Well, I may have over-estimated the desire and need for the service that I am offering to the parents and children of this region.
I still have one student and we are doing very well. I thoroughly enjoy working with her and I am slowly teaching her skills for self-directed learning and hopefully instilling in her the understanding that she has a choice as to how she approaches her assignments and her daily school life. Hopefully I am offering her a potential to choose self-direction and self-assessment. This is my intention and my focus as we work together. Actually, it is one focus of our work together, because we are building her skills of self-organization and her math and writing skills as well.
I continue to save all of the money that I earn through this tutoring work to fund this project, but as I do not see a strong interest in what I am offering in the community around me, I tend to lose interest as well.
So, I may eventually let go of this project, but for now, I'm still in a wait and see attitude.
Wednesday, November 6, 2013
Wednesday, October 9, 2013
Update, October 9, 2013
I am still waiting for more students to come to me for help. It is still a little bit early in the school year for much interest in tutoring on the part of parents.
I will review all of my community bulletin board postings over the next week or so to make sure that there are still cards there for the taking and that the announcement of my services is still visible.
I have received money for tutoring the one student I currently I am working with and so this project has paid me back for my financial outlay, which was very modest, about 85 dollars or so, and I am now saving money that I earn by tutoring to cover any costs which come up as I move forward with this project.
I have rediscovered how much I love tutoring! I love to connect with children one to one and really work with them to uncover gaps in their understanding and to address those.
I will review all of my community bulletin board postings over the next week or so to make sure that there are still cards there for the taking and that the announcement of my services is still visible.
I have received money for tutoring the one student I currently I am working with and so this project has paid me back for my financial outlay, which was very modest, about 85 dollars or so, and I am now saving money that I earn by tutoring to cover any costs which come up as I move forward with this project.
I have rediscovered how much I love tutoring! I love to connect with children one to one and really work with them to uncover gaps in their understanding and to address those.
Thursday, September 12, 2013
The School Year Begins
I have begun my work with one student. We had our first hour long session together last Saturday.
I am keeping notes on what happens in the sessions, and on conversations that I have with the student's mother. I will do this with all of my students. It really helps when talking to a parent to have notes to refer to, and it helps me to better serve the child if I keep notes on what we do together and any issues that come up.
This time of year is actually the MOST quiet for tutoring support. Parents and children are making a fresh start with a new teacher and they are hopeful that they can succeed well at school. Usually, tutoring work picks up in October and slowly becomes more and more in demand as the school year progresses.
I am excited actually to begin working with a child at the very beginning of the school year, so that we can really see how well I can help this child to become a more independent learner while working through the course work.
My practice now is to be patient and to continue to talk about this with people and get the word out. My radio show on the local community station was aired this week.
I am keeping notes on what happens in the sessions, and on conversations that I have with the student's mother. I will do this with all of my students. It really helps when talking to a parent to have notes to refer to, and it helps me to better serve the child if I keep notes on what we do together and any issues that come up.
This time of year is actually the MOST quiet for tutoring support. Parents and children are making a fresh start with a new teacher and they are hopeful that they can succeed well at school. Usually, tutoring work picks up in October and slowly becomes more and more in demand as the school year progresses.
I am excited actually to begin working with a child at the very beginning of the school year, so that we can really see how well I can help this child to become a more independent learner while working through the course work.
My practice now is to be patient and to continue to talk about this with people and get the word out. My radio show on the local community station was aired this week.
Wednesday, August 28, 2013
Preparing to Work With the Children
I have visited the regional high school with more contact cards and brochures and introduced myself to the woman who refers families to tutors in the central office there.
I have made most of the final arrangements to use a space in the village to do tutorial work. There is parking there and a small waiting room for parents. It is a spa, with small rooms for massage and acupuncture treatments. It is run by my friend. (www.sunshinecenter.ca)
My husband, a retired electrician who now does woodworking and cabinet making, will make me a custom sized tutorial table. It will be 30 inches high, which is standard height for desks and tables, 18 inches deep and 40 inches wide. The 40 inches will easily accommodate the child and the child's books, and then me beside the child, always on the right hand side because I am right-handed. e
I have decided that I will teach children to center themselves and check in with their physical body, emotions and mind before starting work on a learning project. For example, before starting to work on her math, a student might check in with her physical body (hungry, tired, achey, thirsty?), her emotions (nervous, anxious, enthusiastic, resentful...) and her mind (distracted, tired...). The idea is to be in alignment with the activity with all parts of the self and to be in integrity, not hiding from ourselves the fact that we are anxious about math, for example. We acknowledge that we are feeling anxious and then make the conscious choice as to whether we will explore that anxiety, its source and its size and feel, etc, or go on doing the math anyway, but consciously. "I'm feeling anxious about math, but I'm choosing to try to do this anyway." The idea is to be in our truth.
Then, always check that you have everything that you need for this work session. And then we begin.
For me, the first lesson or two is about teaching the child a new way of approaching their school work. Generally, school work is done because the teacher says so. I'm proposing that the child take a look at the book, the course in general (at the high school level) and make conscious choices about the learning project. Why am I doing this? What do I hope to gain out of doing this? What is my goal with this project?
The next step is to get to know the tools that are available for learning, and generally, for school children, that means text books. They often have a table of contents, an index, exercises, a glossary, and sometimes selected answers to exercises at the back of the book. These are all excellent tools for teaching one's self.
This is what I propose to begin with when I take my first tutorial session on September 7th. I'm so glad to have a student to work with! The real joy of this project begins in just about 10 days.....
I have made most of the final arrangements to use a space in the village to do tutorial work. There is parking there and a small waiting room for parents. It is a spa, with small rooms for massage and acupuncture treatments. It is run by my friend. (www.sunshinecenter.ca)
My husband, a retired electrician who now does woodworking and cabinet making, will make me a custom sized tutorial table. It will be 30 inches high, which is standard height for desks and tables, 18 inches deep and 40 inches wide. The 40 inches will easily accommodate the child and the child's books, and then me beside the child, always on the right hand side because I am right-handed. e
I have decided that I will teach children to center themselves and check in with their physical body, emotions and mind before starting work on a learning project. For example, before starting to work on her math, a student might check in with her physical body (hungry, tired, achey, thirsty?), her emotions (nervous, anxious, enthusiastic, resentful...) and her mind (distracted, tired...). The idea is to be in alignment with the activity with all parts of the self and to be in integrity, not hiding from ourselves the fact that we are anxious about math, for example. We acknowledge that we are feeling anxious and then make the conscious choice as to whether we will explore that anxiety, its source and its size and feel, etc, or go on doing the math anyway, but consciously. "I'm feeling anxious about math, but I'm choosing to try to do this anyway." The idea is to be in our truth.
Then, always check that you have everything that you need for this work session. And then we begin.
For me, the first lesson or two is about teaching the child a new way of approaching their school work. Generally, school work is done because the teacher says so. I'm proposing that the child take a look at the book, the course in general (at the high school level) and make conscious choices about the learning project. Why am I doing this? What do I hope to gain out of doing this? What is my goal with this project?
The next step is to get to know the tools that are available for learning, and generally, for school children, that means text books. They often have a table of contents, an index, exercises, a glossary, and sometimes selected answers to exercises at the back of the book. These are all excellent tools for teaching one's self.
This is what I propose to begin with when I take my first tutorial session on September 7th. I'm so glad to have a student to work with! The real joy of this project begins in just about 10 days.....
Tuesday, August 20, 2013
Asking for Help
I have acquired a certain number of local contacts in the region through my activities in the community. I have organized a drumming circle and a singing group and have made friends here and there as well. I sent out an email yesterday. Here is the text of the email. And the brochure... well, it is comprised of the text that I've already posted here.
And I sent this email out yesterday afternoon and by yesterday evening, I had my first client. This kind of thing works best through word of mouth, so one satisfied client is worth a lot.
I am beginning a new phase of my career as an educator. I do not know how this will unfold, but I feel very enthusiastic and joyful about doing this work now.
And I sent this email out yesterday afternoon and by yesterday evening, I had my first client. This kind of thing works best through word of mouth, so one satisfied client is worth a lot.
Dear friends and family,
I attach a brochure which, in both official languages, explains what I am doing. The website referenced in the brochure goes a lot further, with a youtube video interview explaining in detail what this is all about and a lot of text giving background and current information about the project.
Please help me to get the word out to people with school aged children in their care. I am anticipating working with both elementary and secondary school students, as well as homeschooled children.
I will be working with children one to one at the beginning of this project (for at least the first 6 to 10 months). I will offer individualized tutorials in Sutton village at the Sunshine Center. If there is enough interest and demand, I will find a larger space of my own in the village.
Each of you knows people in the region whom I do not know. Please pass this on to them. For children who 'hate' school, or do poorly in school or are thinking about dropping out of school, or who are so bright that they are bored silly in school, this program, this new way of thinking about learning and teaching themselves, might just change their lives for the better in a pretty dramatic way.
I believe whole-heartedly in this approach. I based my Master's Thesis in Educational Technology on the creation of an alternative way of educating children and I think that this is it. This project brings it from theory into practice. That is why I am so enthusiastic about this.
Thank you so much for taking the time to read this email, to read the attached brochure, and to forward this email to those who you think might benefit from it.
Sincerely,
Lu
Friday, August 16, 2013
Contacting Schools
I cold called Knowlton Academy as I had not been given the connection to the principal there that I was hoping I would be given, actually that I had been told I would be given. Oh well, she was drinking wine at the time and may have regretted the offer the next morning.
I also cold called Sutton School.
I sent information to the school secretaries of both schools and will pass by next week with contact cards that can be given to parents.
I arranged with my friend Ilia to use her spa as a temporary space to do my tutorials. She has treatment rooms and one of them will serve well enough as a temporary fix. There is parking, a waiting room, a receptionist and a private room. That will do to begin with!
I also arranged with Ilia to be interviewed on her radio show next week. Her show airs on the local radio station CIDI 99.1.
I enjoy talking about this project, but I am also really excited and enthusiastic to begin working with children. Next week, I will contact the regional high school to let them know what I am doing.
Right now, it is all about getting the word out and letting people know, then giving them time to feel into this and find out if it is right for their child. I'm very glad that I began this project in late July. August and September are good times to be getting the word out about alternatives to the same old same old learning experiences for children; this is the time of year when parents are beginning to think about the return to school, and to prepare themselves and their children for all that the beginning of the school year entails.
I also cold called Sutton School.
I sent information to the school secretaries of both schools and will pass by next week with contact cards that can be given to parents.
I arranged with my friend Ilia to use her spa as a temporary space to do my tutorials. She has treatment rooms and one of them will serve well enough as a temporary fix. There is parking, a waiting room, a receptionist and a private room. That will do to begin with!
I also arranged with Ilia to be interviewed on her radio show next week. Her show airs on the local radio station CIDI 99.1.
I enjoy talking about this project, but I am also really excited and enthusiastic to begin working with children. Next week, I will contact the regional high school to let them know what I am doing.
Right now, it is all about getting the word out and letting people know, then giving them time to feel into this and find out if it is right for their child. I'm very glad that I began this project in late July. August and September are good times to be getting the word out about alternatives to the same old same old learning experiences for children; this is the time of year when parents are beginning to think about the return to school, and to prepare themselves and their children for all that the beginning of the school year entails.
Monday, August 12, 2013
Networking
I am in the early stages of this very large project and this is a time to get the word out about this idea. I am putting the word out through announcements on public bulletin boards in Sutton village and Knowlton village. I plan to use the Ressource Familliale here in Sutton (Family Resource Group). They have a newsletter and I hope to be featured in their next newsletter. The town of Sutton also has a newsletter and I will try to get into that as well. There is another community newspaper for which I write a regular column, but it only comes out four times a year. The next one will come out in the winter. The autumn one has already received my submission. When I wrote it, this project did not yet exist!
Word of mouth and networking are strong tools to use for a project like this. I have an advantage in that I worked at the P.E.A.C.E. School (La Petite Ecole Alternative des Cantons de l'Est) in Fulford, which is about 25 minutes drive from Sutton, in 2003 and 2004. People around here remember the P.E.A.C.E. School and how we did our best there to provide an environment for self-directed learning for young children, kindergarten through grade 6 level. That school had a very head-strong founder and director and she took the school in a direction that some parents were not so keen on. That made the long drives on winter roads more trouble than they were worth. The school was also supporting 3 full time teachers when it could really only support 2. We had 24 children as a maximum enrolment. Still, people remember, and when I remind them, or inform them, that I worked there, they get a feel for my commitment to alternative educational environments and my history as an educator in this region.
The fact of the matter is that I do not socialize very much. I am a morning person and do not stay up past 8:00 pm most evenings! Yet over the past few days, I have been in a number of social gatherings and have made the most of them.
On Wednesday, I hosted my singing group and Niki, who produces the radio show that I am featured speaking about this project on, told me that the radio show will be re-recorded due to technical difficulties which I mentioned in a previous post. She also expressed a great deal of enthusiasm for this project and told me that her daughter might be my first client.
On Friday, I had tea with my friend Bobbie. Bobbie gave me some important information about Sutton School. Networking works both ways. We give out information about ourselves and our projects, but we also learn about the context within which our projects will be functioning and hopefully thriving. Bobbie's son's girlfriend is a new teacher at Sutton School. I had thought that Sutton School was very well run and a model of the Quebec educational system's progressive thinking and excellence. Apparently, the Sutton School lost a very capable principal about ten years ago, and since then, has been through four principals. They are with the fourth one now, and she is apparently proving to be strong enough to take on the challenges of the school. These include a rising student population, over-crowding and the usual disempowerment of teachers to the point that they cannot enforce appropriate discipline in their classrooms. They are teaching as many as 30 children in a classroom, using classrooms built to hold about 20 - 22 children. This is not good for concerned parents. I now have information that helps me to talk more knowledgeably to parents in the weeks and months ahead.
Bobbie also suggested to me that I make an appointment with the new principal of Sutton School, meet with her and explain to her what I am doing. I had not thought to do that.
On Saturday, Mary and Norm came over to my house to have supper with me and my husband. After supper, Mary and I were talking about my new project and she mentioned that I should register with the provincial authorities so that my business has a 'tax number.' I had not thought of that either! Here in Quebec, Canada, we are obliged to collect the goods and services taxes, both the federal and the provincial taxes, on all services provided. So, I guess I should look now into registering as a business entity. My friend Ilia recently started a business, so I will ask her how she went about doing that. I don't think it is very difficult or complicated.
Last evening, my husband and I were invited to a wine and cheese social at a neighbour's home. We enjoyed our time there and I spoke of this project to two women, both of whom work in the local school board as support professionals. One is a speech therapist and one is a psychotherapist. My hostess for the evening, Phyllis, is the psychotherapist. She is a very social person. Her husband worked at the local high school for many years as a math teacher, and between the two of them, they know a lot of people! Phyllis urged me to target parents of students at Knowlton Academy, which is the English elementary school in the neighbouring town of Knowlton. She suggested that I speak to the principal there, much as Bobbie had suggested that I speak to the principal of Sutton School. So, I'm getting a lot of urging to involve the local schools. The speech therapist even suggested that I train the local teachers in techniques and strategies to teach children to teach themselves! I'm not quite ready for that yet. But maybe I am getting there. Phyllis is friends with the principal of Knowlton Academy and offered to 'introduce me' to her, through a phone call or email. This is a very helpful connection! I shall follow up with Phyllis this morning on this and hopefully will be able to meet with the principal of Knowlton Academy within the next week or two, before school starts in September.
Word of mouth and networking are strong tools to use for a project like this. I have an advantage in that I worked at the P.E.A.C.E. School (La Petite Ecole Alternative des Cantons de l'Est) in Fulford, which is about 25 minutes drive from Sutton, in 2003 and 2004. People around here remember the P.E.A.C.E. School and how we did our best there to provide an environment for self-directed learning for young children, kindergarten through grade 6 level. That school had a very head-strong founder and director and she took the school in a direction that some parents were not so keen on. That made the long drives on winter roads more trouble than they were worth. The school was also supporting 3 full time teachers when it could really only support 2. We had 24 children as a maximum enrolment. Still, people remember, and when I remind them, or inform them, that I worked there, they get a feel for my commitment to alternative educational environments and my history as an educator in this region.
The fact of the matter is that I do not socialize very much. I am a morning person and do not stay up past 8:00 pm most evenings! Yet over the past few days, I have been in a number of social gatherings and have made the most of them.
On Wednesday, I hosted my singing group and Niki, who produces the radio show that I am featured speaking about this project on, told me that the radio show will be re-recorded due to technical difficulties which I mentioned in a previous post. She also expressed a great deal of enthusiasm for this project and told me that her daughter might be my first client.
On Friday, I had tea with my friend Bobbie. Bobbie gave me some important information about Sutton School. Networking works both ways. We give out information about ourselves and our projects, but we also learn about the context within which our projects will be functioning and hopefully thriving. Bobbie's son's girlfriend is a new teacher at Sutton School. I had thought that Sutton School was very well run and a model of the Quebec educational system's progressive thinking and excellence. Apparently, the Sutton School lost a very capable principal about ten years ago, and since then, has been through four principals. They are with the fourth one now, and she is apparently proving to be strong enough to take on the challenges of the school. These include a rising student population, over-crowding and the usual disempowerment of teachers to the point that they cannot enforce appropriate discipline in their classrooms. They are teaching as many as 30 children in a classroom, using classrooms built to hold about 20 - 22 children. This is not good for concerned parents. I now have information that helps me to talk more knowledgeably to parents in the weeks and months ahead.
Bobbie also suggested to me that I make an appointment with the new principal of Sutton School, meet with her and explain to her what I am doing. I had not thought to do that.
On Saturday, Mary and Norm came over to my house to have supper with me and my husband. After supper, Mary and I were talking about my new project and she mentioned that I should register with the provincial authorities so that my business has a 'tax number.' I had not thought of that either! Here in Quebec, Canada, we are obliged to collect the goods and services taxes, both the federal and the provincial taxes, on all services provided. So, I guess I should look now into registering as a business entity. My friend Ilia recently started a business, so I will ask her how she went about doing that. I don't think it is very difficult or complicated.
Last evening, my husband and I were invited to a wine and cheese social at a neighbour's home. We enjoyed our time there and I spoke of this project to two women, both of whom work in the local school board as support professionals. One is a speech therapist and one is a psychotherapist. My hostess for the evening, Phyllis, is the psychotherapist. She is a very social person. Her husband worked at the local high school for many years as a math teacher, and between the two of them, they know a lot of people! Phyllis urged me to target parents of students at Knowlton Academy, which is the English elementary school in the neighbouring town of Knowlton. She suggested that I speak to the principal there, much as Bobbie had suggested that I speak to the principal of Sutton School. So, I'm getting a lot of urging to involve the local schools. The speech therapist even suggested that I train the local teachers in techniques and strategies to teach children to teach themselves! I'm not quite ready for that yet. But maybe I am getting there. Phyllis is friends with the principal of Knowlton Academy and offered to 'introduce me' to her, through a phone call or email. This is a very helpful connection! I shall follow up with Phyllis this morning on this and hopefully will be able to meet with the principal of Knowlton Academy within the next week or two, before school starts in September.
Friday, August 9, 2013
Speaking Out
I was guest speaker on a radio show on Tuesday evening. The radio show, accessible as a pod cast or audio file online, is Everyday Connection at www.blogtalkradio.com
I spoke at length and passionately about this project, about why I am doing this and what I hope to achieve.
It was a lively discussion.
The sound quality was horrendous. We were using Skype on blogtalkradio and it just didn't work.
So, don't go looking for it yet!
We are apparently going to re-record the conversation and it will be made available on www.everydayconnection.me and through the blogtalkradio portal as well.
I'll let you all know when it becomes available.
I spoke at length and passionately about this project, about why I am doing this and what I hope to achieve.
It was a lively discussion.
The sound quality was horrendous. We were using Skype on blogtalkradio and it just didn't work.
So, don't go looking for it yet!
We are apparently going to re-record the conversation and it will be made available on www.everydayconnection.me and through the blogtalkradio portal as well.
I'll let you all know when it becomes available.
Monday, August 5, 2013
Brief Update
I've been talking about this project with people and responses have been favourable everywhere.
I put my notice up on the bulletin board at the Natural Foods Store in Sutton village on Saturday morning. I will put up the same notice at the Sutton Library and at the Pharmacy in Knowlton village and at the Knowlton Library.
For now, that will be enough to start with.
In the first week of September, I'll put a classified ad in the local newspaper.
I have the thought that I will learn by doing with this project. As I tutor children with the intention and aim of teaching them how to learn on their own, I will increase and improve my own understanding of what this means for children.
The book, 'Free to Learn' by Peter Grey was brought to my attention. There is an unschooling philosophy that goes on the assumption that children will learn without any structure at all.
I love watching children learn as they play. Play is one of the richest sources of learning for children and this includes all kinds of play activity, alone or in a group. However, I believe very strongly that children need some basic skills and some support and encouragement to learn how to read for information, write well and coherently and use the incredible resource of the internet to find information. I intend to create a centre for children where they can learn to read, print and type, and use numbers with confidence and at their own pace and then explore learning for themselves.
I've seen children look lost and I've heard children express the desire for more structure in my time in 'free school' environments or unschooling environments.
My mother tells me that I taught myself to read at age 4, but not all children do this, nor should we expect them to.
So, I'm not going to throw the baby of support and encouragement out with the bathwater of coercion and adult control of the child's learning. There is a big difference between support and control.
So, my assessment of Peter Gray's book is that it is apparently beautifully written and well-researched through his own experiences at Sudbury Valley School. Read this book and learn from it, but use your own discernment to determine what feels right for you and for your child or children.
I put my notice up on the bulletin board at the Natural Foods Store in Sutton village on Saturday morning. I will put up the same notice at the Sutton Library and at the Pharmacy in Knowlton village and at the Knowlton Library.
For now, that will be enough to start with.
In the first week of September, I'll put a classified ad in the local newspaper.
I have the thought that I will learn by doing with this project. As I tutor children with the intention and aim of teaching them how to learn on their own, I will increase and improve my own understanding of what this means for children.
The book, 'Free to Learn' by Peter Grey was brought to my attention. There is an unschooling philosophy that goes on the assumption that children will learn without any structure at all.
I love watching children learn as they play. Play is one of the richest sources of learning for children and this includes all kinds of play activity, alone or in a group. However, I believe very strongly that children need some basic skills and some support and encouragement to learn how to read for information, write well and coherently and use the incredible resource of the internet to find information. I intend to create a centre for children where they can learn to read, print and type, and use numbers with confidence and at their own pace and then explore learning for themselves.
I've seen children look lost and I've heard children express the desire for more structure in my time in 'free school' environments or unschooling environments.
My mother tells me that I taught myself to read at age 4, but not all children do this, nor should we expect them to.
So, I'm not going to throw the baby of support and encouragement out with the bathwater of coercion and adult control of the child's learning. There is a big difference between support and control.
So, my assessment of Peter Gray's book is that it is apparently beautifully written and well-researched through his own experiences at Sudbury Valley School. Read this book and learn from it, but use your own discernment to determine what feels right for you and for your child or children.
Tuesday, July 30, 2013
A Reality Check
I suddenly began to ask myself why I was waiting.
It goes like this. I was sitting and thinking and feeling, which for me is a really good way to get things done. And I thought, which would I rather be doing, the job that I am doing now, which is a meaningless office job, or teaching children how to learn independently? And the answer was: teaching children how to learn independently.
So, I thought, well.... how can I do that right now?
And the answer that came was: teach them one on one, in a tutorial format, rather than trying right away to create a learning centre. Let the learning centre evolve while you are doing what you love to do and want to do ....
So, yesterday I was in Sutton village at the bank and walked a block down to the whole foods store to look for any postings about homeschoolers on their bulletin board. There were none. But the store owner noticed me looking and asked if I had found what I sought. I told her that I was looking for homeschoolers and I told her why. Homeschoolers are, for the most part, already committed to teaching their children to learn independently or they are at least open to new ideas and are committed to their children's learning. So they are a good place to make a connection.
The store owner kindly offered me a space on her bulletin board. "Write something up and we can post it there and see if people respond." Late July into early August is a good time to be doing this as well, because people are just beginning to really focus in on the start of the school year coming up in about 5 weeks.
This morning I wrote up a text which I will paste into here in a moment. I will have it translated into French as soon as possible. Then, I will have it up in that store, hopefully by this time next week if not sooner.
I also have to find a space where I can give tutorial sessions to children. I'm on the lookout for it and have already begun to network as best I can to find a good space.
Here is the text:
It goes like this. I was sitting and thinking and feeling, which for me is a really good way to get things done. And I thought, which would I rather be doing, the job that I am doing now, which is a meaningless office job, or teaching children how to learn independently? And the answer was: teaching children how to learn independently.
So, I thought, well.... how can I do that right now?
And the answer that came was: teach them one on one, in a tutorial format, rather than trying right away to create a learning centre. Let the learning centre evolve while you are doing what you love to do and want to do ....
So, yesterday I was in Sutton village at the bank and walked a block down to the whole foods store to look for any postings about homeschoolers on their bulletin board. There were none. But the store owner noticed me looking and asked if I had found what I sought. I told her that I was looking for homeschoolers and I told her why. Homeschoolers are, for the most part, already committed to teaching their children to learn independently or they are at least open to new ideas and are committed to their children's learning. So they are a good place to make a connection.
The store owner kindly offered me a space on her bulletin board. "Write something up and we can post it there and see if people respond." Late July into early August is a good time to be doing this as well, because people are just beginning to really focus in on the start of the school year coming up in about 5 weeks.
This morning I wrote up a text which I will paste into here in a moment. I will have it translated into French as soon as possible. Then, I will have it up in that store, hopefully by this time next week if not sooner.
I also have to find a space where I can give tutorial sessions to children. I'm on the lookout for it and have already begun to network as best I can to find a good space.
Here is the text:
Empower children to independent life-long learning.
I teach children how to teach themselves so they can become
confident self-directed learners for life.
For homeschooled children, my support and instruction help
them to make the most of their homeschooling experience. The goal of
self-directed learning comes closer when the child has all the skills and
knowledge needed to proceed with confidence. There is also the possibility of
my support with organized small group learning projects for homeschoolers, if
homeschooling parents would like to see such an opportunity for their children.
For children enrolled in school, my support and instruction
help them to succeed as they build skills for independent learning, whether
they like their teacher or not, enjoy the subject or not, they have the skills
to make their way through the school curriculum.
For children of all ages and in any schooling or unschooling
situation, learning how to acquire
knowledge, build skills and measure their own progress is empowering and
profoundly enabling.
I have a Quebec teaching certificate and 20 years of
experience in traditional, remedial and democratic, child-centered classrooms.
My approach is currently through one on one tutorials (there
is the possibility of a learning center for group learning projects in the
future) and my rates are very affordable as I intend to make this life-changing
work accessible to all families.
Explore my passion for independent learning at
www.teachkids2learn.wordpress.com. There you will find a lot of information
about what I do and how I do it.
Lu Emanuel
Independent Learning Facilitator
Saturday, July 27, 2013
It Begins as an Impulse
I wanted to sing with friends.
I invited Valerie to come to my house and sing with me, along with a couple of other friends.
Of the people I invited to come sing at my house, only Valerie was able to attend last Wednesday.
Valerie showed up at my door with her two youngest children. Abigail is 4 years old, I think, and Rebecca is about 7 or 8 years old. The girls speak French at home, so I spoke French to them.
Having children in my space and speaking French to them reminded me of my time as a teacher, co-director and administrator at the Ecole P.E.A.C.E. School from early in 2003 until the end of 2004. I was teaching English there, but I interacted with the children a lot in French.
We had a good time singing. Abigail played with my teddy bear, Fred, and Rebecca got my other teddy bear, Arthur drumming on my African drum at the end of our time together. The girls also sang and Abigail danced.
Valerie and I sang and it felt really good to sing together.
But having children in my space got me all lit up and I found myself wanting to move forward with the idea that I had a long time ago and which I have documented at some length on my teachkids2learn.wordpress.com website.
I would like very much to create a learning centre for homeschooled kids that encourages them and teaches them to teach themselves and to learn independently. This is the initial impulse.
So, on Wednesday night, after having the children here at my home and in my space, I couldn't sleep. I was thinking about the possibilities and wondering if I could make a go of it and generally obsessing.
On Thursday, I ran some numbers on Excel to see if it might be financially feasible.
I can live very simply and I own my home outright, with no mortgage, so I can swing this project with an initial minimum of about 17 children. And that is with a charge to parents of a very reasonable $50 per week. I want this to be affordable for all parents.
The idea is that parents who are choosing to homeschool their children can choose as well to take advantage of the service that I will provide at the Centre DIY / Faites le toi-meme. This is the French translation of DIY (Do it Yourself) and that would be the prevailing mantra of the Centre.
Young children can come and spend 3 or so hours each day at the Centre learning how to read, use numbers and print and type. These are the most basic skills that we all need to have if we are going to learn independently. They can also socialize, which is something that a lot of homeschooled kids need and don't get enough of. These children are level One and they spend one hour with me each morning in a small group. I would only take about 4 or 5 of these children so that they get one on one attention during our time together and I can really monitor their progress and attitudes toward the learning experience and the building of their skills. These children are about 6 or 7 years old.
Children who are able to read and print reasonably are in level Two and they can also spend about 3 or 4 hours each day at the Centre. These children are improving their reading comprehension and their phonetic skills, improving their fine motor skills of typing and printing, and developing their understanding of working with numbers. They are also beginning to take on small learning projects of their own. These children are about 7 to 10 years old. They might be a bit younger or a bit older - it really depends on the child, but they are beginning to work independently and to take on learning projects of research and of doing and building things. They can decide to master a skill, construct something or improve their drawing ability... these are examples of learning projects. I would spend an hour each day with this group as well in the morning when they are still well-rested. And these children can spend time in the DIY Centre doing group projects and socializing as well. I wouldn't take on more than about 10 of these children because otherwise the space would become too crowded.
Children who are beginning what we in Quebec call high school, or who are so confident and independent in their learning that they can handle a lighter teacher presence, are in level Three. These children are about 11 to 14 years old. These children are taking on more group projects and the projects tend to be longer term as well. They can be learning projects that take weeks or months to complete. These children are also working their way through the government mandated school curriculum with government approved text books. At this level, some students may take on short apprenticeships in the community. They may help at a farm or in a local business. They may take on writing assignments for the local community newspaper. Sutton is a small village community and there are real possibilities for this kind of engagement. I would work with these children for about 20 minutes one on one two times each week. This allows me to monitor attitudes to independent learning, any problems that come up with some subject of study not being understood or proving to be a bit too challenging, boredom, or other issues around being an independent learner. For the most part, this time together is a chance for the child to show what he or she is doing and learning and to receive a sense from a trusted adult that they are 'on the right track'. These children can also use the Centre DIY as a showcase of their projects, with presentations to the younger children, to me and to their parents, as well as to their peers. They can socialize with peers at the Centre, which is very important for this age group, and they can collaborate on projects, learning to work with others and to lead and follow.
Finally, there are the children who are almost adults in our society. These children are in level Four and are about 15 to 17 years old. These children are beginning to really ask themselves what they would like to do when they have graduated from high school as homeschoolers and they are becoming more and more engaged in learning on their own through the larger community of the internet, their local community organizations, summer employment and so on. I would give these children a minimal amount of guidance, spending about 30 to 40 minutes each week with each child one on one and using that time to make sure that they are on track with government mandated requirements for graduation and that they feel that they have what they need to learn independently as they want to. It is important for children at this age level to experience success as they follow their interests and their hearts and sometimes an adult who is not a parent of the child can provide a valuable perspective.
I came up with a schedule of my time and the children's time, requirements for a minimal space to house the Centre and now I am feeling my way into my next steps.
This blog is one of those steps. As things happen, or my feelings about the project shift, I will document that here.
I intend to allow this creation to unfold and become what it will in a very organic way, that is, without a lot of worry, anxiety, effort or trying on my part.
I intend to 'follow my bliss' and see where it leads me.
I have decided to keep a watch on community notice boards for signs of homeschool activity and to talk to the people I know in the area about my idea.
Let's see where this leads....
I invited Valerie to come to my house and sing with me, along with a couple of other friends.
Of the people I invited to come sing at my house, only Valerie was able to attend last Wednesday.
Valerie showed up at my door with her two youngest children. Abigail is 4 years old, I think, and Rebecca is about 7 or 8 years old. The girls speak French at home, so I spoke French to them.
Having children in my space and speaking French to them reminded me of my time as a teacher, co-director and administrator at the Ecole P.E.A.C.E. School from early in 2003 until the end of 2004. I was teaching English there, but I interacted with the children a lot in French.
We had a good time singing. Abigail played with my teddy bear, Fred, and Rebecca got my other teddy bear, Arthur drumming on my African drum at the end of our time together. The girls also sang and Abigail danced.
Valerie and I sang and it felt really good to sing together.
But having children in my space got me all lit up and I found myself wanting to move forward with the idea that I had a long time ago and which I have documented at some length on my teachkids2learn.wordpress.com website.
I would like very much to create a learning centre for homeschooled kids that encourages them and teaches them to teach themselves and to learn independently. This is the initial impulse.
So, on Wednesday night, after having the children here at my home and in my space, I couldn't sleep. I was thinking about the possibilities and wondering if I could make a go of it and generally obsessing.
On Thursday, I ran some numbers on Excel to see if it might be financially feasible.
I can live very simply and I own my home outright, with no mortgage, so I can swing this project with an initial minimum of about 17 children. And that is with a charge to parents of a very reasonable $50 per week. I want this to be affordable for all parents.
The idea is that parents who are choosing to homeschool their children can choose as well to take advantage of the service that I will provide at the Centre DIY / Faites le toi-meme. This is the French translation of DIY (Do it Yourself) and that would be the prevailing mantra of the Centre.
Young children can come and spend 3 or so hours each day at the Centre learning how to read, use numbers and print and type. These are the most basic skills that we all need to have if we are going to learn independently. They can also socialize, which is something that a lot of homeschooled kids need and don't get enough of. These children are level One and they spend one hour with me each morning in a small group. I would only take about 4 or 5 of these children so that they get one on one attention during our time together and I can really monitor their progress and attitudes toward the learning experience and the building of their skills. These children are about 6 or 7 years old.
Children who are able to read and print reasonably are in level Two and they can also spend about 3 or 4 hours each day at the Centre. These children are improving their reading comprehension and their phonetic skills, improving their fine motor skills of typing and printing, and developing their understanding of working with numbers. They are also beginning to take on small learning projects of their own. These children are about 7 to 10 years old. They might be a bit younger or a bit older - it really depends on the child, but they are beginning to work independently and to take on learning projects of research and of doing and building things. They can decide to master a skill, construct something or improve their drawing ability... these are examples of learning projects. I would spend an hour each day with this group as well in the morning when they are still well-rested. And these children can spend time in the DIY Centre doing group projects and socializing as well. I wouldn't take on more than about 10 of these children because otherwise the space would become too crowded.
Children who are beginning what we in Quebec call high school, or who are so confident and independent in their learning that they can handle a lighter teacher presence, are in level Three. These children are about 11 to 14 years old. These children are taking on more group projects and the projects tend to be longer term as well. They can be learning projects that take weeks or months to complete. These children are also working their way through the government mandated school curriculum with government approved text books. At this level, some students may take on short apprenticeships in the community. They may help at a farm or in a local business. They may take on writing assignments for the local community newspaper. Sutton is a small village community and there are real possibilities for this kind of engagement. I would work with these children for about 20 minutes one on one two times each week. This allows me to monitor attitudes to independent learning, any problems that come up with some subject of study not being understood or proving to be a bit too challenging, boredom, or other issues around being an independent learner. For the most part, this time together is a chance for the child to show what he or she is doing and learning and to receive a sense from a trusted adult that they are 'on the right track'. These children can also use the Centre DIY as a showcase of their projects, with presentations to the younger children, to me and to their parents, as well as to their peers. They can socialize with peers at the Centre, which is very important for this age group, and they can collaborate on projects, learning to work with others and to lead and follow.
Finally, there are the children who are almost adults in our society. These children are in level Four and are about 15 to 17 years old. These children are beginning to really ask themselves what they would like to do when they have graduated from high school as homeschoolers and they are becoming more and more engaged in learning on their own through the larger community of the internet, their local community organizations, summer employment and so on. I would give these children a minimal amount of guidance, spending about 30 to 40 minutes each week with each child one on one and using that time to make sure that they are on track with government mandated requirements for graduation and that they feel that they have what they need to learn independently as they want to. It is important for children at this age level to experience success as they follow their interests and their hearts and sometimes an adult who is not a parent of the child can provide a valuable perspective.
I came up with a schedule of my time and the children's time, requirements for a minimal space to house the Centre and now I am feeling my way into my next steps.
This blog is one of those steps. As things happen, or my feelings about the project shift, I will document that here.
I intend to allow this creation to unfold and become what it will in a very organic way, that is, without a lot of worry, anxiety, effort or trying on my part.
I intend to 'follow my bliss' and see where it leads me.
I have decided to keep a watch on community notice boards for signs of homeschool activity and to talk to the people I know in the area about my idea.
Let's see where this leads....
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