Homeschoolers are a unique bunch. If someone asks Laura what grade she is in, she will tell them the grade she should be in if she had stayed in public school. Many of the homeschool programs, whether advanced or at level with national standards, use the "grade" system for their curriculum. But what happens when a child doesn't perform like the scope and sequence suggest? In a public school, if a child tests well and performs well in learning, they are usually labeled as gifted. If a child tests poorly or struggles to learn at the same pace as the rest of the class, they are often held back in thee previous grade and/or labeled as learning disabled.
My Laura is in at least two different levels of school at any given time. Her reading level is high. She could easily handle more advanced work, but I've purposely kept her at a level where she is challenged, but not rushed. I try to balance not holding her back with not burning her out.
In Math, Laura is at a lower level than her grade. Since Kindergarten, math has been her weak spot. I think she would have benefited immensely with a more hands-on curriculum in her early years, but she was in public school. When I began homeschooling her, I bought the first math book I could find. To my dismay, it was too advanced. No one told me that often homeschool materials are more advanced than public school materials. That began the vicious cycle of switching, switching, switching math materials.
With the exception of the more expensive programs, I think we've tried or at least looked at most of the math options available. Some worked for awhile, others failed miserably. When Laura would struggle, falling behind where I thought she should be, I would best myself up. Laura would feel bad about herself because, after other subjects coming so easily to her, she thought math should too. I would think to myself, "If she had to go back to public school for some reason, they would hold her back."
Last summer she got "behind" again. Since I know that, if Laura doesn't keep practicing her math skills over the summer, she will lose then, I usually try to have her do some work a few times a week. Last summer, however, it just didn't happen. I gave Laura an assessment test. I was shocked at the loss of skills! "Lord," I prayed. "Am I failing my child in this area?" The answer didn't come right away.
In fact, it was just a few days ago, after working with Laura on her math, seeing the triumph on her face as she understood a new concept, that I feel God gave me direction.
It doesn't matter if Laura is ahead or behind. It only matters that she is steadily learning. If we have to work summers to keep Laura's skills fresh and growing instead of losing ground, we will. If my daughter, who is excelling in other areas, begins upper math a little later than others, who cares? (She isn't years behind. She just has to work harder to retain what she has learned.)
I guess I just don't feel stress over whether she is at the same level as students her age, or if she is at the same level for all her subjects. No two children are alike. It's "schoolish" thinking that says all children in the same grade near the same age must develop and grow at the same time.
I had one child that walked at ten months. I had another that didn't walk until she was at least thirteen months old. Could anyone tell that now by looking at them? If we don't expect children to grow or develop physically at the same time, why do we think they should academically?
This year I've relaxed a bit. My days are busy. I see steady growth in my daughter's math skills. She works very hard. I go through the lessons and a few problems with her if need be. Many days, she doesn't need me. She understood without me.
Math may never be my daughter's favorite subject. I'm okay with that, as long as she gives it her best every day.
No comments:
Post a Comment