Knitting Suggestions

Rhythmic handwork is part of Oak Meadow’s coursework for grades one through three. For this post, K-8 Oak Meadow teachers teamed up to offer some suggestions and simple alternatives that will help to meet the “heart” of handwork, specifically in teaching the technique of knitting.

Meg Minehan: My suggestions are to first try finger knitting, the knitting mushroom, or the wooden knitting star. My children loved those “tools,” and the process was simple, repetitive, and soothing (just like knitting should be). ​For what it’s worth, my son Ian didn’t really take to knitting when it was initially introduced in first grade. However, he picked it up again at age nine and loved it.

Michelle Menegaz: I agree that teaching knitting as an inexperienced teacher can be challenging. I suggest offering the “pre-knitting” activities and really encourage the home teacher to find a knitter to help them, if possible. Also, Sunny’s Mittens is a great book with a story that contains knitting directions right in the events of the tale. I would read a bit of this and knit along with the story. The child would also knit along, if interested. We would read a bit, knit a bit, stop and get our knitting sorted or show what the written directions in the story meant. Very satisfying!

Lesley Arnold: I highly recommend the DVD, The Art of Knitting 4 Kids . If a tutor isn’t available for knitting, then this video is great! Be sure to also check your library, for many libraries have knitting clubs.

Leslie Daniels: Another site that I absolutely adore and share with my Oak Meadow families is called “Knitted Bliss.” It includes story books to inspire future knitters for three different age groups: ages 2-4, ages 4-6, and ages 6-9. The title of each book is a joy in itself!

Meg Minehan: Shall I Knit You a Hat is one of our favorite Christmas books for 6-9 year olds!

Andy Kilroy: My friend Clare, a long-time kindergarten teacher, loves to take yarn into her classroom and just let her kids play with the yarn – wrap it, wind it, tie bows with it, braid it, touch it – just to get the feel of fabric/yarn on their skin. Then when it comes time to knit, they already have the awareness of yarn as a material. I taught my granddaughter to finger knit (she had never done it), and she was very excited at all the possibilities that opened for her! She has also enjoyed exploring loom knitting from kits. Long live fiber arts – let’s not give up on them!

Anna Logowitz: My microschoolers got a great start by making their own knitting needles. They sanded chopsticks smooth, and then glued wooden beads to the ends: nice and simple. It gave them a sense of ownership over their work before they began knitting, which also seemed to increase their frustration tolerance!

Guidelines for Home Teachers

Oak Meadow founders, Bonnie and Lawrence Williams, believe that in order to manifest a child’s education successfully, certain guidelines must be followed. Here are detailed homeschooling guidelines for helping in the teaching process.

Oak Meadow student doing assignment outside with leavesClear a physical as well as psychological space: 

Your student should do their schoolwork in a particular spot that is well-stocked with supplies: main lesson book, additional paper for first drafts, crayons, pencils, pencil sharpener, erasers, highlighters, etc. Organize it in a way so that order may be restored at the end of the learning period. Most importantly, make this spot a pleasant place to be and one that is well lighted. There should be a comfortable chair with back support; however, chairs that encourage lounging are to be avoided.

Set aside a time for school work so the student knows not to plan other activities for that period of time. It does not work well to choose the time on a daily basis. The brain needs a rhythm and will come to a focus more easily as the lesson time approaches if it is a consistent time each day. When you are able to clear a physical as well as psychological space for schoolwork, half the battle with the undisciplined mind has been won.

Focus: 

If a student is having difficulty with focusing attention, the home teacher should sit beside the student and act as the “grounding agent” to bring the student to a point of focus. Ungrounded students must slowly be drawn into their lessons. For example, in grade 4 (and higher), a new sense of independence is encouraged in the coursework. However, this does not mean the student does everything independently. At the beginning of a new lesson, the home teacher should ask the student to read a paragraph, then ask the student to share the main idea of the paragraph. Highlight the word or words which are the main idea. Proceed to the next paragraph repeating the process. At the end of each page, the student should read back all the material that has been highlighted. Then putting paper or books aside, the home teacher should ask the student what was just read.

It may be slow and tedious at first, but as the brain stretches, the student will pick up speed. Always emphasize quality understanding over quantity of work done. Perhaps the student only does a fraction of the assignments while learning how to focus and organize the brainwork, which is fine. Accept this and praise the student for the fine progress. The only requirement is that you witness sincere progress.

How long each day should a home teacher focus with a student? At least one hour a day should be set aside for this kind of focused attention. The home teacher should not be in and out, but rather seated with the student for the whole hour without interruptions. Perhaps the home teacher may cover social studies and language arts three days a week and science two days a week in this manner for half an hour each day; and math for half an hour every day. Then the student should be left alone for another hour every day to do the assignment that can reasonably be done independently. This time should be eventually lengthened to three hours a day for a total amount of time spent on school work, with two of the hours being independent learning. More than that would be discouraging for the student who needs lots of time for physical activities.

Caring: 

Children need to feel that somebody cares about their work each day. The home teacher should read over the work and discuss it with the student. Praise and celebration for victories won are very important for all students, but especially the unfocused student. They need constant reminders that they are progressing and doing well. It is important to remind students where they have come from and how much they are accomplishing.

Accept your student with the present abilities: 

Do not present material the student is not ready for. Pressure creates negative stress and causes the mind to shut down. Begin with a review of material the student already knows, to get the mind moving and flowing. Then present the new material.

Remedial Students:

 If your student needs remedial work, choose one thing at a time to work on. For example, when working with reading comprehension and writing, do not be concerned about grammar initially. Then when the student is comfortable with the daily process, add grammar. Work with one grammar rule at a time. Start with each sentence beginning with a capital letter and ending with a punctuation mark. Proceed to capitalization rules, then punctuation, expanding sentences with adjectives and adverbs, then conjunctions, etc. If a student is a poor speller, present five words a week from the Dolch list. Also provide many ways to learn these words. Focus is the key to success.

Physical Activity: 

2018 National Honor Society inductee Katie Pheysey 3Emphasize the importance of daily physical activities to help the integration process. The martial arts are a wonderful tool for integration, as are walking and dance. Studies indicate that academic performance improves with daily vigorous physical activity.

When learning is difficult and a student is asked to spend more than three hours struggling through without help, it leads to burn out and the student shuts down altogether. Balance is very important. After each hour, the student should get up and do something physical. The student should not be allowed to get up and go outside and get involved and forget the schoolwork. It should be more like a fifteen minute recess with an expectation that the work will be continued until the work for the day is completed, even if it is short of the assignment in the curriculum. (If enrolled in the school, Oak Meadow teachers are always willing to work with a student who needs a reduced load.)

Learning Styles: 

Become aware of your student’s learning style. Some people learn auditorily, others visually, and some are bodily kinesthetic learners. The best teachers use all three modes of teaching. If your student is a visual learner, drawing pictures or diagrams will help to remember information. If your student learns best through hearing the information explained, share an hour each day with your student and explain the material being covered. Make up songs and jingles to remember key points. Some students learn best by teaching it to somebody else. Be a willing student and let your student teach you the material. Skits are great for learning. Purchase a lap-size white board with marker (fruit flavored without the toxic fumes) so your student can draw, diagram, write jingles, and teach. Use it daily and you will be amazed at its effectiveness as a teaching tool.

I hope these guidelines will be helpful in making your home schooling adventure a very successful one. Wishing you all the best for an exciting year of learning!

How to Take Good Notes

Admit it, you’ve been there—a test or essay deadline approaches, and you scramble to gather notes using what you think is the “best” or “most efficient” note-taking method. But what is that method? What is the best way to study and keep good notes? Allow me to let you in on a very important secret: there is no “best” note-taking technique!

Note-taking is all about how your own unique brain processes information. A note-taking system that works for your friend won’t necessarily work for you, though it’s always worth a try. As a high schooler, you are frequently asked to take your learning into your own hands. Identifying a note-taking strategy that works well for you and developing your own independent study skills is a great place to start.

Note-taking is a visual representation of your mind at work, and the mind is often messy, especially at the beginning of a learning experience when you’re diving into something unfamiliar and new. Some people like to fit new knowledge into a familiar box in order to comprehend it. Others need to muck around in the unknown more ambiguously first, before they discover a frame for their new knowledge.

Whether you are defining complex terms in biology using flashcards or analyzing a character’s actions in literature by writing a diary entry in their voice, writing out content in your own words is a crucial first step toward true understanding.

Whatever your approach to note-taking may be, remember that there is no single best method for how to study, but there can be a study skill that turns out to be the best method for you. It may take some time to discover what that method is, so don’t be afraid to try new skills and explore!

Here are a few note-taking techniques several Oak Meadow high school teachers recommend. Try them out, pass them on to a friend, or see what new techniques they help you think up on your own:

K-W-L Chart (Know – Want to Know – Learned)
A great tool for guiding you through a text, KWL Charts demonstrate your prior knowledge of the topic, set a purpose for your reading, and help you monitor your comprehension by brainstorming everything you already Know about the subject; generating a list of questions of what you Want to Know; and answering those questions about what you have Learned. Find a blank chart example here.

Statement-Turned-Question
Check your own reading comprehension by turning a topic or title, i.e. “The XYZ Affair” into a question, i.e. “What were the effects of the XYZ Affair?” then answer it fully in your own words.

Cornell Method
One of the most popular note-taking strategies out there is the Cornell Method, a structure for organizing different kinds of information on one subject clearly and efficiently. Find an example and guidelines here.

Two-Column Method
This note-taking method, pioneered by Landmark College, stimulates active reading and can help you parcel out main ideas in one column with specific details in the other. Read about it here and give it a try!

Graphic Organizers
Education Place has a treasure trove of printable graphic organizers for all subjects and approaches. Find one that works for you here!

Annotation Technique
When reading for a class, write margin notes that help you organize different strands of thought. Use question marks for passages that confused you, exclamation points for important plot points, underlined text for passages you enjoyed, and highlighted text for passages relevant to your writing assignments. Write thoughts in your own words in the margins to jump start ideas for your essays.

Talk to Your Mirror
Whether you are practicing the same text over and over with the goal of memorization, or in need of a strategy for explaining concepts in your own words, find a bit of private space and talk it out with your reflection.

Focus, Process & Relationship

There are various principles and tools of Oak Meadow education that can help to enhance the teaching of your children and to make your homeschooling endeavors easier and more enjoyable. One of the most important principles of Oak Meadow education is the triangle we call FOCUS, PROCESS, and RELATIONSHIP, for it is the basis of education.
Children have a natural desire and eagerness to learn about everything that surrounds them in their daily lives. As parents and home teachers, you have the natural desire to treasure and nurture these “gifts” in your children. The way to do this is by providing a safe environment that revolves around the FOCUS, PROCESS, and RELATIONSHIP triangle.
Let’s first discuss FOCUS. Early elementary children often find it difficult to maintain a point of focus on their own, so it is important that teachers must learn to be the focused leader in the children’s school lessons. If you, as the guide and the home teacher, can truly focus or be able to direct your total attention, then you will discover that, as a focused adult, you can help your children to also become focused. Children naturally respond to the attitudes, thoughts, and feelings of their environment, so if they experience you as a focused individual, it will be much easier for them to also attain this important quality.
The way to become focused is by engaging in the PROCESS. You can experience process through focusing upon anything; however, the quality of your experience is deeply affected by what you choose to focus upon. You must keep in mind that the end result or goal should not be the main point of focus. Although you might have in mind a certain plan of action for your children’s main lesson, it is more important to enjoy the process rather than to focus solely on the goal.
This is also where RELATIONSHIP enters into the triangle. RELATIONSHIP is the result of FOCUS and PROCESS. If you share a process in a focused manner, and focus on the process itself, then the relationship develops.
There are three important ingredients needed to develop a successful relationship. They are the same three ingredients that nurture true intelligence: love, warmth, and acceptance. To totally accept, support, and affirm the goodness and true being of your children allows them to engage in an activity that is enjoyable, where there is no judgment, and where the love flows easily. If any of these ingredients are left out, there will be a noticeable decrease in the ability to create a safe, learning environment.
A safe, loving, and focused experience can occur anytime or place – even with a baby on your lap or other children in the room. But the most essential thing to remember is to instruct your children only when they are in a state of receptivity. True learning is very different from memorization and repetition, and a focused child enjoying a shared process learns easily and quickly. A child who learns in this focused manner will be an enthusiastic learner for life.

Decluttering the Homeschool House

Homeschoolers usually spend a significant portion of their days at home. The many hours of projects, crafts, meals, and experiments that happen every day in a homeschooling house can add up to a significant amount of clutter and chaos. What are some ways to keep your home and your family from getting overwhelmed by this?

Consider the favorite spaces your family uses for various activities. Set things up so it is easy to clean up, and start over when space is needed for another project. Make sure there is a storage area nearby for works in progress and a safe spot for anything that might need to air-dry.

Observe the patterns in your house. How are family members using the space? Where do piles of things usually grow? One of the biggest challenges in any house is keeping things up off the floor. Where do things most often get dropped? If you have a perpetual pile that grows unbidden in a particular place, it’s a sure sign that those items need a permanent home nearby. Put baskets for hats and mittens near where coats are hung. Unfinished works of art may need a shelf near the crafts area.

Who is responsible for tidying up and when? Setting aside regular time once or twice each day for routine clean-up can help keep the clutter from growing. You may find it helpful to assign a container to each family member—a basket, bin, or box—where anyone can deposit items belonging to the owner. Put trash and recycling containers in every room where trash is generated.

Make it a habit to weed out and discard unwanted items on an ongoing basis. Things that are broken should be fixed or discarded. Papers can often be recycled. If you feel overwhelmed, just deal with the pile or item that you bump into first—then repeat, repeat, repeat.

If your children have a hard time decluttering, make it a game: “Keep or Don’t Keep?” See how fast you can sort through a pile together. Start with two containers for sorting things into—one “keep” bin and one “toss” bin. Hold up each item in turn and ask dramatically, “Keep? Or don’t keep?” Encourage your child to respond as quickly as possible for each item. Time yourselves if it adds to the excitement. When the pile is gone, you can whisk the “toss” pile out of sight to minimize a change of heart.

Here are some things to consider adding to your home in areas where clutter collects:

  • Hooks to hang things on
  • Shelves to put things on
  • Bins and drawers to put things in
  • Baskets, containers, crates to organize things
  • Furniture with doors and drawers to help to keep clutter hidden

Make sure storage is at the right height for the people who will use it. If you have young children, store off-limits items on the highest shelves or behind cabinet doors and “help-yourself” items, such as toys and basic drawing supplies, within easy reach. Storage that is too difficult to access will not be used; same for storage that is not in the area where its items are most likely to be abandoned. Try to make it as convenient as possible.

Consider turning a closet or cabinet into a storage space for art and craft supplies and other homeschooling materials. Sort by category and assign one bin or box to each category (crayons, ribbons/string, paint, knitting, etc.). Label everything clearly so that everyone can see what to store in each bin without having to open it to check. Use pictures or symbols if you have family members who are very visual or not yet reading.

Cozy nooks for reading and relaxing are important but can invite a state of ongoing disarray. What are your nooks like? Are there pillows? Soft blankets? How do you want things arranged when not in use? What does that look like? Show your children how to stack pillows, fold blankets, and leave things tidy for the next person.
With a proactive approach and some practice, managing clutter can become a regular part of your family’s homeschooling routine. Involve everyone in the family in the process and the results will be worth the effort as you enjoy a calmer, less cluttered home.

14 Tips for Working from Home and Homeschooling

Working from home while homeschooling at the same time, even with children who are older and fairly independent, can be a challenge. There are as many ways to work-and-homeschool as there are different kinds of families. Here are some tips and tricks:

  1. Maximize flexibility in your work situation. When possible, organize your work around your family’s needs and child care opportunities. Save less critical tasks for times when distraction is likely, and reserve more high-stakes assignments for when you are distraction-free. If you share parenting and homeschooling responsibilities with a spouse, divide and conquer – one works while the other parents, and vice versa.
  2. Photo Credit: Litteken Family
    (Oak Meadow Archives)

    Embrace a relaxed homeschooling style. Roll with whatever each day might bring. Time often feels short when you’re working and homeschooling. If things don’t go the way you planned, make the most of what you are able to accomplish and pick up any dropped threads the following day.
  3. Expect the unexpected. Take regular breaks from your work to check on your child and assess how things are going. Expect interruptions and unanticipated shifts in priorities. The hot water heater will leak and the dog will get sick and the entire bin of beads will get tipped over and you’ll discover you’re out of easy lunch options — all in the same day. A big deadline will get moved up, your wifi will mysteriously stop working, and your inbox will be flooded with “ASAP” requests. Breathe, prioritize, give your child a big hug, and do the best you can. Some days will be harder, but some days will feel easier, too.
  4. Manage interruptions proactively. How can family members best communicate with you to minimize distraction while you are working? For older children, a spiral notebook can be turned into an “Ask Me Later” book, where questions and thoughts can be written and kept safe until work time is over and you are able to address them. Teach them your parameters for urgent vs. non-urgent situations, and give them a helpful way to remember when it is okay to interrupt you during a focused work period. Remind everyone of how you would prefer they get your attention if it is unavoidable. (Stand at the door and wait for your attention? Say “Excuse me…” Write a note on a slip of paper and hand it to you?) Of course, in a true emergency, all rules go out the window. Help your children understand how to tell when it really is a true emergency!
  5. Photo Credit: Adam Hall
    (Oak Meadow Archives)

    Offer your attention and presence whenever you can. When you are not working, be as fully present as possible with your children. Let them know that they are the priority during your non-work times, and make the most of it for everyone involved. Celebrate when you are done working for the day. Put away your phone and laptop, and go about the very important business of reconnecting as a family.
  6. Communicate, communicate, communicate! Calendars, homeschool planners, chore charts, and reminder lists can help ensure that everyone knows what to expect each day. At breakfast or dinner, check in about the upcoming day’s plan so that everyone is on the same page about what needs to happen. Review the times when an adult will be available to help them and when they will need to be on their own. Discuss which tasks are expected to be done independently, without much or any adult help, and which may need a collaborative effort. Be clear about your expectations and encourage suggestions from all family members about how to make things go even more smoothly the following day.
  7. Give your child tools to use when they must wait for your attention. Be clear about when you are working and not working. If possible, stick to predictable “work hours.” Set a timer or alarm so your children will know when you will be all theirs once again. Younger children might need a clear visual, such as a specific hat on your head when you are “at work.” Older children might appreciate a list of go-to activities (such as free-reading, art projects, or journaling) to do when can’t move forward without your help or when they are waiting for your attention. Let them know how much you appreciate their patience.
  8. Photo Credit: Kate Bowen
    (Oak Meadow Archives)

    Help children learn how to help themselves. As soon as they have developed the ability to prepare food for themselves as needed, give them access to easy-to-manage breakfast, lunch, and snack food. No-cook options and healthy pre-prepped food are ideal; make them in advance with everyone’s help if possible. Set up routines and systems so your child can independently handle situations like replacing the toilet paper, sharpening a pencil, or feeding the family pet. Encourage siblings to help each other first before calling for your help. Responsive helping skills can take some time to develop, so start now.
  9. Divide household responsibilities in a predictable, easy-to-follow way. Everyone can be responsible for something important in a way that balances their capabilities with the needs of the family. Routines and loving reminders help everyone get their jobs done. If something is falling through the cracks, have a family meeting to sort it out and find a solution. If an older child has responsibility for younger child while you are working, factor that in as you find a fair way to balance things.
  10. Keep craft materials, games, books, and toys within easy reach as much as you feel your children can handle without supervision. Leave OUT the things you want them to access and use, and put AWAY the things you don’t want them helping themselves to or using without supervision. You will learn through trial and error which things need to be stored out of reach until you can help with them. Be sure to have plenty of clean-up tools and materials handy if your children like to create with wild abandon! Plan for family clean-up time each evening to tidy up anything that they weren’t able to handle on their own.
  11. Photo Credit: Henderson Family
    (Oak Meadow Archives)

    Work smart! Do your very best to be organized and efficient. Set some time aside each week to plan. Keep an effective planner and a working to-do list (such as a bullet journal). Minimize distractions in all reasonable ways. Plan more work time than you actually need to get the job done. Have a comfortable workspace and an efficient routine for getting back into your work if you’ve been pulled away.
  12. Lean on others. Negotiate swaps and playdates with other parents to help create some kid-free time each week that you can use for long stretches of focused work. Look for win-win situations. Two friends and I have a recurring arrangement where one mom teaches three children for a few hours while the others work. A tutor might be a helpful investment. Engage a “mother’s helper” for children too young to be left unsupervised. Drop-off activities for older children can help create pockets of work time. And, of course, naptime for younger children can be a helpful time to get work done.
  13. Take good care of yourself. Put your own well-being high on the list of priorities. Working at home with children around requires a lot of patience and flexibility. Take care of yourself by getting enough exercise, eating right, staying hydrated, and making sleep a priority. Ask for and accept help from others. Take time off to recharge in whatever ways make sense in your situation. Give yourself due consideration!
  14. Remember why you are doing this. You have undoubtedly made home learning a priority for good reasons. Revisit those reasons when you are tempted to reconsider. Working from home is not for everyone, but it can make learning at home possible in families where the at-home parent must also be a working parent.

Do you have experience with working at home while homeschooling? What would you add to this list?

10 Reasons Why Oak Meadow May Be the Perfect Fit for You

What are you looking for in a home learning program? Would Oak Meadow be a good match for your family? See if any of the following points resonate with you.

Family practicing the recorder together1. Being actively involved in your child’s learning feels right to you.

You appreciate your child as an individual and enjoy spending time with them. You value the deep connection between you and your child, and you trust that because you are a loving parent, you are naturally well suited to be your child’s home teacher.An Oak Meadow education means that you, the parent, are your child’s primary teacher. As an Oak Meadow parent, you remain closely involved in every step of your child’s learning. When they need help conquering a challenge, you are right there to help them in a way that honors their unique personality. Your loving connection to your child qualifies you as the best expert on their needs.

2. Your child is keen to engage in creative, hands-on learning – and you like it, too.

Learning by doing comes naturally to them, and you enjoy supporting their curiosity and efforts. Oak Meadow encourages students to learn experientially through real-world experiences. Take math skills out into the garden for a carpentry project, visit local historic sites, or go hiking with a sketchbook in hand. The small scale of home learning allows for one-on-one assistance with a wide range of projects. Experiments and creations can be spread out and returned to over and over. Depending on your child’s needs, you can be closely involved, or step back and allow their creativity to bloom with support as needed. The world is your classroom!

3. Your mind is open to a range of effective ways to approach education.

You are eager to figure out how to help your child thrive, even if the solution is unconventional. Perhaps traditional school hasn’t worked out as well as you had hoped, or maybe you just have an intuitive sense that it won’t be a good fit for your unconventional learner. Homeschooling and distance learning can be very helpful options for students who learn outside of the box, and Oak Meadow is easily adaptable for learning differences.

4. You believe nature should be a central theme in children’s learning.

The natural world provides a multitude of catalysts for learning and growing, and it also provides a healthy environment for playing and living. Oak Meadow’s curriculum encourages students to keenly observe and develop a relationship with the natural world. Frequent outdoor play and exploration are encouraged and valued. The relationship between nature and the student is so important that it is a key theme throughout Oak Meadow’s curriculum.

5. You appreciate having the flexibility to adapt lessons to your child’s unique learning needs and interests.

If something isn’t working for you or your child, you will modify it. You use curriculum as a starting point, then let your child’s passions guide your choices within and beyond the given material. We know that every child is unique, and that’s why Oak Meadow’s curriculum is full of various possibilities for all kinds of learners. It’s up to you (and your child’s teacher, if you enroll in distance learning) to pick and choose from the options presented in the lessons. You might need to try different things to figure out what works, but in time, you and your child will both have a better understanding of how they learn best.

6. You believe that learning is a lifestyle that best involves the whole family.

You recognize that the needs of all family members are interwoven, and you choose to create a home life that supports healthy learning and growth for everyone in the family. Students who learn at home have the benefit of a holistic lifestyle where living and learning are totally intertwined. Siblings learn with and from each other, and the bond between family members of all ages is developed and strengthened.

7. You feel that education should address the whole child, not just academic growth.

You honor the importance of your child’s passions, talents, strengths, weaknesses, and insecurities and honor the role those things play in your child’s learning. Many educational programs focus on academics without acknowledging the many other important facets of a child’s being. Oak Meadow’s philosophy is all about nurturing learning in a comprehensive way, weaving together the many different kinds of growth and development in a balanced, holistic approach.

8. You have a good sense of when to ask for support, either through enrollment or through our homeschooling support service.

You are willing and able to reach out to others in your community and beyond to widen your child’s learning support system and make use of helpful resources. You know that nobody has all the answers. You trust that you’ll learn what you need to know along the way. The most successful Oak Meadow families are proactive and persistent in reaching out to those who can help them out in various ways on their homeschooling journey.

9. You appreciate the idea of a secular (non-religious) academic curriculum.

If your family opts for religious education, you supplement with faith-based religious curriculum or design your own course of religious instruction that honors your family’s beliefs. Oak Meadow is one of few providers of complete secular homeschooling curriculum. Many families come to us because they are looking for an alternative to the many faith-based programs that are available. Some families choose to supplement our materials with faith-based lessons in order to incorporate spiritual education into their homeschooling experience. Oak Meadow supports the freedom of parents to choose the best way to support their child’s religious and spiritual education.

10. Whether you are looking for a comprehensive homeschooling curriculum or an accredited distance learning school, you value the wisdom Oak Meadow offers from over 40 years of experience in supporting home learners

Oak Meadow’s founder, Lawrence Williams, began with a thoughtful vision for home education that remains an inspiration to all of us at Oak Meadow. Our teachers and counselors are carefully chosen to support Oak Meadow’s philosophy. Many of us have used Oak Meadow materials and services with our own children. We hold ourselves to the same standards we would demand for our own families. Through the years, our program has gone through countless revisions to provide families with the best possible homeschooling and distance learning experiences, and we continue to revise and update our materials on an ongoing basis.

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This article originally appeared in home|school|life magazine in May 2016.

What I wish I’d known before our two decades of homeschooling

by June M. Schulte, former Oak Meadow parent

When we began homeschooling in 1982, our eldest was just over seven years old, the legal age for school in Vermont. Although we were doing a lot with our children – reading aloud, making crafts, singing, dancing and so on – we weren’t quite sure which things might count as education and what was needed that we didn’t even know about. The day we received word from the State that we were okay to homeschool, our five children were ages 7¼, 5¾, 4, 2, and 10 days old. John Holt spoke to homeschoolers nearby that week, and we were encouraged by his words about the natural way children learn by doing.

We had searched for a good curriculum to use, and felt the one which best matched our view was offered by Oak Meadow School. Based on exchanges with cofounders Bonnie and Lawrence Williams, our eldest was placed in second grade and our daughter in first. We also bought the kindergarten curriculum to guide the younger children and, in truth, to reassure us in case our eldest had missed something important. We felt ready and excited.

Execution of the curriculum was another story altogether. Our fifth child was a newborn and a robust 10lb-er; however, he also startled very easily and had rapid respirations for his first two weeks. In years to come, we would discover he had attention inconsistencies, but in those first months of homeschooling, it translated into needing to keep the household relatively quiet (in Winter) so the baby wasn’t over-stimulated. Also, as a nursing mother, I had a series of breast infections not easily quelled with antibiotics, as we eventually discovered there were two germs involved, not one. It was a challenge!

By the time we were sending our first quarter report and samples to Oak Meadow, I was quite concerned, as it seemed to me we had failed miserably. I felt that the most academic thing we had done all season was make a leaf mobile! We had also written a poem about the season, read aloud, sung songs (things that can be done with a babe in arms), and played a lot. But there were few lessons of any kind. At least I had kept a journal of what learning I noticed, and sent it along. I braced myself for the response from Oak Meadow.

What came was a beautifully encouraging letter from Bonnie Williams herself, highlighting the many learning opportunities she found evident in my journal. Being a mother of four, she had read between the lines. She noted that my older children had learned that babies come first, to make their own sandwiches, and to help one another. She assured me that there would yet be plenty of time to accomplish the paperwork in the curriculum and recommended we simply stay with it.

We did, and I am so grateful for that. Bonnie was right. By the end of the year, we had completed the lessons in the curriculum, and our State Certified Teacher (who later opened a Waldorf school) confirmed it, giving me the greatest sense of accomplishment and peace!

Our children are now ages 41½ , 40, 38, 36, and 34. They all made the Dean’s List their first semester of college, graduated, and have been gainfully employed since. They are not social misfits. In fact, our eldest is a company manager, 5th-degree black belt and international TaekwonDo referee, dad, and co-owner of a horse farm with his spouse. Our daughter graduated Magna Cum Laude with a B.S. in Mathematics and is a partner in a worldwide firm, a mom, and owner of a large house in Maine. Our third child has a Ph.D. and is a wildlife biologist who headed up shorebird recovery in the Gulf of Mexico in the wake of the BP oil spill; he is a dad, town selectman, marathon runner, and 3rd-degree black belt who teaches TaekwonDo. Our fourth child has a degree in Computer Science, works in customer support, and founded a non-profit focused on sustainability that grows food for food shelves. Our youngest has a degree in Networking and Website Development and makes websites for a good living; he is a dad, records local bands to get their music out to the public, and owns a house with his spouse.

Moreover, they are happy. They care about the world, the nation, and their local communities. They play with their children and are good friends. The many fears we had in those early days (and along the way) have been allayed. Our six grandchildren, currently age 10 years to 10 months, are intelligent, funny, sweet people.

I wish I could have known at the outset how it would be now. But, really, we just had to take it one day (sometimes one hour!) at a time. I’d say keeping a journal was the most important work I contributed, because it not only recorded the moments for which there was no paperwork, but it helped me notice and appreciate their slow and wonderful flourishing. On the tough days (and there were many), it was sanity-producing to read back over the last month’s journal and know for sure that we were making progress. It was what I drew from to create our end of year reports.

Note to former self: If a child is loved deeply, is given good resources, great art materials, lots of trips to libraries, field trips when possible, hands-on exploration, and heaps of fun, they cannot help but thrive. The curriculum itself is secondary. There is no way we can give a child all the knowledge they will need in life. So we need to teach them, largely by example and conversation, to mull and articulate, to explore, discover, invent, and create; give them the tools for doing their own research, creating their own art, writing their stories, and living as caring citizens. Give your heart to it and don’t second-guess yourself too much. If something isn’t right, trust that you’ll recognize that. Turn a deaf ear to naysayers and listen to other homeschoolers who share your philosophy. Have a small group of homeschoolers you can get together with or at least some homeschooling pen pals (for you as well as the children). You are all going to be just fine.


June Schulte completed her college degree as an off-campus student while homeschooling her children. She applied for and was granted the maximum three semesters of Life Learning credits from Goddard College (known for its progressive approach), earning a B.A. in Home Education and Religious Studies. She then completed a three year Diocesan Study Program as well as some seminary studies. A lifelong contemplative, June also completed the two year Shalem Spiritual Guidance Program, and for 20 years has been meeting with people who are seeking spiritual guidance. Guidance seems to be most of what homeschooling was about for June, and she feels that her children taught her more than she taught them. June and her husband, Bill, have been married 42 years so far, and are the delighted Grammie and Grandad of four granddaughters and two grandsons. As the Irish saying goes, “Children are the Rainbow of Life; Grandchildren are the Pot of Gold!”

Thoughts on Perfectionism

Recently, my Oak Meadow colleagues and I have received inquiries from home teachers regarding their child’s desire for perfectionism and the many frustrations that accompany this need. Working with children who display perfectionist tendencies can be quite challenging, so it is a valuable issue to address.

A perfectionist is someone who sets a standard of perfection and refuses to accept anything less. Unfortunately, in an imperfect world, the perfectionist’s view can be an individual’s worst enemy, especially for a child. The tendency for perfectionism can often be observed during a child’s school lessons. For example, a child may start writing out a lesson or drawing a picture, then repeatedly tear up the papers, only to begin again and again. A child with perfection tendencies may also easily cry or become quite frustrated if a simple mistake is made.

Perfectionism in children usually arises because there is more focus on the form of the lesson or task, rather than on the process of the activity. This is one of the reasons why Oak Meadow continuously emphasizes focusing on the process vs. focusing on the final form (or goal).

Most children go through perfectionist phases, so it is important that we, as home teachers and parents, do not overreact to the minor cycles of perfectionism. Oak Meadow cofounder, Lawrence Williams, believes that what often remedies these phases is to give our children “extra doses of recognition and appreciation for the work that they do.” He also feels that this pattern of interaction is an extremely important part of our children’s development.

When my children would show tendencies towards perfectionism, I not only looked at their individual needs and developmental cycles, but I also observed my own cyclic process. Did I find myself criticizing my own imperfections? Perhaps I said or did something that made me feel inadequate, or perhaps I felt guilty for being an imperfect mother or home teacher.

Let’s face it. We all have the desire to sometimes be perfect. We find ourselves wanting to please others, to do everything right, to make the perfect choice, etc. We especially want to be ideal parents. We also know that, no matter how well we try to hide these feelings, our children still have the ability to pick up on them and may even start expressing some of the same feelings. There was no doubt in my mind that, unless I stopped demanding this need for perfection in myself, my children would also grow up with the same tendencies. Not surprisingly, these perfectionist tendencies can result in a lack of self confidence.

To help our children through their perfectionist phases, we need to allow our children, as well as ourselves, to be imperfect. It may require more energy, more love, and more patience. However, embracing imperfection is a crucial step in human development. Author and founder of “Healthy Mother Earth Foundation” Robin Lim once wrote: Imperfection is God’s gift. It makes us compassionate as well as deserving of compassion. It allows us to take risks, to fail and succeed, to learn and grow, to ask questions. It honors our differences, our individual styles.

Now, go right on ahead! With another seasonal change at our doorsteps, making its own perfectly imperfect way into the world, take a leap into the wonderful world of imperfection. Ask a silly question, take a risk, experiment with new ideas, laugh at your own idiosyncrasies, and make all kinds of wonderful mistakes!

When Your Child Is Struggling in School

We’ve all had our struggles, but when it’s your child struggling in school, what can you do? A negative school experience can disrupt your child’s learning, threaten your child’s self-esteem, and create stress for the entire family.

If you’ve tried everything you can think of but things aren’t getting better, consider bringing learning home. Homeschooling and distance learning are both very good educational choices for students whose social, emotional, physical, or intellectual needs are not being met at school. Home learning offers a more personalized and flexible approach that can make for a happier, more effective educational experience for both your child and you. Do you see your child in any of these scenarios?

SOCIAL NEEDS

Students who have been the target of bullying can find it very challenging to feel safe or accepted on the playground, on the bus, and even in the classroom. Home can be a safer and more effective environment for learning and healing.

Mature, developmentally advanced students may have a hard time fitting in with their classmates. They may crave connections with older friends or adults who appreciate subtle references and sophisticated humor. Home learners have the flexibility and time to connect with people of many different ages and backgrounds.

Shy children and those who lag behind their peers socially benefit from developing friendships one-on-one or in smaller, handpicked groups of peers. Home learning provides shelter from social challenges and allows families to foster their own community with others who respect each child’s pace and personality.

EMOTIONAL NEEDS

Students who are easily frustrated in school can benefit from learning at home with one-to-one attention, loving support, and the flexibility to work through stressful moments in healthy, constructive ways such as taking a break, exercising, or calming themselves in whatever way works best for them. 

Low self-esteem can make school a big challenge for those who need extra support and thoughtful guidance. With home learning, students and parents can maximize the chance of success and ensure a positive outcome. Children for whom comparison to their peers is traumatizing find that individual, at-home learning removes social pressure and allows them to focus on their own personal goals and progress.

Children who are highly sensitive benefit from learning in a familiar environment with low stimulation. Removing the stress of home-to-school and classroom-to-classroom transitions allows students to focus their limited reserves on learning instead.

Some children resist authority and need a high level of autonomy to be able to engage in learning activities, which can lead to classroom disruption, noncompliance, and frustration. At home, learning can be as self-driven as the student and parent desire.

PHYSICAL NEEDS

Students who need a lot of physical activity, such as highly active or kinesthetic learners, struggle in classrooms where students are expected to sit quietly most of the time and move around only on a set schedule. Learning at home is a welcome relief for active children who need to pace or hop while integrating new material or take frequent breaks to run around so they can focus effectively at other times.

For students with physical challenges, particularly those with conditions that involve fatigue, navigating a school environment can be exhausting. At home, resting is easy, and lessons can flex to take advantage of “up days” and minimize work on “down days.” Comfort can take priority, and adaptations are much easier to arrange when the parent is the home teacher.

Medical challenges can disrupt learning for a child who is in and out of class often or for long stretches of time due to doctor’s appointments, hospital stays, and periods of convalescence. “Homeschooling” can happen anywhere, not just at home, and how you define the “school year” is up to you.

INTELLECTUAL NEEDS

Students who are academically gifted often yearn for breadth and/or depth beyond the limits of a typical classroom. Home learning has no such limits. These learners can indulge their curiosity as thoroughly as they wish and supplement their learning with hands-on, experiential activities.

The unique needs of intellectually challenged students are also well met at home, where learning can capitalize on their strengths and bolster their weaknesses. Students who haven’t measured up to their classmates in school often experience freedom and relief when they find themselves to be the norm in their own home classroom.

For students who are both gifted and challenged, home learning can bridge a gap that might otherwise be difficult to fit into a single grade level. Some are ready for a high level of academic challenge in one or more subjects but need remedial work in other areas. These needs, which might be cause for concern in school, can be easily met at home, where students can work at an individually appropriate level and pace in each area of study.

SCHOOL CHOICE

When public school options are weak and private school options are unaffordable, what choices remain? With distance learning, you can have a strong academic program without paying private school prices. Or you can choose to homeschool independently and set your own schedule and standards while enjoying as much flexibility as you wish.

Students who have a deep passion for an activity may find that neither public nor private school allows enough flexibility to fit in enough training, practice, and/or pre-professional preparation. Because home learning is flexible, portable, and individual, it allows the freedom for gifted athletes, artists, performers, and others to pursue their dreams without compromising their education.
Families that travel often or live “on the road” benefit from using a continuous family-friendly program that can travel with them wherever they might go.

HOME EDUCATION

Switching gears to learning at home can be a welcome relief. Removing stressors allows students to use their inner resources for learning and growing, not just managing to get through each day.

Begin by exploring an accredited distance-learning school or a highly respected homeschool curriculum program. Families transitioning from school to homeschool can find support from educational counselors, homeschool support professionals, distance-learning teachers, and others. Homeschool organizations and informal homeschool groups also provide connection and community.

When your child is struggling in school, remember that you have options! Home learning may be the perfect choice. Keep your expectations flexible, trust yourself to make good decisions, and let your heart guide you to do what’s best for your child and your family.

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