they’re facing them alone. How do you hope they will handle the harsh realities of the world? Do you hope they will fight fire with fire, or do you hope they will fight fire with water?

Your children should learn gentleness, compassion, and good intentions. You don’t want your children and students to add to the destruction and the declining morals of the human race. You want them to be a part of the soft, quiet, and humble revolution that’s sends God’s message of love and kindness. You teach your homeschool children to do this by expressing to them how important it is to be loving and kind. You and your children can help chip away at the jagged edges of today’s world and today’s. Teach them that it is just as important to be gentle with your words as it is your hands.

When you have made a choice to homeschool your children in your Christian home, then you have made a choice to teach beyond the facts of history, the interpretations of literature, and the scientific formulas of math. In a homeschool setting, you can incorporate your personal values, principals, and beliefs. As a Christian teacher and mother, it is not only your right to do so, but your responsibility.

By Mimi Rothschild

Many parents choose to home school their children because of the lack of a biblical worldview in public schools. While having a biblical worldview yourself is a great way to model it and teach it to your children, there are ways that you can incorporate it into your home school curriculum to make an even stronger impact on your children. By incorporating a biblical worldview into your child’s home school curriculum, you will show her how the Bible is not just for Sunday morning, but an important aspect of everyday life.

One of the things you can do to incorporate a more biblical worldview into your home school is to make sure that worship is an activity that is incorporated into everything you do. Make sure everything you do is influenced by God, not just “religious things” you do. Doing well in your schoolwork, for example, can be a worshipful act because it is fully utilizing and giving thanks for the mental power that God gave to your child. You can explore this more fully by looking at the role of God in history, science, math, and literature. God can be present in all these areas of your home school curriculum.

Of course, religious studies are an important component of the home school curriculum. When your child is young, you will most likely focus on stories and simple lessons of the Bible. As your child gets older, growing past some of these stories, you can start teaching her about the philosophical and intellectual underpinnings of God and Christianity. In today’s world, it is important for believers to understand why they believe what they believe and for them to be able to defend those beliefs, on an intellectual and philosophical level, to other people. Home school can help with that. By understanding the intellectual and philosophical side of her Christian beliefs, she will be more prepared to project her own biblical worldview as she gets older.

As a homeschooler, one of your most important tasks is to teach your child to have a biblical worldview. To that end, incorporating God’s role and the belief in God in all the content areas of your home school curriculum encourages a biblical worldview by showing how God impacts everything. Home school not only gives you the opportunity to model a biblical worldview for your child, but also the chance to strengthen it in her.

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ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, author, children’s rights advocate, and Founder and C.E.O. of Learning by Grace, Inc. She and her husband of almost 3 decades reside with their 8 children in suburban Philadelphia, Pennsylvania.

Rothschild co-founded Learning By Grace, Inc. because “our current system of education has broken its promise…” Learning By Grace, Inc. delivers Internet-based multimedia education to PreK-12 children in the United States and throughout the world.

Rothschild has authored a number of books about online learning published by McGraw Hill and others. Her daily RSS Education News Feed contains feature stories on alternatives in education.

Some of the online academies managed by Learning By Grace, Inc. include:
www.TheJubileeAcademy.org – The Premier Online PreK-12 Christian
Homeschooling Academy
www.TheMorningStarAcademy.org – K-12 Accredited Private Christian
Diploma Granting Online Academy
www.TheGraceAcademy.org – The Most Trusted Source of K-12 Online
Homeschooling Information, Tools and Support

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