*Allow for a shift about every six weeks. We can do anything for six weeks. But when we begin to feel burned out, it often means we need a change. By structuring your co-op so there is a built in change about every six weeks, you will drive off that burned out feeling before it hits you or your children. By the end of the school year you may still be ready for a summer break, but this will provide several shifts throughout the school year.

* Keep it simple. When we add too many frills to our plan it also adds to what we have expected ourselves to accomplish. By keeping our plan simple we are setting ourselves up to achieve our goal. If we focus on what matters and find simple effective ways to teach those things to the children in the co-op, we will see our plan working and the students involved in the group being excited about contributing to the experience.

* Share the load. One person doing all the planning and teaching does little to insure that the co-op will continue on for the long-term. Sharing the responsibility will add variety and let every parent learn from the experience of working with the students involved. It will also help everybody keep from burning out.

* Co-op with like-minded people. It is nice to get to know people that are different that ourselves. Our children can learn so much by doing this. But having some common ground with the other homeschoolers in your co-op will make it easier for you to be comfortable letting them teach your children. Consider the things that are important to you, whether it be religion, educational philosophy or something else. These things and the ages of your children can help you determine whether the particular co-op you are considering will work for your family.

There are as many ways to organize a co-op as there are people organizing them. One idea is to organize a Unit Study group where five families rotate responsibilities. Each of the five parents involved plans a six week study of a topic they are interesting in contributing. They host the group for the six weeks as they teach this unit. A second parent volunteers as the helper for this unit. On the sixth week, a larger culminating activity can include the entire family or be more involved. For example if you are studying the ocean, there may be an aquarium or other ocean related field trip you can use for this final activity. If you are studying the Civil War you may want to divide the group of children into camps; the North and the South. They may share a report they have written about a person who fought for their side of the war. When this unit ends the group changes the meeting place to the home of the family who is in charge of the next unit. As you rotate, each parent has a turn at being in charge of a unit, helping with a different unit and having no responsibility for three of the units. This is a nice, no burnout plan.

There are many ideas for co-ops. An American Girls club could be based on the books about Kirsten, Felicity, Kaya and more. As the girls in the group read the books parents can schedule related activities. A similar idea for boys could focus on reading biographies of great men. Other groups may focus on Shakespeare, Spanish or Debate.

The possibilities are endless and the results can be awesome. Keeping these suggestions in mind will help you move forward with a plan that has the potential of adding many great experiences to your child's learning.
 

Melanie Skelton has educated her six children at home for eight years.  She is the co-founder of Utah Families Teaching at Home and assists in teaching workshops to empower and help home educators.  She is the web designer for the website, found at http: http://www.utahfamilies.net/ and is in the process of co-authoring a book about home education.  This book will help home educators better understand learning styles, personality styles and levels of learning.  It will teach the reader how to apply this information to their home school and plan out a curriculum that will meet the needs of their children. 
 

This feeling, this tone is such a misconception as recently addressed in a terrific book written by two moms who are also PhDs in linguistics. In their book titled The Bilingual Edge, Dr. King and Dr. Mackey clearly state that a parent does not have to be fluent in nor have command of the second language in order to bring it into their home on a daily and regular basis. As long as there is interaction between parent and child using tools that bring the new language into their lives then the bilingual journey can take place.

Experts agree that daily and regular interaction with the new language is crucial to achieving bilingual fluency. There is a huge debate about the length of time it takes a person to become truly bilingual. The point here is not to debate the length of time necessary to be deemed wholly bilingual. The younger, the better is the agreement between experts, research teams and educators. Today's parents should heed their advice and get the language learning going as early as possible in their children's lives.

The very board that administers the SAT, the College Board, has continually reported that 'the length of foreign language study' is an important variable in predicting students' SAT performance. What does this mean? The seniors who had four or more years of language study scored, on average, 50 points higher in the Critical Reading section of the SAT than those seniors who had only a half year or less of foreign language. Year after year the statistical reports that provide information about SAT performance across the United States show clear evidence that link together foreign language study and increased standardized test scores.

Many parents, who are faced with toddler tantrums and preschool age adventures, don't often think this far into their child's future. College entrance exams seem a lifetime away. Truth be told, the choices they make today in their child's development - both socially and educationally - will help determine and drive their successes later in life. Gaining skills in a second language early in life will assist your child in learning his own language more quickly and often times lead to early reading skills that are not noted in monolingual children.

Dr. Ellen Bialystok, PhD out of York University has shared definitive research showing that children who receive instruction in two languages score twice as high on language tests than their monolingual peers. These bilingual children also read sooner and demonstrated advanced problem solving capabilities. This same woman and her research team out of the Rotman Research Institute just reported in January 2007 that bilingualism can help delay the onset of dementia by four years. Again, something most parents are not focusing on when they are still changing diapers and choosing preschools, but something worth noting.

Maintaining an English-only mentality is no longer a choice. The choice now is when should I as a parent begin the second language introduction and why. The reasons are clear, and your child will benefit greatly from you making the choice to begin the journey to bilingualism today in your family.
 

Beth Butler is the creator of the BOCA BETH Language Learning Series for young children. Find out how fun and easy it can be to raise a bilingual child. Sample the BOCA BETH bilingual music and movies for free at http://www.bocabeth.com 
Call toll free 1.877.825.2622 or 1.813.244.1432
 

Students are only allowed to take four items to the actual test: pencil, calculator, picture ID and watch. Notes or cheat sheets of any kind, to help remember strategies, are not permitted in the testing facility. But easy recall of steps to test success can be accomplished by memorizing acronyms that are stored in a student's head. They can then write them in their test booklet to help them conveniently remember how to master each section of the SAT and PSAT/NMSQT.

How you use your pencil will determine whether you can do well on these tests. Students who actively involve their #2s are the ones who usually receive the high scores. For example, in the Sentence Completion Section, students can circle key words that will point them to the correct answer. Underling verbs and distinguishing nouns in the Sentence Error Section will reveal if the verb tense is wrong or if there is a problem with subject-verb agreement. Not to mention the importance of working the pencil in all of the math sections. Making your pencil the chief player in taking the test can lead you to the higher scores.

Secret strategies and hidden patterns of the SAT can be revealed as students decipher the correct answers by using only a pencil and an appropriate acronym. Most SAT questions are designed where you can usually mark off 2-3 wrong answers right away. But when trying to identify the correct answer from the rest of the wrong answers, students must recall the test-taking strategies and recurring patterns that they have learned when studying for the test. Using acronyms written in the booklet will give the student an edge when taking the test.

It is easy to read a question and gloss over a key word that was strategically put there to point you to the right answer. Each section of the test is written using certain rules and patterns.
Students should learn and memorize these hidden strategies and use short acronyms to help them remember what they should mark out, circle, underline or draw an arrow to.

For many years acronyms have been used to spark people's memories in just about every area. From learning the piano keys of EGBDF (every good boy does fine), to describing your status in life (DINK, YUPPIE) and now to the WWW lingo (LOL, FYI, BRB). These succinct abbreviations make it easier to remember pertinent information. Thus, it makes sense that clever acronyms can also help students remember the steps to doing well on the SAT and PSAT/NMSQT tests. After all, half the battle of defeating these tests is recalling how to do it.

Marking all over the test booklet is the key to answering questions quickly and more correctly. By learning special acronyms and writing them at the top of the paper with the mighty pencil, the brain and the pencil can work together to solve the puzzle at hand. This unstoppable team can bring triumph to this giant of a test.

For more information visit www.collegeprepgenius.com or contact Jean Burk at info@collegeprepgenius.com   Also sign-up for our free No Brainer Scholarship Newsletter.

Positive feelings and thoughts about a child or his actions can be expressed in four ways: Validation (empathy) *  Unconditional appreciation *Gratitude * Feedback, when requested. None of these include praise as evaluation. It is not about good or bad, nice or ugly, but about using the opportunity of a child's self-satisfaction to be part of his joy, to appreciate, love or respond to his need for feedback. In this part one on praise I will address the way to express feelings of joy and appreciation of your child: Validating his feelings of self-satisfaction.

A child wants to know that we are aware of his success and he wants to have a shared experience of his joy with us. When you praise with the intention to make an impact on your child's feelings or actions you are maneuvering his emotions, not relating to him. To connect with your son while appreciating him you need to empathize with his expressed feelings rather than try to manufacture a feelings in him.

Cheering and evaluating a child can be confusing in variety of ways: A child's yearning to please her parents is so potent that she can be easily swayed away from her own path in her quest to live up to expectations; Her own sense may be far from your words, she may feel disappointed in her creation, embarrassed about her behavior, resentful that she has to do something, or puzzled by the undue fuss and then doubting her own ability to know herself. A father related to me his memory of sitting on the top of a big slide contemplating coming down. He sat there for a while and then turned on his belly, feet first. The second he took off his parents cheered and clapped. He was still serious when he arrived at the bottom but not anymore due to contemplation but because he concluded that something was seriously wrong with him or else his parents wouldn't consider it a big deal that he could go down a slide. This conclusion limited him as an adult in many ways.

The question is, what could this man's parents have done to express their appreciation without contradicting his inner experience? They could have validated the feeling that was already there, contemplation. After he made it down, they could have waited for him to express his self-satisfaction, and if he did, they could have then join his joyful expression without exaggerating or dramatizing it. Maybe he would have laughed with delight and they would then laugh with him. Maybe he would have said with a grin on his face, “did you see me coming down so fast? ”and they could have smiled and said, “yes, I saw you sliding fast all the way.” And they can ask, “Are you feeling excited? ”And yes, if he didn't express anything, it would have been best to say nothing. Later they can ask him how he enjoyed himself.

If your son stops studying when you don't praise him, he is evidently not interested. You may think that praise helps a child's self-esteem because he appears joyous. Yet, he is not happy but only relieved that he has again succeeded to get approval. He is becoming skillful, not at studying, but at living inauthentically.

There is no difference between the common kind of praise (evaluation) and punishment in terms of being methods of manipulation. The fear of not getting the approval is just as intense as the fear of punishment. As with any manipulation method, the child does things for the wrong reason; to get the praise or avoid it's absence. The only “benefit” is to the adult who gains temporary control over the child. It is temporary because, being inauthentic, the action or behavior can only exist as long as the approval is dished out.

When your child expresses his joy with himself or his creation, you can empathize. You do so with words that convey your feelings without evaluation. You don't try to generate a feeling in your child but to reflect his joy and join his victory. For example, if your child expresses joy in his art work you don't evaluate the picture, but mirror the feelings that is already there with a smile or with words, “Are you excited about your picture? would you like to hang it on the wall? ”You can also express your feelings freely, “When I look at it I feel clam.”
If your child is already conditioned to look for your evaluation and asks, “Is it good Dad?” you can mirror his need for your approval, “Are you feeling doubtful and do you need to know that your art is beautiful?” and you can add, “when you ask me to tell you if I like it I feel concerned because I need to know that you can be pleased with yourself on your own.” The weaning process can include open discussions on the topic.
When instructed “look at me” or “listen to my story” follow the instructions. You were not asked to evaluate, nor to “pump” good feelings. Look, listen and give attention. Children know what they want and they are assertive by nature (which parents often complain about.)

Even when your child chooses freely to study or to develop a skill you need not use praise to support him in his endeavor. When sensing our investment in his path a child may lose his own passion for it. More than once I empathize with parents whose child stopped his art, sport or music after receiving even one dramatic praise from the adults around him.

Using praise to modify behavior means that the child is not choosing to do what we wish, but only acting to please us while her needs are not being met. Such manipulation builds walls between people regardless of the method. Needing approval is a human quality that can benefit us all when it is not used as a tool to direct the actions of another but as a way to connect with each other. Do not attempt to create a feeling and a behavior in another human being, instead, celebrate the way he is by reflecting the feelings that are already there.

©Copyright Naomi Aldort

Naomi Aldort is the author of, Raising Our Children, Raising Ourselves. Parents from around the globe seek Aldort's advice by phone, in person and by listening to her CDs and attending her workshops. Her advice columns appear in progressive parenting magazines in Canada, USA, AU, UK, and translated to German, Hebrew, Dutch, Japanese and Spanish.
Naomi Aldort is married and a mother of three. Her youngest son is fourteen-year-old cellist Oliver Aldort www.OliverAldort.com . For free newsletter, information on teleclasses, phone sessions and products: www.NaomiAldort.com  or www.AuthenticParent.com
 

Most public schools by law must assess toddlers for special early intervention programs if the parents contact their local school district. Parents should contact the child study team by the age of approximately two and a half years old. Testing can take several months and services would be absolutely free to the family by the time the child reaches their third birthday. Even if the family chooses to homeschool, the handicapped public program is usually less than three hours per day. By going through the public school child study team it can give a paper trail that can help to provide the special services to be paid for by the state and be given to the child at home especially at the ages of 2,3,and 4. In some areas a child team is provided by a hospital or a University. For example in NJ Rutgers sends therapists or recommends therapists to work in the home setting. The issue is that there is no one standard that applies. The parent should speak to as many resources as possible. Other parents, a local university are good contacts. The main point being to trust their own instincts as they know their child better than anyone else.

Many parents are uncomfortable with, “the handicapped preschool” but they shouldn't be worried about the label at this young age. By the time the preschool handicap program is complete (around kindergarten or first grade), the child is performing well and the label is permanently dropped. Not only the testing is free, the classes are free, the buses are free, but there are usually five children and two teachers giving much attention. I have seen many great programs in which the classroom consists of children with a lisp, children who have problems following verbal directions, and a child that has difficulty sharing and making friends. Included in the class might be one child with a learning disability and another child with a physical handicap. Generally as a group they are not “really” handicapped to begin with.

Once accepted, the class continues for part of the summer as well. This is known as ESY, extended school year.
Equally important is to enroll the toddler in music classes in which the children play instruments and run around to the music. This is different from just passively listening to music. You see, the part of the brain or (tree branch) that participate in music is the same part of the brain that will develop math skills as they get a little older. Years later college students often have to decide between majoring in music or studying medicine.

Waiting for the school to call you at home in order to request a “Child Study Team” evaluation is often too little too late, as the brain is less flexible at that age.

Catch your child's struggles at the earliest age possible and he or she will reap the rewards for a lifetime.

SHELLEY TZORFAS is the Founder of Specialized Tutoring/Learning Assessments, and has been tutoring students with ADD, ADHD, Dyslexia as well as undiagnosed kids for nearly twenty-five years.
Shelley views Dyslexia as a "processing of information problem, either in the visual, auditory or kinesthetic mode," and strives to educate the general public about learning disabilities.Like other dyslexics, Shelley has had varied, successful careers. These range from appearing on a PBS documentary, and exhibiting artwork in museums. She is currently writing a book on learning differences.
Shelley, nee Gelfman, is a single mother of two boys and lives in New Jersey. She is available for consultation and/or tutoring, and may be reached at her website at www.betterschoolresults.com . Her email is stzorfas@gmail.com , phone number is
(908) 735-9053.

However the third day, there they were. This time Ryan remembered his Dad's words, dropped his bike down, and stood in the middle of the road with fists up and fire in his eyes. “Ok, you guys, I live here, I am going home, and you are not going to stop me!' The bullies took one look at this defiant little kid and left him alone. Ryan came home excitedly calling for his Dad, 'I did it!”

Yes, this is a true story, and I know you've probably had a similar episode in your life. It's also true that sometimes the little kid gets a bloody nose, but he still has to face down the bullies. Nowadays parents are running to call the police and charging bullies with assault. But those reactions don't help the kid standing at the crossroad. If children don't learn to stand up for themselves now, when they meet the bully in junior high, high school, college, or in the office, they will still be backing down.

As a martial arts instructor I am frequently asked about dealing with bullies; on the other hand, I have parents tell me they won't let their kids learn martial arts because 'it's so violent'. The truth is that when you know you can protect and defend yourself and those near you, then you have confidence and do not need to fight to prove yourself.

The first rule is, 'use the least amount of force necessary to control the situation'. Often that means just putting a hand up and saying “No!” as if you mean it. Alas, how difficult it is for many people to say 'No” forcefully to someone other than their little brother!
Sometimes the fastest way out of a messy situation is to back up slowly to a safe distance, then turn and walk away. Is this retreat? Of course it is, and if you are not followed it is also success! If the bully sees your child as so powerful he can turn his back and walk away, perhaps your child is too powerful to be worth chasing. Just be aware that if there is an attack from the rear, there had better be some powerful defense! Although one's back is turned one's other senses are not dulled; be aware of what is coming from all directions.

Self-defense is legal and sensible-just do not escalate a situation. If the bullying amounts to mere name-calling, then the response cannot be physical contact. When the classic bully starts jabbing, or poking, or slapping you, a flat palm to his chest will sometimes be enough to push some sense into him, accompanied of course with a serious 'No, do not do that'. (Note: This is not legal advice; if you have questions on this legality, consult an attorney.)

Many parents seem determined that their kids are never going to show any aggression to anyone, even if it means not defending themselves. If you drill pacifism into your child, consider the possibility that your child might do what Alan did when he was beset by a bully: absolutely nothing. Alan just stood there to be punched in the nose and knocked down. When he ran to tell his Mom what had happened she asked why he had not defended himself. Alan replied, “You said never to hit anyone.”

The first line of defense against the 'tough guy' is self-confidence. Children who know they can stand up for themselves without getting into trouble are able to look at a bully and say 'No, leave me alone' in a way that convinces the bully as well as themselves that they are brave and they mean what they say. Hearing his Dad's words as Ryan stood strong against the big kids, Ryan had the assurance that Dad supported him and believed he could take care of himself. With Dad's strength behind him, Ryan did just that. Knowing his parents will back him up gives a child greater courage and confidence to face bullies, not to mention math tests, spelling bees, and swim meets! Remember that kids are people too; we all like having someone bigger and wiser in our corner.
We teach our children to be non-aggressive, but we must teach them the difference between attack and defense. Many kids have no clue that there is a difference; like Alan, they believe that they have to take whatever the local bully dishes up. This is a dangerous dilemma for kids; can anyone do anything to them, and they cannot stand up for their own well-being? Let's teach them that they are valuable, irreplaceable, and they have options they can employ to prevent being injured.

In both these stories, Ryan and Alan were alone when confronted. When children travel with friends, they are less likely to be bullied, so building a network of buddies can help keep your child safe. Parents need to keep in mind that the child is not to blame for being bullied; it's the bully who is the cause, striking out because of something lacking in his life. Sometimes the bullying takes form in spreading lies. The child is not to blame here, either, and parents must be certain their child knows he is trusted, and that the lies are recognized as such. Everyone likes to be reassured that we are supported at home, and our kids need this even more than we do.

Girls often face more insidious bullying; backstabbing, ignoring, verbal insults, being laughed at and smirked at; these incidents are more difficult to prove, since the bullies don't leave any visible marks. The bullies are frequently girls who are popular, or who already are known to adults as being well-spoken and courteous. When a young girl does not want to go out with friends, or is moody, or secretive, parents often blame her age and hormones. As every woman knows, hormones are not the underlying cause of every mood. Take time to talk to your daughters and find out what is really bothering them; is it a case of being bullied?

Children being bullied often keep to themselves, hoping that if they wait the bullies will either go away, or just find someone else to chase. Some children have joined the bullies in going after a new victim, hoping then to be left alone. Some young people go on-line for support from Internet contacts rather than talking to their parents. So after all is said and done, what's the bottom line? As always, parents need to take the initiative, and keep talking to your children. If you start talking to them when they're born, or perhaps before they're born, then just know that you can never stop. Listen to your children, listen to what they say and to what they don't say. Always let your last word be, “I care. I love you.”
 

Academy of Science for Kids (ASK)
Serving: Worldwide

Patria Press, Inc.
Serving: Worldwide

Learning By Grace
Serving: Worldwide

Payless For College, Inc.
Serving: Worldwide

ClickN KIDS, Inc.
Serving: Worldwide

BRAIN-athon Emporium
Serving: United States

The Homeschool Sampler
Serving: United States

Indian Math Online
Serving: United States

Parenting With Dignity
Serving: United States

Homeschool College Prep
Nationwide (Workshops:Tennessee Surrounding States)

Rock4KidsLife
Serving: Worldwide

Yoga-Yingo Boise/Meridian, ID
Serving: Gilbert, Arizona/ East Valley

Collegiate Testing Center Phoenix/Scottsdale -email
Serving: Phoenix, Scottsdale, Arizona

Community School of Music and Arts at Finn Center
Serving: California

Fitwize 4 Kids
Serving: California

Simply Music
San Fernando Valley, Santa Monica, West LA, California

Colorado Distance & Electronic Learning Academy
Serving: Colorado

STROKE OF GENIUS
The western slope - the grand valley area, Colorado

Crow Canyon Archaeological Center
Serving: Southwest, Colorado

Fairfield Tutors - In-Home Tutoring Services
Westchester County, NY / Fairfield County, CT

Limelight Theatre
Serving: Florida

Dade City's Wild Things
Dade City and Surrounding Area, Florida

Learning Together ~ Casa Grande, Arizona

Uniting Homeschoolers in Arkansas~ Arkansas

Freedom Valley Home Learners~ Temecula & Murrieta, California

M.O.M's Homeschool Group - Quincy, Florida

BC_HS · Bureau_County_Homeschooling ~ Bureau County, Illinois

The Northside Newsletter ~ Indianapolis, Indiana
S.C.I.H.E ~ Columbus, Indiana

Kentucky Secular Homeschoolers - Louisville, Kentucky
LAMP - Murray, Kentucky
Christian Home-educators of the Bluegrass ~  Bluegrass - Lexington, Kentucky

Homeschool Frederick! ~ Frederick County, Maryland

Seacoast Homeschooling Cooperative ~ Seacoast area of Maine/NH

Lebanon Area Homeschoolers~ Lebanon, Missouri

Albuquerque Homeschool Co-op~ New Mexico

L.I.F.E in Tennessee Love Is Family Education Learning In a Family Environment - West Tennessee

HEART of Williamsburg - Williamsburg, Virginia

Westside Newsletter ~ Entire West side of the Salt Lake valley, Utah
HEVU-Home Educator Volunteers of Utah ~ Utah
Gifted Home Education-Utah~ Utah
Westside-UTHS (West Side Support Group)~ West Valley City (and more) Utah

back to top