Robinson Crusoe: An unexpected encouragement

I had never read Robinson Crusoe until I started to read it to my sons aged 5, 7 and 8 last week. Of course I knew the basic story, about a man marooned on a deserted island for many years, and about his companion Man Friday. I'd heard re-tellings of the story, and had read The Swiss Family Robinson to the children last year, which clearly has parallels. But I had never read the original, and we have found it a treat.

I want to draw out two ways in which I have been delighted by this book.

Firstly, I must comment that I found the first few pages quite tough-going to read aloud, in terms of the literary style. The language is rich and complex, but beautiful. Initially, I was concerned that my sons might not understand it well, especially the parts where the author is describing the thoughts and reflections of the main character. However, they have rapidly adjusted to the tempo, and apart from the occasional question over a specific word, are very much learning through hearing a rich vocabulary used in context. This reminded me of some articles I recently read, describing the differences in second-grade literature in 1879 compared with today, and comparing middle school reading lists from 100 years ago with today. Why should an eight year old only be expected to understand very simple vocabulary and basic plots? And does that not become self-perpetuating, whereby our expectations of our children diminish? I confess I have been surprised by how much my boys are enjoying Robinson Crusoe read aloud, but I have been delighted and also have noted them using many new words correctly without having been 'taught'. As is their style, they have been acting out sections of the book in the garden, building shelters and defences, and this clearly shows their understanding (it's almost like their form of 'narration').

The second thing I was unaware of was the strong Christian message in the story*. For those who are unfamiliar with it, Robinson left home against his parents' wishes at the age of 18 to go to sea. He met with quite a number of early trials and near-disasters, and whilst grappling with his conscience, turned his back on his parents' wisdom and on any consciousness of God challenging him. However, later on, on the island, he became conscious of the blackness of his own heart, and having found a Bible amongst his possessions on the shipwreck, began to diligently study God's word and listen to His voice.

So even whilst alone on the island, the character described his situation thus:

'I spent the whole day in humble and thankful acknowledgements of the many wonderful mercies which my solitary condition was attended with, and without which it might have been infinitely more miserable. I gave humble and hearty thanks that God had been pleased to discover to me that it was possible I might be more happy in this solitary condition than I should have been in the liberty of society, and in all the pleasures of the world; and He could fully make up to me the deficiencies of my solitary state, and the want of human society, by His presence and the communication of His grace to my soul; supporting, comforting and encouraging me to depend upon His providence here, and hope for His eternal presence hereafter.'

'From this moment I began to conclude in my mind that it was possible for me to be more happy in this forsaken, solitary condition than I should ever have been in any other particular state of the world...'

This is rich gospel truth, and providing plenty of food for hearty discussions with my children. That it is embedded in one of the most famous novels of all time, not in a book specifically marketed as 'Christian', is an unexpected and wonderful treat.

If you are looking for adventure, rich literature, reflections on resourcefulness and creativity and a clear reflection upon God's amazing grace, this book has it all!

*Clearly, I had not done my 'homework' but had simply picked up a 'classic' novel. Daniel Defoe, the author, was a Puritan who wrote books on other topics, and had a very strong sense of God's sovereignty and providence. That makes a lot of sense - and I have found it refreshing to have that strong worldview come across through literature.

Enjoying childhood

This post is a type of reminder to myself: that the children are young for such a short time, and I will most likely look back on these days as being among the most blissful of our lives.

Lately I have been tired. I've had a run of viral illnesses, mostly minor with one a bit more serious. Through work schedules, either my husband or I are away from home for five out of six weeks (this is very unusual - more often one of us is away for about a week a month). One or two things have been frustrating me, but at the same time I recognise that I am more easily irritated when I feel tired and worn out. And there have been times when I have wished my children were a little older and more independent - particularly when I am trying to teach the three boys and each of them is clamouring for my attention at once. I find myself longing for the day when I can assign them a task, knowing they have the attention and perseverance to work through it with little adult input.

But then I need to take a step back and enjoy the moment. I wrote about this recently. Yesterday, we enjoyed walking to basketball - a dusty hour-long walk under the midday African sun, providing many opportunities to talk through all kinds of things that we'd been reading about, or things that were on their minds. On a few occasions, we talked about attitude, and what the Bible says about speech, and what we can do about it (with God's help) and I was reminded of Deuteronomy Chapter 6 - these are they days of sitting together to eat, of walking along the road, of frequent conversations about God's goodness. These are the foundational years, when their worldview is forming and they are starting to understand that the world is not just a glorious, amazing adventure, but is also punctuated by hardship, suffering and pain. These are the moments when a childlike question could be easily brushed aside by a tired and irritable parent, but which reflects the searching of their young soul for eternal answers.

Today, they have made planes out of left over pieces of cardboard, the insides of toilet rolls and various other packets and things they have been saving for such activities. It is amazing to step back and observe their development, and particularly their team work in making sure the youngest is able to create something also. As well as the creative and fine motor skills I observe, I note their kindness to one another (most of the time) and their ways of negotiating to obtain the items they want most. And again, I am reminded that these times are a great benefit of homeschooling - having time to play, to create, to explore, to design and to share.

I write these things partly because I've worried lately about doing 'enough'. I gather, from reading home schooling blogs, that 'enough' is one of the temptations of a homeschooling parent! How would one define 'enough'? One of the reasons we chose homeschooling was to embrace their natural love of learning and desire to explore the world around them, and to give them time to be children and enjoy a simple childhood which contrasts with so much of the modern world around us. And yet at the same time, I am tempted to compare, to worry, to feel that we need to be achieving X, Y and Z every day or we are somehow exposing our children to risk. When I say 'enough', perhaps I don't mean in terms of what the children do, since they are making good progress in all areas, but maybe in terms of myself - I think I should be more dynamic, more creative, more full  of interesting and exciting ideas for projects. But then, when I step back and give them space to play, I find that many of  their games relate to the history and world cultures we have been studying. Their building (shelters, fireplaces, other things that boys build out of sticks and stones in the garden) uses some of the mathematical concepts they have been working on, and often they will then write about these things in letters home. I love our  curriculum, but sometimes I need to step back from it a bit, and allow a more 'natural approach'.

One way I have addressed this overlaps with the concept of 'stealth attacks' as proposed by Julie Hogart at Brave Writer. I read ahead, see what concept or task I am meant to cover, and then find away of bringing it in without the child realising they are doing 'school'. An example might be my son who is currently on LA3 from Sonlight. He is using the Diamond Notes to learn about paragraph structure. Sometimes the assigned tasks seem a bit artificial, but if I encourage him to write a letter to a grandparent about a recent hike, or his latest pet (an insect or a lizard usually), or something he has cooked, then he can flesh out a paragraph with relative ease. The Singapore Maths home instructor guide has some nice ideas for games to help them learn their number facts, and changing venue, or using chalk to draw out on the tiles in the back yard can bring variety and an element of fun (and the questioning minds of the boys, 'What is mummy doing now??'

Another thing that is helpful when feeling tired and maybe a bit overwhelmed is to consider again the core reasons for choosing home education (I wrote a list of some of these five years ago now). For many of us, these are far broader than pure academics. Sometimes we can be so busy looking at the current 'challenge' or concern, and not take time to reflect on the progress which has been made by each child, and in particular in relation to worldview and character formation. I need to stop and remember these things, particularly when we are often told by friends and relatives that, 'So and so is doing marvellously at school'. (Interestingly, I have never had a friend or relative that is not doing 'marvellously' at school....) I also need to remember that the people who are constantly posting pictures of beautiful craft and science projects on Facebook groups tend to be the exception, and that such creative activities are not essential for well-rounded learning.

Today, I am choosing to 'Be anxious for nothing, but in everything, with prayer and supplication, with thanksgiving' to bring my concerns to God. (Philippians 4:6). I am choosing not to be discouraged by comparing my children to others. I am choosing to celebrate each day as a God-given opportunity. I choose to rejoice in having a curriculum which means very little lesson planning - a great blessing when I have been tired and a bit unwell. And I choose to celebrate these peaceful moments of childhood, recognising that the time will come all to soon that the children do not want to tell me every little thing, all the time.

Longing for home

Sometimes I feel a deep longing for 'home' - a place where we are fully understood, a place where we do not need to explain ourselves, a place where we can rest and receive refreshment and nurture, and somewhere were we are surrounded by loved ones. But I know that if I were to get on a plane tomorrow and go back to the country of my birth, it would not help in the slightest because it would no longer seem like 'home'. This is something others who have lived and worked overseas often find to be a challenge - that you long for something, perhaps a particular place, or a relationship - but when you get there, so much as changed that you realise that longing had been misplaced. Some months ago, I came across this interesting article that describes the feelings a little more poetically than I might.

I don't think it is just to do with being overseas (although it would be lovely to hear the day to day news from friends and family more often!). I recognise this to be an area I have written about several times over the past few years, sometimes typing from the house that we own in our 'home' country. Yes, we may have moved about more than many people, yes, there are few people that we have regular contact with who have known us for more than a couple of years, but it is something more than that.

1 Corinthians speaks of our true home in Chapter 13, the famous passage about love. 'For now we see only a reflection as in a mirror; then we shall see face to face. Now I know in part; then I shall know fully, even as I am fully known' 1 Cor 13:12. It is only in heaven that we will really be fully known, and have that perfect rest that I long for here.

Hebrews Chapter 3 speaks of heaven as 'entering into rest'. There are other passages that I could point to that make it clear that as a Christian, this world is not, and will not be our true home. We should not expect to find true rest here, and should not be surprised when we feel the deep longing inside ourselves.

Whilst it is true that as Christians, our true home is not here in this world, I also wonder whether there are some times of life and some choices we make that can increase the sense of isolation a little. There are times when it almost aches in a way I can't easily verbalise. Some of the current challenges include:

1) The children are young. As parents, we are the only ones who really know them well, and we embrace our role and responsibility to raise them in the fear of the Lord. They need a lot of supervision - help with practical tasks like eating, dressing and bathing, but also guidance and discipline with regard to how they interact with one another. There are days when you can feel that you don't get a second to rest, or that as soon as you turn your back to take a phone call or take part in a conversation, that something happens that calls your attention away. I think here it is so important to remember that these days are fleeting. One theme that emerges time after time when I speak to older Christian women, or gain encouragement from their blogs, is that 'the days are long but the years are short'. There will be a time when they don't need such intensive interaction and guidance. There will be a time when they might not want to tell you every single little thing that comes into their minds. I need to remember this - right now, this is one of my God-given roles, and I can choose to seek God's strength to do this with joy, patience and love.

2) We home educate. This decision brings with it responsibility, and means that we may well be less free during the day than other adults. At this time of life, we can't easily nip out to run errands, or to spend time with somebody who needs encouragement. It is also tiring - physically, but also at times emotionally as you reflect on your choices, on the different children and their respective needs, and question whether you are doing what is best for each of them. It can be difficult to talk about the tiredness and isolation that comes at times - because many people would just say, 'Send them to school', or, 'Get a nanny', or provide a solution which rather than encouraging us IN our role, seeks to remove us from it. I think probably most homeschooling parents feel this way at times, and this is one reason why groups and co-ops are so helpful (and why I like to read blogs when I don't have so much day to day interaction with other like-minded parents).

3) In our family, we work part time, sharing the homeschooling. This is great for our family, and brings a lot of flexibility and other advantages as summarised in the link. But it might increase our feeling of isolation both in the workplace ('Why would you work part-time?', 'Are you really committed to your work?', 'You could earn far more...', 'What do you mean you can't meet on Thursdays?' - probably harder for my husband as it is a less typical role to take) and in the homeschooling community (this one is certainly harder for my husband - he has felt quite unwelcome at some homeschooling meet-ups, which saddens me. Even the curriculum we use sends a note with the delivery to 'Moms', even thought it does make clear that they'd like more photos of homeschooling dads interacting with their children for the catalogue!). I think basically, when people don't understand what you are doing or why, that can bring with it a sense of isolation. It doesn't matter so much what the reasons are - sometimes people may feel threatened somehow, or that they are envious of our life-work balance, whereas others probably just think we are completely crazy! The point is, we don't have many like minded individuals that we can draw alongside.

4) Work in general - as we get more senior, we both find ourselves in challenging situations from time to time, and have less of a natural peer group than we did as juniors. Even amongst our own profession, we can find it difficult to explain the different roles we have. So whilst we are very thankful for the diverse roles we can take on, the flexibility in our working schedules and the overseas opportunities that arise, it can be isolating.

There is not an easy solution, but perhaps some clear principles:

1) Our true home is in heaven, and it is there we will finally know perfect understanding and rest. Our ultimate source of solace and comfort is in our relationship with God, and this must be a priority in our lives (no matter how busy we are).

2) If we live wholeheartedly for Christ, we will face times of isolation, even from others in the church who have made different choices. If we are fully persuaded in our own mind that our choices are right before God, we must persevere and pray for the strength we need.

3) We need to focus on the immediate God-given task in front of us, being thankful for what we have rather than lamenting what we do not have. Elisabeth Elliott has written some great truths through her own life of faith which bring encouragement here.

4) When we meet like-minded people - whether that be homeschooling parents, Christian colleagues, those who feel they have swum against the tide or stepped off the beaten track, we should celebrate the encouragement we can share

5) We should be honest with those close to us. I often find this a tension - to not grumble about or resent what God has given me, but to also be able to share honestly with friends that there are times of trial.

6) We can trust that God gives us 'our daily bread' - what we need for each day. We should not worry about tomorrow, or compare ourselves to others around us. God knows what is best (see Romans 8) but does not promise that it will always be easy!

Mastery versus Spiral

Sometimes I wish I had more time to really think about educational theory and debate. When we first started homeschooling, I made this a bit more of a priority, and at the same time I was studying for a Certificate in Education. What really made an impact on me was the importance of recognising, and responding to different learning styles. This has been very much brought home to me by teaching two boys who are six months apart in age, but massively different in their approach to learning.

When considering which maths programme to use, we chose Singapore Maths. This blog article summarises some of the strengths nicely. An interesting point of debate is whether one should use a 'mastery' or a 'spiral' approach. For me, like many other areas of education, I feel it can be wrong to 'religiously' adhere to a particular approach, but to remain flexible according to the prevailing need at the time. I would say we use a predominantly mastery based approach, but also seek to spiral the curriculum to bring reinforcement after a period of time looking at a different topic.

I like that Singapore maths provides extra 'intensive practice' workbooks - there are times when my children seem to grasp a concept rapidly, and the lack of drilling and repetition is valued. But there are other times when they (sometimes one more than another) just need a little more time. I also like the optional 'Challenging word problems' which seek to provide true to live practical application of where the numeracy skills are important. I recently had a discussion with a friend where she asked, 'What is the point of quadratic equations?' I would have probably asked the same question at the end of secondary school, but now through the biomedical science research with which I am involved, I regularly use quadratic and differential equations. Would it not have really brought the topic to life had we been exposed to such real-life examples in secondary school? Anyway - I digress!

The importance of mastery is that a child really comes to understand and be fluent in a particular area. This is not learning for learning's sake or 'teaching to the test', but developing a mature grasp of the material at hand - be that language arts, mathematics, scientific discipline, musical skills, foreign language... I could go on. A beauty of homeschooling is that we can take time to re-inforce areas where a child struggles, and take time to develop that fuller understanding before moving on.

Over the past year, there have been times where we have paused in our 'schedule' because we have recognised that one child or other needs a little longer on a topic. Then, we use both the materials we have to hand, and seek other, creative approaches to communicate the topic, before returning to the structured materials. It is very encouraging to see that moment when the penny drops, and a child suddenly moves forwards in leaps and bounds. Overall we have not found this to delay us - whilst there might be some topics which require extra time, others are grasped immediately, or perhaps have already been covered almost in the course of daily life. It is great to be able to move forward quickly at times, and slow down at others, and indeed to spend longer going over the basics with one child whilst setting the other a more advanced assignment.

We will finish our 'academic year' next week, and the next batch of resources are on order. This gives us a short break, and it is often valuable for us to reflect on which areas have been a little weaker, and seek other, creative ways to re-inforce principles. For language arts, this is often letter writing, for maths it might be practical problems, using manipulatives or drawing number grids in chalk in the back yard. Often I try to use 'stealth attacks' - so that the child/ren don't always realise they are being taught. We try to choose games and puzzles which also build on what they have learnt, and it is good to have a couple of weeks where we do more of these types of activity. (As a parent, these days are every bit as structured and planned as the more 'formal' days, but the children hopefully don't see this and enjoy the freedom!)

But whilst I love the mastery concept, I am also grateful for the way the curriculum spirals - this means that with three boys doing language arts at different levels, between them there will be re-inforcement of concepts without them feeling they are repeating the same  topic. I have found that an added benefit of home educating a group of children who are close in age, but are covering slightly different materials.

In conclusion, I am thankful for the flexibility of home education. I am glad to be able to choose resources that seem to fit the learning styles of my children, and where there is space to slow down or speed up depending on aptitude. 

Highlights of the homeschooling year

I haven't written for a couple of weeks. A few friends in different places have been facing trials - bereavement and serious illness. I've been feeling far from home, wishing I could be closer to my friends and really stand with them, but at the same time am amazed at how our good and loving God provides so abundantly. I have been challenged by the contrast between those who 'do not grieve as those who have no hope' and those who have no hope whatsoever. It truly is the contrast between life and death, light and darkness, hope and hopelessness. Everything else seems trivial in comparison.

But of course, meanwhile time has been passing. We will finish our academic year in two weeks time, and I was excited to place the order for next year's materials. I need to write reports on the boys (I do this lightheartedly, but I find it a helpful exercise to stop and reflect on their development, on their strengths and weaknesses, on major achievements and accomplishments, and on areas which are more challenging and perhaps need a slightly different approach. As a Christian homeschooling parent, it is good to be able to include areas like spiritual growth and character formation alongside the more traditional subjects).

Last night I was reading a couple of old blog posts from homeeducationnovice.com. I looked back with a smile to the days when I had two toddlers and a baby, and when we spent many many hours walking in parks and learning about nature. At the time, it felt that we would be in that season of life forever, but as I read some of the posts, it seemed a long, long time ago. I read about some challenges I faced, and again, these seemed like distant memories, and I had to think, 'Oh yes, I do remember feeling that way'. So often, we are kept fully occupied dealing with the needs of each day, and that is not a bad thing. But I notice that I can forget to celebrate milestones and achievements, or simply to reflect on the things which make the homeschooling lifestyle so rewarding.

1) Reading. We have always spent hours every day reading aloud, and that was a major driver in us choosing a literature based curriculum. This continues to be highly enjoyable, but what has really taken off this year is the ability of my older boys (aged seven) to read independently. It is not just that they can read, but that they love to read, and can often be found hiding in a quiet corner with their noses in books. My older boy is forever surprising me with facts which he has read somewhere (this also warns me of the importance of only having things I am happy for them to read lying around! Thankfully we have been very intentional about our book collection). Another advantage of being able to read well is that they can read aloud to the younger children, and that brings a wonderful shared family time (and I can do something like cook dinner whilst this is going on).

2) Logical thought. Another major reason we chose to home educate was that we wanted our children to be able to critically appraise situations or evidence, and to reach a logical, balanced conclusion. This was something I felt was lacking in my own education, and seems to be even more lacking in mainstream UK education these days (although granted, there may be exceptions). I did not want them simply to be spoonfed and be able to regurgitate facts, but to be able to think. The balance of 'living books' chosen by Sonlight really helps foster this critical thinking, and the Science packages are great in that they encourage the children to form a hypothesis, then design experiments with a specific aim and method. I often find them puzzling things out in the garden or with their lego (or other toys), trying to design and work things out. I have really enjoyed watching this develop.

3) Vocal expression. I suppose this links with both language arts skills and logical thought, but I am impressed with the way my boys can explain what they like or want (or what they dislike) and explain why. My husband and I are never satisfied with 'Because I don't want to', or 'Because I don't like it' - we get them to explain why. It is just a gentle questioning that goes alongside every day life, and would not obviously seem to be an educational tool, but it helps them consider how to order their thoughts and make a compelling case for what they are saying. I like that as homeschooling parents we are always around our children, and so can gently reinforce lessons from earlier in the day or week, and we can consider practical illustrations which might complement an area they are struggling to comprehend. We sometimes plan 'stealth attacks' as described by the Brave Writer author. So, whilst we don't set homework, we don't have a clear demarcation between 'school time' and 'life time'. I love that.

4) Creativity. I have always enjoyed the way the children will act out stories they have listened to. It has often surprised me just how much they have taken in. As they get older, some of these games get more prolonged and elaborate. We are not quite a screen-free home - we occasionally take the children into the study and watch a programme (usually a documentary, rarely a film) on the computer, but this is not even a weekly activity. We see other children of similar ages who prefer to spend long periods of time on tablets and screens, and indeed whose parents think life and particularly travel would be impossible without these. I find that a little sad because there is so much more!

5) Freedom. Perhaps relating to the point above, I love that my boys have plenty of time to play, to create, to imagine, to be children. They are not ferried to endless extracurricular activities, nor are they stimulated with excessive screen time and 'entertainment'. This gives them time to play, learn and explore together. Through playing together, there are of course times when disagreements and squabbles arise; they need guidance in how to navigate these, and each is an opportunity to remind them of their memory verses and Biblical principles regarding how we should treat one another. It is easy to forget what an important aspect of education this is.

These are simply five areas where I rejoice in how homeschooling enables my children to develop not only academically, but more importantly, into people who can think logically, can apply truth into situations and can develop creative solutions to problems. What areas have been the highlights for you?

Sonlight: Review of Year 2/ Planning Year 3

Somehow, despite it being mid-February, we have reached week 29 of a 36 week curriculum. Actually, I understand why we are a little ahead of what we might have expected. You see, the whole reason we chose Sonlight was that it was a perfect match for our family. Even before we moved to having more structure, the backbone of our family life has been reading books together. Sonlight really embraces this as both a wonderful learning opportunity and also a time to build strong family relationships. And for us, if we have days where we are not reading together for several hours, something feels missing: the children can be restless, the parents are not quite sure what to do, and we'd all much prefer to settle down on the sofa and read. So, for that reason, we don't take many breaks. Even if we have a day or two off some of the 'table' subjects like maths and spelling, we find it can be very easy to catch up on these by the end of the week. So we just keep ticking over.

As I look ahead to the next year, I find it helpful to consider each subject in terms of what we have enjoyed most, what has been challenging, and whether we need to set any specific goals for the next year.

1) Bible. This year, we've been going through Leading Little Ones to God. Somebody gave me a copy of this years ago, and I was not so keen on it, but actually we've found it very helpful. The boys have a very good knowledge of the Bible and memory verses, but don't always understand the application of these verses. LLOTG has a very gentle, conversational style and discusses how the wonderful truths might apply to our lives. There is then a recommendation for a hymn and a prayer; we have rarely used the hymn in the book (we have known few of them) but I ask the boys to choose a song they think matches what they have learnt. I also have some copies of Christian Hymns - I am keen that whilst we are living in east Africa and singing in many languages, that they don't miss out on the rich heritage of hymns that is there. I love starting the day with a devotional time, and I pray this is a habit that goes with the boys as they grow (and my daughter - I tend to talk about 'the boys' since she is only 17 months old, and we aren't really focussing on her specific educational needs at the current time). I'm not sure what the Bible materials that go with Level C are, but I'd be equally happy to repeat this year, or go back over Ergermeier's storybook Bible from last year.

2) Language arts. My boys have been doing Grade 2 and Grade 3 language arts and readers. This is something I love about the Sonlight programme (I am sure it may be the case for other curricula too - I just haven't explored these). My older boys are both aged 7, but have quite different learning styles. One is quick to rush ahead (sometimes rushes a bit too much) but can write screeds and screeds of reasonable quality English, and is reading everything he can get his hands on, and reading fluently (for example, now he often wants to read the Bible passage at cell group, and does so perfectly). The other boy is making steady progress but really lacks in self-confidence. If he feels too much 'put on the spot', he gives a really silly answer, or writes a word completely incorrectly, almost as though he chooses not to try, so as not to fail. I came across this when I read John Holt's 'How Children Learn' a couple of years ago, and immediately recognised my son in what was described. Partly for this reason also, it is good to have him working at a different level to his brother; there is not a feeling of competition or of failure. An interesting thing is that they often are covering similar themes, since there is a spiral curriculum. So one can encourage and reinforce things for the other, and it's been interesting to hear the less confident boy remind his older brother what an adverb is, for example. I like the fact that the lessons are simple, but build on one another; I also love that as homeschooling parents, we know what they have covered and what they may have struggled with. So we can later on say something like, 'Describe how you ran across the sports field, using at least two adverbs' and they will often do it well. Or, 'Thank Daddy for dinner, but you can't use the same words you usually do', and encourage wider vocabulary. Often we write letters home, and we can sneakily bring in some of the themes. I particularly like Brave Writer too, since there is a very natural approach to writing (I love her concept of 'stealth attacks' - this is something that has worked well for us.) For both levels, the readers have been great; they don't just have increasingly complex language, but the stories are good too and the boys love them. They are hungry to read more. Next year, I'm just going to keep going - LA3 and LA4, and for the one who is about to turn five, he will probably start LA1 a couple of months in. We are using Explode the Code with the four year old, with which he has a love-hate relationship. But he is steadily learning. I've never been that convinced by phonics programmes - they seem to learn quite well just through reading.

3) Handwriting. We use Handwriting without Tears and the three boys are on three different levels. The younger one is very pleased to sit up with his own book and work alongside his brothers. We haven't encountered any particular challenges with handwriting, and generally find it a nice, user-friendly programme. So, next year, we will just continue also! (We have modified some of the letters slightly when it comes to cursive; we found some of the additional loops made it quite hard to read, and so we've made some of the letters a bit simpler, more like what both parents were taught. I think that's fine, so long as we are consistent).

4) Science. We are on Science B, but often flip back to some of the activities of Science A. All three boys have their scientific notebooks and enjoy having a hypothesis and then designing an experiment to test that. I am really quite impressed by the way scientific discipline is taught from a very young age; my school education seemed to be more about memorising facts, and it was only at University, or even as a postgraduate, that I really started to understand what hypothesis-driven research was. We are currently enjoying the story of Pasteur, and the way his enquiring mind is described has captivated the children. They also enjoy the Discover and Do DVDs - these can be great when it is really hot or stormy out, and they just need a bit of chill out time. They find them hilarious, but also are learning to question from them (especially my boy who is a bit less confident - he is really strong on science and figuring things out, and I can almost imagine him being an engineer!) We tend to supplement the science materials with other books we have to hand, or activities that come naturally. My husband and I are both medical doctors and I am a postdoctoral scientist as well, so I think we tend to have a natural inclination towards the scientific; but I am cautious not to be complacent in that, and to provide the children with the materials to learn and explore for themselves. We enjoyed the studies on nature and the different wildlife that is found in different parts of the world; because we've lived in a few different places, this captivated them. We also watch as many nature documentaries as we can get our hands on - the classical David Attenborough ones, but they have also loved Gordon Buchanan and his team who use a lot of complicated photography to explore unanswered enigmas.

5) Maths. We use Singapore Maths, and I particularly like the 'mastery' approach - to go deeper rather than faster. This is useful when I have two boys who are almost, but not perfectly in synch with one another. Sometimes one needs just a little bit longer, and rather than having the other rush ahead, I can get him to do some of the more challenging problems. Whereas in Language Arts, it has felt beneficial to separate them, it would feel wrong to do so for maths. The four year old is doing Level K, and again, likes to do his maths at the same time as his brothers do theirs. I try to bring in games where ever possible, particularly to help them memorise number facts (addition and subtraction, multiplication). Some are simple games using the flashcards, and others involve jumping around (which with boys is often necessary). Often I am surprised by the four year old chiming in with answers, quietly learning alongside his brothers. As with the other areas, we try and reinforce concepts as often as possible through daily life - for example, counting in the market, measurement when cooking and so forth. We've got a small bag with British money in it, so that they can be at least a bit familiar with the money 'from home'. I suppose being familiar with several currencies might be a strength, but that is one area which  is a bit confusing. We have our local currency, and other things here are done in US Dollars. The Singapore Maths we use is the US edition, so more dollars. Dollars and cents are OK, but I do get confused with nickels and dimes! For next year, we are just going to continue. If you use Sonlight, remember to get the 'extra practice' books (I forgot with my first order).

6) History, geography and world cultures. So, we are using Level B, and will progress to Level C. We like the structure a lot. I know many parents say this, but Sonlight really is 'the education I wish I had had'. They know so much more about the world than I did at their age (and even when much older). For us, having lived in several countries and having a very multi-cultural friendship group, it is great to learn about each of these cultures. We like to build upon what we are reading by cooking meals from different places and if we have friends from somewhere we have read about, asking them to tell us more. I've got a stack of missionary biographies aimed at children from about 8-12 (Trail Blazers) and we've been slipping these in at what seem to be appropriate places.

7) Spanish. We are using Rosetta Stone. I think the biggest challenge is scheduling. Most of the activities noted above take place between 8 and 11am, and then the children go out to play, the baby gets up and joins them, it's lunchtime and then we might be going somewhere in the afternoon. To come back in to do Spanish can feel burdensome (to the boys!). The younger seven year old, the one who is a bit less confident in some areas, is the most committed to language learning and has very good pronunciation. I hope to bring a bit more structure into this next year - maybe aiming for 2 lessons each per week or something. I  am aware that this is the age when they can learn languages far more easily, and so don't want to miss the opportunity. I'd like to get hold of some CDs to listen to, maybe some Spanish Christian music or something. I need to spend a little time searching.

8) Art. This goes in fits and starts. Around Christmas, we did plenty of art and craft, and there are other times where we make huge paintings, or some other complicated project. Then we will do nothing for a few weeks. We have the Artistic Pursuits book, but this year I forgot to order the consumables, and we can't get much out here. So, this year, I'll get the consumables and try and aim for at least a lesson a week - probably on a Friday, which is often quite a quiet day. It is interesting to see how the boys are all interested in art at different times - they will all go through phases when they can sit at the table for quite a long time drawing or colouring, whereas at other times they are not interested. A challenge in homeschooling is trying to keep that natural curiosity and rhythm - not to force them to do things, and so stamp enthusiasm out of them, but at the same time, to encourage practice and discipline. (I suppose I also need to remember that they are still quite young!)

9) Sports. We are blessed with a homeschool sports co-op which does a different sport each term. We've had swimming, athletics, field hockey, basketball and football. I like they way they are exposed to a range of sports, and also it's a great opportunity to meet other local home educators. In between that, we try to do a range of games (I love Homeschool Family Fitness for ideas) and ride bikes up and down the road outside when it is quiet. We usually walk 3-5 Km every day, and on Sunday mornings we all go for a run (except the toddler).

10) Read alouds. I nearly forgot one of the best things! Children learn so much from being read to, and the Sonlight team choose a really good selection of books that are often more than just nice stories - they often bring in elements of history, world cultures, character and so forth. It is really nice to be able to start reading and be fairly confident that I won't get any unexpected shocks or have to rapidly start editing as I read. We enjoyed all the Level B books. We added a few extras - some more Boxcar Children, revisiting Little House in the Big Woods and some of the following stories, a few Jungle Doctors, and as I already mentioned, quite a few biographies. I love that learning can be so natural and enjoyable, and I often find myself encouraged, inspired and uplifted as we read together, and that is important in this season of life where it can be busy, and I can feel a little drawn in many different directions.

So, all in all, it's been a good year, and we are particularly thankful for the way most of this just feels so very natural, just really building upon our family life. I love the way homeschooling does allow for flexibility - we had some sickness and went a bit slower for a week, we had swimming camp for three weeks, so covered two weeks of materials over that time, and at some point we might return to the UK for a month or two, and again the pace would change (oh, just think of the museums, art galleries, docks, parks, libraries, friends to catch up with...) I love the way there is space to add extra activities and books if we wish (without missing out on the benefits of the scheduled resources), and that we can tailor each subject to the needs of each child. There are times when I wonder whether my middle son would attract some kind of label if he was in a mainstream school; I don't think he has an educational challenge, but rather that it is some kind of confidence or personality issue. When he's relaxed he can do everything perfectly fine (spelling, maths, reading out loud etc), but when you put him on the spot, or he's in a funny mood, it can just be painful to get him to do anything, and he can get into a very negative spiral. With him, often giving him a high energy snack and sending him off to play for half an hour is enough to re-set him, and that wouldn't be possible in a classroom. I wonder how many children are given labels simply because they cannot conform to the structures of a classroom setting and working at the same rate and in the same style as 25 other children of their own age. (Actually I kind of know the answer to that, and I'm sure I'll write about it again).

There are no areas where I feel the curriculum is not matching. Occasionally we have had frustrated tears in maths, but that is more often to do with temperament - a child not listening, and then getting frustrated when he does something wrong (older seven year old), or seeing quite a number of questions, just panicking and thinking they can't do it (younger seven year old). I don't think it is a curriculum mismatch, but when this happens I try and bring in more games and supplementary activities to try and consolidate what they do know before moving on to the next topic. The other areas are all going very smoothly, and in general, I'm just going to order the next level up for next year. I also saw a workbook on logic or critical thinking which I think would go well, so will get that.

I remember when I started blogging four years ago, when we were just starting on the home education journey (and when we were facing quite a bit of opposition, as I believe many people do when they declare they are not going to follow the crowd). I really look back over those years with thankfulness. It has been wonderful to enjoy time with the children, to see each one grow and develop and to share rich time together as a family.

Simplifying childhood and natural learning

Sometimes, especially during hot afternoons, I love watching my children play. Our garden has several palm trees which regularly provide us with large, flat pieces of wood and long thin leaves which are perfect for weaving. I am amazed by the variety of different adventures the boys have with these. They have built yurts in Siberia, rafts to float down the Nile, tee-pees and Masai warrior shelters, great ships and tiny canoes. They each have a square blanket (which are actually Masai blankets) that are transformed into all kinds of different outfits, are used as parts of tents or as sails. One is currently in use as a hammock. Often the adventures they embark upon have been influenced by something we have recently read - and the Sonlight curriculum we follow is rich in 'living books' - true to life stories of people who actually lived in an era together with a selection of inspiring biographies. It is good to stop and watch them growing, learning, exploring and developing. Sometimes I feel that they haven't listened 'well' to a particular story or lesson, only to see them acting it out later on (often a week or two later); this is something I have been noticing with the boys for quite a few years, but which I often forget. It is too easy to look for instant 'results' or measurable attainments and lose sight of the bigger picture (at least it is with my kind of goal-directed, problem solving, systematic approach to situations!)

But it does sometimes require taking a step back! We need to provide them with enough space and time for this creativity to develop. We need to allow them to work at a challenge and find a solution. It is quite impressive to watch the visuo-spatial skills of my seven year olds, as they work out the best way to hoist a sail using a home-made pulley slung over a branch on the avocado tree. They have figured out quite a lot about what makes a structure stable and rainproof. The develop ingenious ways of lashing pieces of wood together using palm leaves. It can be very tempting as a parent to watch them working at something and want to jump in, show them what they should do, and launch into a mini-lecture, embracing this as a 'teachable moment'. There may be a time and place for that, but there is also a place in creative play where the parent's role is to step back. Charlotte Mason wrote quite a bit about that - a kind of watchful attention, but giving the children freedom and space.

I had to laugh when reading this article about how we 'protect' our children to the point of depriving them of physical exercise, exposure to nature and many extremely valuable opportunities. It made me laugh because, sadly, this is something we see so often, and I was quite relieved to hear this voice of reason. Our neighbours really worry about having our children play with sticks, and completely miss the fact that they are building and being constructive with these and rarely have even a minor injury. Back home, I remember being astonished on a snowy Saturday when we were alone in our local park, but being told that it was too cold for children to play (it was above zero!). Whenever we return to developed countries, we are often shocked at the rising rates of childhood obesity and how few children seem to play outside. Parents seem to utterly miss the point that by protecting their children from perceived harms now is storing up for them a whole raft of future harms, in terms of their health but also their emotional and psychological (and one might argue even spiritual) development.

Giving the children the space and time they need for creativity, perhaps especially outdoor creativity, also takes an intentional choice in terms of schedule. We are slightly protected from this where we are currently living, but there is an increasing tendency to fill every spare moment with some kind of 'extracurricular' activity. Sports, music, dancing, choir, drama, structured field trips with other children, the list could go on. I've read some very interesting articles on this topic lately. For example, this one describes how the behaviours identified among children who are overstimulated with too much 'stuff' and too much exposure to excessive stimulation and entertainment can actually resemble that of children who have been exposed to real trauma; the children become restless, unsettled, anxious and unable to concentrate. It makes a lot of sense. I have friends back home who seem to have whole rooms overflowing with brightly coloured plastic toys, and yet the children never seem to play with any one thing. Some parents see this as an indication that the children are 'bored' with what they have and need more, but in fact the opposite is likely to be true. I see that in my own children; in how they can be perfectly fulfilled with pieced of wood and leaves and the time and space to really play. Some other suggestions on how you could simplify and unclutter your life are here. Sometimes, as an expatriate living overseas, one can hear a little voice of untruth, telling us that our children are missing out on some of the things they would have at home; however, I need to see the lack of exposure to 'stuff' as an advantage, not something to lament.

Homeschooling provides the perfect way to step off the treadmill of constant activity, but even here there can be a temptation to 'achieve' and to 'give your child every opportunity'. There can also be a temptation to feel the need to 'prove ourselves' academically to those who are unsupportive of our choices. On that note, I was very encouraged to read this article describing an American college Professor's impression of homeschooled students. That particular blog contains links to other studies providing clear data that homeschooled children excel in their early years at college and are more capable of independent, enquiring learning. (There are also some hints as to areas that we might need to work a little on - note taking and timed assignments under 'exam' conditions as the children get towards college age, for example). This didn't really surprise me. When I went to University to study medicine in a different country to where I had attended secondary school, I was quite shocked by students who had apparently 'excelled' in secondary school but who seemed to really struggle with the materials we encountered in first year. I came to appreciate that some of those who had been to the more prestigious secondary schools had been taught how to pass the relevant examinations, rather than having really been taught how to learn. Homeschooling takes that to a different level: we actively encourage our students to pursue their areas of curiosity and to find answers and solutions to their questions from the earliest years; I can fully see how this would prepare them better for life-long learning, and indeed it is maintaining and building upon that natural love of learning which was a major factor motivating us to homeschool in the first place.

Often I read blogs of women (as it is usually the women who write on this topic, not because the dads don't feel the same too!) who remind us that these early years, although intense and at times exhausting, are actually blissful days with unique opportunities that will not come again. I had a recent conversation in the canteen at work about the merits of putting primary school and pre-school aged children into boarding schools; it was quite shocking to hear some of the arguments. Some people are very keen to push their children out of the door, and then lament about the fact they don't know or understand their adolescent. Again, I was thankful for the choices that we have made, and that although tiring, we can enjoy this time with our family. This was reinforced when we found some old short videos made at the time when I had three children aged under three. It feels like yesterday, and yet when I look at them now, I realise just how much they have grown and changed, and how we probably won't play some of those games again.

I have friends in different places of the world who are going through real trial at the moment. Bereavement, illness, separation from loved ones because of visa issues, political instability, discouragement. And as I pray for my friends, I take time to thank God for the simple blessings in day to day life.

Christmas Activities - A Skills Audit

Do you worry about keeping up with the 'academic year'? Do you ever feel you are 'behind', or feel guilty for spending too much time doing 'extracurricular activities'?

Over the past few weeks I've really enjoyed watching my children becoming absorbed in a range of activities in addition to the main tasks outlined by our curriculum. Whilst our objective in these was not purely to develop a list of skills or to reach a specific educational objective, I found it quite instructive to reflect upon what they gained from these. To do this can be referred to as a 'skills audit'. Here are some examples:

1) Making Christmas cards

We have a plan to design a card each year, and for each person to have a role. That way, the children who are able to write can do that, whereas the little ones can have fun cutting and sticking. At the moment, the parents were having to do quite a bit of the design and supervise the whole process, but hopefully over time our role would be less. Here are some skills that they developed:

• Design
• Team work (and leadership)
• Writing/ calligraphy
• Drawing and craft
• Making the list of recipients 

2) Christmas Baking

One of my favourite education tools is following recipes, particularly baking. There are many skills that are built:

• Reading
• Organisational skills
• Planning and preparation
• Consideration of what is seasonal and economical
• Maths and measurement
• Creativity in choosing shapes and decorating
• Science
• Kindness - deciding who to give the products to

3) Choir/ being involved in a performance

I am keen for the children to be able to sing nicely in a group since I think there will be many occasions in the future where this comes in useful. I had not expected them to be involved in a production at the National Theatre, with all the lighting and sound effects, and there were many additional things they learnt here:

• Singing alone and in a group
• Different styles and rhythms
• Patience - a lot of the rehearsals involved sitting and waiting
• Working in a group with a range of ages
• Seeing the lighting effects
• Different types of microphones, and which are most useful in different situations
• How costumes and sets can enhance a production

4) The church Christmas production

This was quite complementary to what they did in choir - a broader range of ages and abilities were represented, and the rehearsals and planning meetings went on for a little longer. Additional things they learnt include:

• Understanding how it can boost a person's confidence to have even a small role
• Team work and leadership - hearing the discussions take place
• That it takes hard work and commitment, and that we all learnt from mistakes
• The pleasure in working hard together as part of a team
• That each person has a valued role (even looking after the baby sister so both parents could have an active role)
• That messages (here the message of Christmas) can be communicated in different ways - through word, song, acting and even dance

5) Watching documentaries

One of our treats is to watch documentaries, particularly about nature or about different places. They have loved David Attenborough, but more recently have come across a team led by Gordon Buchanan who use a range of different technologies to film unique aspects of the living world. (See here for an example of some filming in Burma). This has them absolutely captivated, and often their games involve setting camera traps, building hides and using night-vision and heat-sensor cameras. Often it is when they are playing that I appreciate just how much they have learnt. For us it is nature documentaries, but for you it might be something different. Something highly enjoyable but with immense educational value

6) Lego, models, other active toys

If you have a child who builds with lego and duplo, you probably don't need me to discuss all the skills they are developing through this. The boys all received something in this category for Christmas, and have had many hours of constructive play with them. Skills might include:

• Organisation and planning
• Reading
• Visuo-spatial awareness
• Familiarity with shapes and colour
• Team work
• Imagination

7) Creative play

One of the gifts we got for the boys was a masai-style blanket, so they can dress up as Masai warriors whenever they fancy. (Also to stop them pinching the throws from our chairs for this purpose). It's been amazing in the past three days to see the creative ideas for which these are used. Yes, we have had Masai warriors, but have also had several styles of tent and a north African souk in the garden. I love the fact that a simple, square piece of fabric holds so much potential. Skills noted:

• Imagination
• Acting out (and narrating) of history and geography learned over recent years
• Team work and planning (the games are often quite complex)
• Visuo-spatial skills
• Design and engineering (building shelters out of sticks, rope and fabric)

8) Other games

It has been wonderful to appreciate that the children are now old enough to play games which are highly enjoyable as adults too. (It's not that I haven't enjoyed some of the Early Learning Centre games such as the Lunch Box Game, or the slightly quirky, Stop the Pigeon Driving the Bus). But I really enjoyed a game of something like Taboo the other day. (You might have a different equivalent - it is the game where you have to describe a word without saying the word or anything too close to it). I was amazed at how even the four year old was able to do this well. Their concentration is improving too, so we are able to do games which take a little longer (especially when the smallest one is asleep). Skills here are many and depend quite a bit on what the game is, but would include:

• Language skills
• Numeracy
• Following rules and order
• Kindness to one another

9) Time and space to choose activities and to explore

How often do your children actually do nothing? I appreciate that there might be some activities which are of more value than others, but what we find is that they really appreciate some time built into the day where they can choose what to do. So for example, every day we have an hour of 'quiet time' where they can choose a selection of books and read these - and could also choose to draw or write or do some other quiet and solitary activity. In the afternoons, we try not to take on too many extracurriculars to allow time most days to  simply play. I've read quite a lot about how 'modern' children don't always have enough time to play, and how they need time and space to allow their imaginations to develop. I am thankful that we are able to create the time and space needed here.

So, whatever you have been doing over the holiday period, I am sure your children will have benefitted greatly. If you are a homeschool family, I'd like to encourage you that even if you haven't been progressing through your set materials, your children will have likely developed in a range of areas simply through the opportunities presented in your day to day life.

Advent activities and traditions

It's nice to sit down and reflect on the past few weeks - there has barely felt like a spare moment, and even though the days have been filled with good things, I have longed for a little peace. It was relatively recently that I discovered that my personality is more introvert than extrovert; people tend to assume that if you have a leadership role, and are comfortable with public speaking and teaching, that you love being surrounded by people all the time. It's not that I don't enjoy company, but if I really seek refreshment, some quiet time alone is more profitable.

Christmas is suddenly very close, and it is the related activities that have made the weeks busy. I'm going to reflect a little on some of these things. First and foremost, I have rejoiced that everything we have been involved in has been very Christ-centred, and represents a real change from the more materialistic, entertainment driven culture found back in the UK (at least in our experience!). I wrote a little about that last year here. Also, as a home educating parent, I find it interesting and encouraging to reflect on the lessons and skills that have been developed through a wide range of 'extracurricular' activities (or put less formally, through enjoying advent together as a family in the context of a vibrant church).

1. The children had the opportunity to join their choir singing at the national theatre over the weekend, and that involved plenty of rehearsals including seeing how the lighting and sound was set up. I was encouraged by the boost to their confidence that this was, and the things they learned through the experience (other than simply learning to sing in a group - in fact their part was relatively small, but as I realised watching them over that time, that didn't matter so much).

2. I recently reflected on multi-cultural celebrations, and last weekend our church had a day of sharing food, music and dance from our different cultures. The theme was 'unity in diversity' and it was like a small foretaste of heaven when 'every tribe and tongue' will be found rejoicing before the Throne of God. The children are old enough now to really enjoy these occasions, and they wore their national dress, learnt several songs and were involved in teaching a dance. Whilst the theme of the day was more about worship, it was also encouraging as a home educating parent to see the number of skills that they are developing without even really trying; relating to people from all over the world, being aware of their own cultural heritage (s), learning and singing songs in public, enjoying a range of different foods (my friend who was going to bring grasshoppers cooked in a kind of peanut butter sauce was unfortunately delayed and unable to bring his favourite dish).

3. This weekend was the Christmas production, and again, we were able to get quite involved as a family. So, there were days when we had 25 people over for breakfast (a bucket of local porridge, drank out of cups), followed by singing and dancing in the front garden. It was good for the children to see how a performance is developed - to see the mistakes made in practice, to see different people trying the different roles, to see songs abandoned and new songs chosen, to help decide how to build a set, to find out how to make multi-purpose costumes on a budget and to be involved in each step of the process. The actual event was fun (and got nice feedback), but for me, it was the practices that were most enjoyable. It is always through serving together that relationships move from being superficial acquaintances to something more meaningful, and it was very encouraging to watch all of the children interacting so well with their many friends at church. A year ago, we began to get to know people through being peripherally involved in the Christmas production, and I was able to look back and reflect on how God has blessed us this year through becoming integrated into our church and community. (In fact, it's that which has made me struggle to find time to blog lately - that the house has often been full. A blessing and a privilege, and I really would not want it any other way).

4. So now, we have a relatively quiet week heading up to Christmas. We will have our house group over to sing carols, and will be spending some time with friends, but we have more time to focus on the Jesse tree and related activities, something which is becoming quite a tradition for our family. (As an aside, I read this blog from somebody overseas about Christmas traditions, and it made me a little sad; I see that having your own family traditions assumes even greater importance in a cross-cultural setting) As well as the 'emblems' to draw or colour and hang on our spray-painted branch, we have a large timeline across the wall where the children are free to draw or write anything that goes along with the Bible narrative. It's been very interesting to see how their understanding develops year on year. I love watching how they draw some of the Bible stories as it shows their interpretation and understanding. I'd seen some other resources online about 'kindness' tasks to be done through advent, and I thought that might be a very useful supplement to what we were already doing. So in each of the Jesse tree envelopes, they have a 'task'. None of the lists available online were really applicable to our cultural setting, the resources we have access to or the ages and interests of our children. So I made a list. I thought about areas where they struggle. I also am keen for them to go through their books and toys and see what can be given away. Our church has an outreach into a nearby slum in January, so it is an ideal time to put things aside to give to those who have great need. It is also good for the children to see how much they have, and how they can bless others. Other tasks have been to write letters to the people who have taught them (choir, sports etc), to Skype somebody they haven't spoken to for a long time, to write home, to help cook, to read stories to their siblings and so forth. I've been encouraged by how much they have embraced these tasks.

5. In between these things, we've enjoyed making cards together as a family. Each person has had a task. We have palm trees that regularly shed leaves and sections of wood, and so we've been able to make a nice design, and get the children to choose verses and use nice pens to write the cards. Each time a person is heading to the UK, we've given a batch of items to post. We have also tried via the local post office, and will be interested to see whether things actually reach their destination. In amongst this, again there have been many valuable lessons - art and craft, design, team work, discipline, kindness and so forth. There have been some days where I have felt that we have been so busy having fun that we haven't done much 'school' (although we are keeping up with the schedule for the curriculum we are using). But then, I need to remember that at this age, many mainstream schools would spend a lot of time on art, craft, working on performances and so forth. As a home educator, that really isn't so very different, except that we can choose tasks that we feel build the skills we wish to cultivate.

So, five different areas where we have been blessed and encouraged. Personally, I am now looking forward to a slightly quieter week. The children are tired, and need a bit more rest. We are continuing our typical homeschool pattern (basically 'school' between 8 and 11am with extra things in the afternoons) right up until Christmas, as we all find the routine makes the home more peaceful. I know others take more of a break, but for us, it can be counter-productive and we do better with the discipline and structure.

I wonder how you have found advent? Have you any family traditions that help you learn and grow together?

International celebrations and rich diversity

One of the things I love most about home education is how the whole of life is an education. It does not have boundaries and limits with a clear delineation as to where 'school' starts and stops. The only time that ever presents a challenge is when we have visitors who don't understand that - people who have not come across home education sometimes seem to expect to see children sitting quietly at desks doing worksheets for hours at a time, but really nothing is further from the truth.

Yesterday was St Andrews Day. One of my children was born in Scotland (as was I). We are in the slightly unusual situation where our four living children were all born in different countries. This is a great opportunity to celebrate four times as many national holidays as many other people might, and to learn the foods, dances, songs and traditions of four different cultures. So, yesterday, the boys wore kilts, hoisted the Saltire outside the house, learnt some songs (either describing key historical events, or simply the beauty of Scotland) and some poems. We cooked haggis and tatties. We had to improvise neeps (Swede, which you cannot get here) out of carrot, pumpkin and sweet potato, but it worked reasonably. We toasted the haggis. And we enjoyed remembering my beautiful homeland.

As I reflected, I saw all the wonderful educational opportunities that came from this. We'd recently watched some Scottish history DVDs and as we learnt some of the songs, we were familiar with the history that was referred to. We talked about language development - our most famous poet, Robert Burns, wrote in Scots, which is very different to Gaelic. We looked at recipes and talked about the reasons why it is harder to get oats in East Africa than in Scotland - to do with climate etc. We discussed why haggis in its purest form is illegal in the USA (because it contains sheep lung). When our guests arrived, the boys led some singing (and I was surprised at just how well they had learnt some of the songs and how well they did this) - in the Sonlight curriculum, there are times when the children are meant to memorise a poem and recite it for friends. We've never really managed that, but I realised that we were actually embracing the opportunity to do this which came naturally.

Yesterday I also reflected on another experience of the rich diversity to which my children are exposed. My seven year old had the task to write about the 'history of a coin' - to find a coin and then to consider the story of that coin before it came to us. Who it belonged to. What it was spent on. How it came to us and so forth. Now, this particular son collects coins. Whenever one of us travels, he doesn't want anything other than a few coins from that country. Another friend who also travels extensively has also provided him with a range of coins, so now he has quite a collection. So yesterday, we invented a new game. You pick a coin and tell the story. Yesterday, we were young children in the Andes, living in the mountains but going to town to trade. We were in Denmark living on a dairy farm. We were in a city in the USA. We were enjoying a barbecue on an Australian beach. I could go on. What struck me was just how much three boys, aged seven, six and four know about countries and cultures throughout the world - more than many much older people. I think with home education, it can be easy to look at the things we are not achieving, and not pause to consider the areas where progress has been made. One of the main reasons we chose Sonlight was because worldview and having a broad understanding of the world we live in was a priority. The mechanics of reading, writing and arithmetic will come with time and practice, but there is so much more, so very much more to an elementary education. And often with the three R's, progress is made most when the child sees the reason for acquiring the skill and how it will be used - and that can often be to write about and describe the rich world around us!

In just over a week, our church is having a celebration of unity in diversity. People will wear their traditional dress, will cook regional foods, will sing songs or tell stories from their own culture. Again, this is a wonderful opportunity for the children to learn more than could be gained from sitting in a classroom reading a book!

I feel encouraged as I look at these things, and am thankful for the freedom of home education to provide a child with a rich perspective on life.

Homeschooling on the Challenging Days

There are days when homeschooling feels like a dream come true. The children are happy and engaged, they are building on their strengths and working on their weaknesses and we have the right amount of outside activities such as sports and music. The birdsong is beautiful, mornings outside are peaceful and life feels good. If you look through my photo albums, these are the type of photos you might see.

But there is the other side. There are days when nobody really seems to want to do anything. Rather than smoothly being able to teach three different levels at some subjects, one or other child will be complaining and requiring (demanding?) more attention, with the result that the others feel neglected and start to act up too. Sometimes then I decide to cut our losses and get out one of their favourite games which has some educational benefit - lego, building blocks, a trainset, that type of thing - but even then, on these types of days, they might not even engage with that. Often then, I end up taking them all out for a walk - it doesn't matter where we are going, we just walk and walk until they start to relax (usually at about 4 Km). It is as though they just have a restlessness for no particularly good reason. (Or on reflection, there is often a good reason - perhaps tiredness, mild illness, a chance in circumstances such as one parent being away, being too hot - sometimes these can be easily recognised and remedied, but at other times less so).

Hardest of all for me are the days where the attitudes are wrong. I can understand a child who is a bit clingy and tearful through illness or fatigue, but there are days when there is a high level of wilful disobedience and attitude issues are very clear. On those days, it does not seem right to get out a favourite game or change pace to break things up - because somehow then I might be rewarding the behaviour I am seeking to correct. These are the times when it is necessary to stop, to talk to the child and to show them clearly and specifically where they need correction. We start every day with the Bible and increasingly are moving beyond simple knowledge of Bible stories through to application to day to day life - and so often there is a memory verse or a recent discussion  to draw from. But it takes time. It is not always straightforward, and isn't quite as black and white as, 'The Bible says this, and therefore you should think, feel and act like that...' It can be difficult as an adult to remember what a six year old or a seven year old should know; at times they surprise me with their depth and understanding, and at other times I find myself having to remember that they are just young children. Sometimes we can spend a significant proportion of a day dealing with attitude. And on those days, I sometimes find myself wondering whether we are even doing the right thing in homeschooling them!

I was therefore encouraged by a series of blog posts from the Sonlight team this week, in particular this one about attitude. It helpfully reminded me of something that I know, but need encouragement in: that these days are among the most important in homeschooling and give us a wonderful and unique opportunity to teach our children the things that matter most (far more than maths or language arts or electives!) In mainstream school, our children would have exactly the same sinful hearts and character flaws - I think one major difference is that children learn quickly how to externally conform or to hide how they are feeling. And in truth, it is a blessing that one of my sons simply cannot hide his defiance from his face: it is instantly recognisable. It is a good thing that they giggle when they are being naughty because I am immediately alerted to the problem. I should be thankful for this - but there are days when I wish they would simply sit nicely, listen well and do the things I want them to do!

I have also felt quite alone in this. There are some wonderful Christian blogs I love to read - you probably have your own encouraging reading list. But somehow some of them have inadvertently discouraged me, but suggesting that if my children do not obey FIRST time EVERY time, that I have clearly failed in my role as a parent. There are people who will be quick to give advice, and tell me that if I simply do X, Y and Z, then everything will be fine. Often there is also what seems to be a subtle accusation (perhaps I am being sensitive) that I am not working hard enough or being creative enough or somehow not sacrificial enough. And that is hard! I know I am not perfect, but there are many hours of prayer, preparation, soul-searching, reflection and the actual day-to-day teaching and looking after them that go into it all. It is more tiring and takes more of myself than working 13 hour night shifts dealing with medical emergencies!

However, I also have some good friends who share their experiences about how they deal with these challenges - here I am thankful for networks and Facebook groups, since whilst I am far from many of my friends, I can still communicate with them often (and to be honest, sometimes a frank online discussion in a hidden group can be more focused than trying to snatch a conversation face to face with a large number of young children running around!) The kinds of suggestions they have made include:

1) Make sure there are no obvious problems (illness, hunger, tiredness) - and if possible fix. I have discovered that for one of my children, a mid-morning snack works wonders
2) Jumble up the order of the lessons and the order of your day
3) Take a field trip or focus on electives (art, music, experiments, cooking, nature) instead of whatever might be in the timetable for that day
4) Make sitting down time short, and intersperse plenty of physical activity
5) Press the 'reset button' - somehow!
6) Use a 'stealth attack' - don't let them know they are learning
7) Check your own attitude - and make sure you are not exasperating them by unrealistic expectations
8) Remember the priorities - that taking the time to correct poor attitude is really worthwhile
9) Top up on coffee - my suggestion, but on these days I often realise I have not eaten nor drunk enough
10) Should probably be #1: Pray. Pray for strength and for wisdom. Pray that you do not react in anger or frustration, but rather with firm gentleness. Pray that you don't get into a vicious spiral of negative attitudes
11) Remember that this season of life is short even when the days feel so very long. Remember that the opportunity to speak truth into their lives and to discipline and correct on a daily basis will not last forever. And take encouragement from those who are further down the road, such as this blog post

I have found this week difficult at times. My husband is overseas and the boys have been restless. However, I am reminded of the important work we are doing as we seek to lay a foundation in their lives. I am reminded that it is often the days which are most difficult which might present the greatest opportunities to show the children the truths which matter most.

How do you respond on the more challenging days?

Marking the end of an academic 'year'

We will finish the first 'year' of materials from the Sonlight curriculum this week. I have always though that one of the beauties of home education is that we don't mark times and seasons, that we are not constrained into 'terms' or 'grades'. However, it does feel special to have completed something, and I think it is important to pause and celebrate. So, how are we doing this?

1) Firstly, there are 'certificates' that come with the materials. Whilst I really dislike the kind of events where 'every child is a winner' or where 'everybody gets a certificate for taking part', I can see how the boys have worked hard and consistently through the year and that they have fully earned these. They will find it very special to be given a certificate.

2) We have a friend from the UK arriving mid next week - so we will complete the materials just in time for her arrival. This is a natural pause in our schedule, a time when we would naturally take a break anyway, and it will be great to do some special things together. She grew up in this country, and also was home educated for that time - so she'll bring plenty of stories and anecdotes about her childhood here which the boys will love. We won't take much longer 'off' - one of the things I love about the Sonlight resources is how natural much of it seems - many hours spent reading books together and talking about them; this is something the boys crave, and they don't see it as learning. (They might not agree with that comment for spelling or some of the language arts tasks!).

3) I'm writing them report cards. I've broken it down subject by subject and am simply summarising their progress in this area, the challenges they may have faced and our main goals moving into the next year. The nice things about home education is that I can include things like 'lifeskills' and 'character development' as subjects. I have found writing this helpful. It is easy to forget the progress which has been made because the struggle has simply been replaced by a new challenge or struggle. It can be easy to feel that progress is slow, and that godly character is not shining through at all times. However, by stopping to reflect, I can see clear areas where all of them have moved forward, and it is important to acknowledge these and give the children praise where it is due. It will also serve as a useful record for years to come - we think we will remember, but time seems to go so fast.

It is with great thankfulness that we mark this milestone. The year has brought challenges, such as relocating to a new country, and yet with that there have also been many wonderful opportunities to embrace. We look forward to moving onto the next 'academic year'!

If you home educate, how do you mark milestones and progress?

Homeschool Schedule with a New Baby

A question which I often see raised by home schooling families is how to manage homeschooling with a baby or toddler or both. Two months ago we added to our family by adopting a seven month old girl. She is at that age of crawling everywhere, curious about everything and very much adored by her big brothers. I thought some reflections on how this has affected our daily routine might be useful.

1) For my boys, some degree of schedule is very important; we have found on days when there is no clear structure, things just do not go so smoothly, and they can end up getting over excited and over wrought. So continuing with things as 'normal' as possible has been important. I also find it important - I struggle on days that seem unfocussed and out of control, and having even a basic structure to pin things on is helpful. (But having said that, we also wish to retain the flexibility and spontaneity that home education offers)

2) One of the biggest challenges I have found in parenting is how you can think you have hit upon a perfect routine or schedule, only for some variable or other to change requiring a change in pace. Having a baby might be a fairly significant life event, but in some respects it is just like any other major change

3) We need to take care not to narrow our view on what constitutes 'an education'; there may be times when we do less structured work, but are in fact benefiting immensely through the education which life events provide

4) Where does 'education' start and stop? We do not like the idea of having to isolate the younger children from 'educational' activities, and try to include them as much as possible from as soon as possible, so that there is a very natural progression. We believe that involves teaching them to listen well, to sit and concentrate for appropriate periods of time and to recognise that there is a time for quiet and a time for play.

What does our typical day look like? I've blogged about this before, but not for some time and I find it interesting to see how the daily routine has evolved.

07:00: Breakfast (a variation on porridge). I have often been up a while before this, getting things straightened out for the day. Even when I am tired and would much prefer to stay in bed, I find having things in order before the children comes down makes the morning run far more smoothly. Ideally I have also had a couple of cups of coffee and some time for quiet Bible study and prayer before the busy time begins

08:00: Move out into the backyard. Here, we sit on lovely garden furniture in a walled area which drips with orange and pink bourgainvalea and where several types of lizards scuttle about. In the mornings it is still relatively cool out there. We start with Bible, family prayers and sometimes songs, memory verses and then move into read alouds. We keep the baby with us during this time, as I really want her to learn to listen well, and she is at the age where language will be developing. Also, joining our family a little later, it is important she comes to clearly recognise our voices. Perhaps the biggest challenge here has been keeping my boys focussed when they are fascinated by their baby sister and frequently distracted by what she is doing (crawling into a new corner, pulling herself up to stand, chasing a gecko, whatever that might be).

09:00: Baby goes to bed for 2 hours. The boys move to the table and do their language arts, maths, written parts of science and any drawings/ letter writing etc that needs to be done. The four year old is just getting started with these things, and so we give him short tasks but don't mind if he gets down after a while just to play

11:00: Baby gets up. We move into the front garden where the boys have free play. Sometimes we are joined by the homeschooled children from next door.

12:00: Lunch (almost always toast or sandwiches, unless I plan to be out until bedtime, in which case I'll give a 'proper' meal and have the toast or sandwiches out and about for dinner), followed by other bits of reading

13:00: Baby goes back to bed for about two hours. Boys have an hour of 'quiet time' - they have to choose two or three books and sit and read these quietly. Until recently they still had a nap, and ideally the four year old still would, but this is a kind of compromise. It is working really well. It gives my husband or I a clear block of time to respond to work-related queries (we both do a fair bit of work from home) and it also teaches the boys to do something quiet, focussed and independent.

14:00: We might be going out now, for homeschool sports, to meet a friend, to choir or to another activity. But if not, it's a great time for games and toys that are not baby-safe, like lego

15:00: Get baby up, and likely head off for a walk or to play outdoors. The boys might do Rosetta Stone Spanish, and it can be a good time for practical experiments or completing other tasks which were not done in the morning.

17:00: Dinner - varies day to day

18:00: Reading, then Bible reading and bed

19:00: Ideally all children asleep by now!

19:30-22:00: Parents often working. We are aware of the need to make ourselves a schedule there too, ensuring a free evening together on a regular basis.

In general, our day does tend to follow this pattern and I feel we have got a lovely balance with the new comer. But I don't want to imply that it is always easy. Lately I've been really quite tired, and a little less generally enthusiastic about many things. My husband reminds me of the need to recognise the life events we have been through and give myself some grace rather than feeling guilty about all the things I would like to do but never quite get around to (especially in the evenings when the children are asleep). I find being reasonably well prepared and having clear goals and structure for each day is an immense help when I feel so tired and muzzy headed that it is difficult to think creatively and energetically; there may be other times when ideas and opportunities arise so frequently that it is necessary to step off the schedule for a while and simply embrace living. I appreciate that some of that is driven by my personality, and that another family with a new child might respond differently.

Sonlight: Review of Year 1/ Planning of Year 2

We home educate our children using the Sonlight curriculum (plus various other bits and pieces and a whole lot of freedom to play and explore). Whilst it was a curriculum we had seen others using, and had seen very positive results from (in terms particularly of character and critical thinking over and above any academic, musical or sporting achievement), we only started to use it in September when we moved back to East Africa. Within a week we were captivated. Within a few months we were settling into a nice pattern. Now, we are approaching the end of the first year, and I am preparing my order for the next batch of materials. It seems a good time for a quick subject-by-subject review, considering what we loved and want more of, and what (if anything) we would do less of.

1) Read alouds. Sonlight bases a huge amount of learning on books that are read aloud together as a family. These tend to be what are termed 'living books', whereby the characters live in a particular place and time or go through a set of circumstances from which we can all learn a lot. An example was 'Twenty and Ten', a story of children who helped protect a group of Jewish children from the Nazis. It brought up many interesting concepts for the children, but in an accessible way. One question is how far you want to take these! We ended up reading the biography of Maria Ann Hirschman, which although not typically a children's biography, really illustrated some particular points - for example that any one of us could be drawn into an evil ideology through our exposure, education and peer interactions, and that the gospel brings hope and forgiveness for all. Whilst I know some people have complained about the amount of reading aloud that Sonlight brings, we have actually wanted to add more, but we appreciate the freedom of being able to choose our add ons. Often I choose something which relates to a question which has come up in conversation, or something which we have to hand that builds on what we have covered in Sonlight. We often add in biographies. I'm going to do this a little more pro-actively this year, by looking ahead to see if there are any that complement the topics covered in Level B. It might be easier for us to add in extra read-alouds as we have only been using one level of Sonlight (level A) - it might be more challenging for parents who are teaching multiple levels at once! There are a few changes to Level A this time round, and so I've ordered in the books that I like the look of that we did not have the chance to read this year. The only one I really haven't liked was Beezus and Ramona; it seemed to glory in dreadful behaviour and I couldn't quite work out why it was there!

2) Readers. These really have been amazing. My middle son, as I have described, did not easily take to reading, but the 'I can read it' series transformed that. I think it was the use of rhyming words and a bit of humour (he particularly liked 'Pat is fat' on the first week!). Currently he is on 'Green eggs and ham', one of the Dr Seuss books, and I have never heard it read with such enthusiastic expression. I can hardly believe how well he is doing. My elder son (also aged six) can now read fluently, and can happily read stories to the younger siblings. This is very useful, as I can then focus with middle son on the things he finds a little more tricky.

3) History, geography and world cultures. This really is the cornerstone of Sonlight, and we use the materials as well as adding on whenever we have friends who are missionaries in different places, or when we get a newsletter or something. It's great! Sonlight is aimed at international/ missionary families (although is also equally good for those who stay in one place!) and my boys worked out that they have friends from 19 countries. So the world cultures is really relevant to their lives, and they have the hunger to learn. We really liked I Heard Good News Today, but got a bit irritated (I did anyway!) but some of the typos. I notice that it is not in Level A any more, but another mission-related book has been put in. So as we don't miss out, I've ordered that in too, just for enjoyment!

4) Bible. Maybe this should have been first, since we start and end every day with Bible and prayer. Biblical worldview is interwoven through Sonlight. We've been using Ergermeier's storybook Bible, which is well written and beautifully illustrated. There are questions at the back for each story, but I find the questions a bit basic, and prefer to use our own system. 'What does this story tell you about God?'. 'What does this story teach you about yourself?' 'What does this story teach us about how we should live?' - and from that move into a time of prayer. One of the Grade 2 readers was 'The Beginners' Bible', and so my eldest read the full storybook Bible and did quite a lot of copywork and creative expression based on the stories. There are also memory verses each week, and an accompanying CD. Sometimes we write our own songs too. They certainly have excellent Bible knowledge and Scripture memory, and have astonished some of the young adults who come to our home for Bible study. But my biggest prayer is that they truly know Christ and that their lives are transformed.

5) Language arts. This was a term I had not come across before, but basically incorporates grammar, spelling, phonics and creative writing. I particularly like the way the children are encouraged to use their imaginations, to express themselves, and to use language well. It builds up in a cyclical or spiral way. This is good because on of boys is doing Grade 1 and the other Grade 2, and often one will be covering a topic (synonyms, or homonyms for example) that the other has done a few days ago. It helps reinforce the learning of the other to have them working separately, but covering the same topics. This year we are adding in the things described as 'Optional' - some vocabulary and phonics resources. I am not sure how much we will stick to these, but I think they will be helpful at times when there is a sticking point. My middle son seems to struggle more with spelling, and therefore we are also adding in a specific spelling programme (we are trying Sequential Spelling this time). I like the way they are encouraged to use creative, expressive language without being limited by their writing or spelling ability (by dictating their stories, poems and imaginative writing to the parent) - it keeps writing 'real' - there is a clear reason for it, rather than being a more abstract exercise.

6) Handwriting. We chose Handwriting Without Tears. The four year old is using K, and the six year olds are using Level 1. They seem to do well with this system, and we will stick with it as they move into cursive.

7) Maths. We chose Singapore maths, and that is working well. What we like is the absence of excessive repetition. They get irritated with that, and so it is better to do the few examples required to grasp the concept. However, as with any discipline, there are certain 'threshold concepts' where they struggle a bit more. For example, one of the boys is struggling to grasp counting in tens and counting in ones. So I've used a few other resources (like the internet and lots of games I have made up). For next year, I am adding in the 'intensive practice' workbooks - I might not use every single exercise, but it will be useful for where they need a bit more. I am also ordering Mathtacular which is supposed to bring real life examples and problems to life, and a couple of books from 'The Life of Fred'. What I really want is for the children to see how maths and numbers are found throughout life, rather than thinking of maths as something dry that has to be done but which has no application. I've ordered Singapore Maths 2A and 2B for the older boys, and level K for the younger one - which seems to have a lot of manipulatives and things.

8) Science. We are using Sonlight Science A, and will progress to B. It really is a whistlestop tour through a wide range of topics. I suppose at elementary level, that's all it can be, and it presents a taste of many things. We've built around that quite a bit. For example, we have quite a few games and books to do with skeletons and human anatomy so have used these. We have a vegetable patch (and tropical rain and sun making things grow quickly) so have done many experiments out there. We expanded upon Newton's laws of physics with practical demonstrations involving running, bikes, balls and scooters. We don't always do the exercises in the order they are given - sometimes we wait until the opportunity fits in our day to day life. Also, there are days when the boys are restless and distractable and there are some things that just don't work well then!

9) Rosetta Stone (Spanish) - I'm really impressed with this. You can choose to set it to 'listening and speaking' and the software kind of tunes itself to the boys' voices. They haven't done anything via a computer before (we don't have ipads and smartphones and things), but can use the mouse well enough. They like being able to do this independently, and because all three boys are learning, we often hear them using Spanish in their play. We are also trying to learn the main local language here, but that is going less well - they prefer the interactive Rosetta stone interface to a young man coming to the house!

10) Music - we've been doing this independently with music school and choir, but I am ordering the Recorder elective from Sonlight to build on what they are already doing

11) Art - we tend to do quite a lot of drawing and painting anyway, but Artistic Pursuits is providing some ideas and guidance. I'm getting an art appreciation book from Sonlight K, to try and introduce them further to different styles.

12) Sport - again, we've been doing this independently and as a co-op, but there is a book on Home Education physical activity as an elective under K, and so we've ordered that for some fresh ideas for games that we can do on compound (and ideally involve the other children on compound too).

13) Play! Whilst there are so many marvellous resources, we also need to let them be children and to play! We try to let them play freely, but encourage them to use their imaginations and build on some of the things they have been reading about. Swiss Family Robinson is a favourite, and they love building shelters, weaving from fallen palm trees and today build beautiful structures from some bamboo they found whilst out walking. We also have childhood classics - lego, trainset and so forth. We do try and make sure everything has some kind of educational benefit, and it's lovely to watch them create and construct.

So, in summary, we've loved Sonlight. The individual lessons are quite short, but it builds up day after day. There is flexibility so of course you can do more one day and less the next, or take days off whenever you wish or need. There is no hurry. We tend to double up in the few days before an exciting event, and the boys don't really even notice. I love the diversity and flexibility and that they want to discuss so many things. This year we are adding in quite a few extra things that are supported by the Sonlight curriculum.

I must also comment that the customer service and advice provided by the Sonlight team is excellent. If you are not sure what to buy, or how to make the materials work for multiple children, they can advise. Similarly if you wish to pick and choose from the materials, that can be done. Prior to buying, you can have an advisor check over your 'shopping cart' to be sure you are ordering everything you need with no duplications or major omissions. I've been very impressed by this.

Yes, sometimes it gets tiring to constantly answer questions and have deep discussions about the meaning of life! But on the other hand, it for these kind of opportunities that homeschooling is really perfect - we can follow their interests, their curiosity, their questions and their concerns. There is space to speed up or slow down according to aptitude or interest, and you can easily school different ages and ability of children.

I'll likely write more about some of the specific topics on other occasions, and particularly about the new resources we are ordering this year for the first time.