It seems that the Lord is really speaking to me about stepping out of my ‘teacher’ control mode, let go of my preconceived ideas and allow my child to make her own connections, direct her own learning and follow her own approach.
It started in November last year. I was planning my youngest daughter’s new year of schooling. I had prayed. I had a few ideas lined up and my blank Overview Planner sheet on my clipboard. I simply asked Miss. L11 what she would like to learn. She enthusiastically requested that we do more Science, and she especially wanted to do experiments. She asked to study Astronomy, do Nature Study, learn Geography, and participate in Sketch Tuesday. She selected the Bible study program and themes she wanted to do this year. I had created an amazing Unit Study/ Lapbook/ activity pack for Around the World in 80 Days by Jules Verne which she was excited to start with me. (I can’t wait to share more with you all… but that will have to wait for another post! )
As we started our official homeschool lessons, I laid out her course materials and gave her a brief “bird’s-eye view” of each subject. She was so thrilled that she jumped off her chair and ran to hug me. “Thank you! Thank you, Mommy!” she kissed me. I sat stunned by her response.
Now, several months later, we are having a blast! She does her own Science experiments! Sometimes 3 or 4 a day … sometimes every day! I have had to scratch around for more books and ideas. It is such fun! Now and then I ask her to make “proper” scientific notebook notes, but mostly she enthusiastically tells me what she noticed and discovered.
In our Bible times, I have discovered that she enjoys preparing the lessons, like our Easter hands-on activities.
For Art, she decides which painting she narrates, and which artwork and medium she paints.
Some days we do not have any tangible evidence of our lessons. There are days with no notebook pages! But, boy, we are learning!
Despite all my fun suggestions in the Around the World in 80 Days Unit Study, I noticed that my daughter became rather lack-luster. She wanted to act out the story. She had suggested this, but I had ignored her … yep, I’m still in control. I wanted to do my activities. When I finally agreed to let her act out a scene, we had an incredible time!
- We “climbed out of the steamer ship (we got off her bed where we sat reading in the sunshine)
- clambered into a row-boat (sat in her rocking chair) and rowed to the quay (we had looked up this new word and listened to the correct pronunciation on my smart phone dictionary beforehand)
- We maneuvered our way through the crowds on the wharfs (and she described all the characters and different people in the story who were “in our way”)
- Finally we made it to the British Consulate (at the kitchen doorway) and we had our passports visaed (she pasted the stamps in the passport)
Our story had come alive — literally!
Working one-on-one with my child allows for any and every kind of creative flow. It has made our school times absolutely amazing — way more than I could have invented!
Charlotte Mason says:
“‘Masterly Inactivity.’––A blessed thing in our mental constitution is, that once we receive an idea, it will work itself out, in thought and act, without much after-effort on our part; and, if we admit the idea of ‘masterly inactivity’ as a factor in education, we shall find ourselves framing our dealings with children from this standpoint, without much conscious effort.” (Volume 3, p. 28)Celeste expounds, “So masterly inactivity is something the teacher does, not the student. It’s a small but important distinction. The teacher restrains herself and stands aside, letting the child make his own connections, form his own ideas, and progress toward self-education. Outside of lessons, that means the teacher leaves the child to his own interests and play for part of the day; during lessons, the teacher makes a point of stepping back at times to let the child take possession of the ideas presented for himself.
She is not involved in the digestion of ideas; she doesn’t do the child’s mind-work for him. She doesn’t force connections–she lets the student build his own. She doesn’t coax, cajole, bribe, or use other methods of persuasion or suggestion. She makes sure to let the child alone when necessary. She doesn’t try to determine and guide every part of the student’s learning experience in order to get a particular result. She must practice self-control to keep herself from intervening.”