Tag Archives: K through 12

Singapore Math CA

25. Life After Singapore Math 6B

I am planning for our 2015-2016 school year and am facing a new challenge.  I have loved using Singapore Math (CA Standards edition) with my kids.  Ashby has used the 1A-6B editions.

Singapore Math CA

Singapore Math 6

Ryan has used K-3B so far.  I appreciate the alignment with the (now defunct) CA state standards, which were among the most rigorous in the nation.  Now that Common Core has replaced the state standards, however, I am less concerned about keeping our math curriculum aligned.  In fact, I have already purchased the 4A-5B Singapore Math Standards Edition materials I’ll need for Ryan (before they disappear).  I skipped 6A and 6B, because I have found a new resource that I plan to use when he reaches 6th grade.  (As for Sadie, she’s several years away from any math curriculum.  I imagine our homeschooling will look different by then…significantly more heavy on technology.  In any event, the gap in ages means that little miss Sadie will probably have all new curricula.

So, what resource will we be using?  Ashby will start Art of Problem Solving- Prealgebra
in 6th grade.  I know that it covers much of the same material as Singapore Math 6.  But, the teaching style is different and requires more writing on Ashby’s part than she is used to with Singapore.  So, my plan is to start it as usual and let Ashby set the pace.  If she knows something already, we can skip it and, possibly, get started on Algebra 1 before the year is done.  But, I didn’t want to jump right into Algebra 1 with a new math program.  I figure it’s better to move fast through repeat material than to jump too far ahead and overwhelm her to the point of hating math.

AoPS Prealgebra

Art of Problem Solving- Prealgebra

Ashby has done a few lessons already, as we (meaning I) decided it would be best to do some math over our summer break to prevent the dreaded “summer brain drain.”  So far, she likes it.  The AoPs website offers short videos on many of the topics, and Ashby enjoys watching them in between reading the lesson and doing the exercises.  I’ll report back after the year is under way to compare Singapore 6 and AoPS Prealgebra.  For now, on to scheduling 6th grade grammar!

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9. Course Schedules

I am well into Step 3 of my preparation for the 2013-2014 school year: Course Schedules!

A-Math5

Sample Course Schedule

My course schedules map out each subject for the entire year, day by day.  So, this step takes me some time to complete.  I make course schedules for everything but spelling, writing, grammar, and Mandarin.  These subjects are pretty straightforward (or not taught by me, in the case of Mandarin).  I do list these subjects on our weekly schedule, but we just do the next lesson each time.

So far, I’ve posted my math and science course schedules.  You’ll notice those are the only two links working on the main Course Schedule page of my GGP Teacher Manual.  The rest will become active as I complete the subjects.

 

5. Goals

I am now in the thick of Step 2 of my preparations for the 2013-1014 school year, Goal Sheets.  You can find details on the GGP Teacher Manual page of my site.  So far, I have English/lit and math completed.  I’ll post social studies, science, health, and art as I finish them.

ELA-A4

Sample Goal Sheet

4. Mr. Darcy and the Honest Truth

But disguise of every sort is my abhorrence.

– Fitzwilliam Darcy, Pride and Prejudice

While he said this in the midst of a rather arrogant proposal, the sentiment of Mr. Darcy’s words resonates with me (as does just about everything else about him). The honest truth has value, especially when we fear acknowledging it. This is why I feel so passionately about homeschooling. It enables me to teach, an act I feel called to do, in an honest manner. If I try something, and it feels like a perfect fit, great! If, on the other hand, it doesn’t align with my own truth, I am free to change my method without fear of repercussion.

I once worked at a school where my superiors told me that my science department had to achieve a “B average” that year (meaning the average of all students’ final grades had to average out to a B). The previous year’s average had been a C, and that was insufficient apparently. (The pressure came to us from the administration. But, whether the administration was feeling pressure from parents or the District/State for funding reasons, I’m not sure). One of the teachers, a fantastic teacher by all accounts, told me that he planned to use the regular curriculum for his honors students this year and “dumb it down for the rest.” By all outward appearances, this was one of the best schools in the state. As I was now discovering, this was a disguise. How could I pass those students who were clearly checked out (didn’t complete homework…ever, showed up high, were disrespectful toward the other students and me)? I had direct orders to pass them. But, what would I be teaching them, and all the students who did try their best, by doing so?

I left that teaching position soon after the school year started. I knew I was failing by leaving early, but I also knew I couldn’t teach under those constraints (inflated grades is just one example). The teaching practices there were too far from my honest truth. I avoided teaching for about five years after that, feeling that I had no right to teach and nothing to offer my students. Eventually, however, my mentor convinced me that I should try it again. I accepted a part-time position at another school, and I loved it! This healing experience lasted briefly, because we soon moved to New York for an amazing opportunity in Mike’s career. He left California at the end of March, and two-year-old Ashby and I said our goodbyes to family and friends and flew to New York the day after school let out for summer. I missed Mike during our months apart, but I had to redeem myself in my own eyes by finishing what I had started this time.

This journey began almost fifteen years ago, and only in the past year have I come to believe that I wasn’t the only reason I failed in my former position. Yes, I failed my students by leaving them and not fighting for them. But, the school failed me, too. I expected honesty, not disguise.

Thus awoke my curiosity toward alternatives to standard schooling. I discovered some works by John Taylor Gatto and realized I was not alone in my curiosity. Had I not experienced this personally devastating introduction to teaching, I might never have considered homeschooling. So, ultimately, it wasn’t a failure, just an experience. It taught me to value my honest truth, and for that I am grateful. My hope now is that other parents, for whom homeschooling might be a good fit, will find it naturally. It shouldn’t take a life-altering experience to learn about homeschooling. It should be right out there in the open with public schooling and private schooling. I am optimistic, because the number of families who homeschool seems to be growing exponentially. But, I believe there are still many families who would benefit from and appreciate it if only they knew it were an option.

1. The First Step

 It’s going to be a long journey.  But, I have to start somewhere.  So, here I am doing something I swore I’d never do.  Of course, the more I experience life, the more I understand the phrase, “Never say never.”  I was never going be anything other than  a doctor (everyone told me so)…until I admitted to myself that, while I was capable of becoming a doctor, what I really wanted to do was teach and raise a family.  I was never going to be anything less than an amazing teacher…until my first teaching job shattered my illusions of what “teaching” meant.  I knew for certain that I would never do this or that with MY children…until I had children and realized babies and toddlers have minds of their own.  I would never leave the Bay Area and all my family and friendsuntil Mike’s job offers led us to New York…and Chicago…and, 5 years later, back to SF.   I would never give up my career to be a stay-at-home-mom (lose my identity and waste my education?  No, thank you)until I chose to walk away from a part-time teaching position I loved to move to NY with Mike and Ashby (and Ryan on the way).  I soon realized, however, that being a stay-at-home-mom was more fulfilling to me than spending my day in a classroom (away from my own kids).  

  So, no more “never.”  It’s still my natural reaction sometimes, when faced with an option that I didn’t plan, to immediately think, “no,” and feel my body tighten with anxiety.  But,  it’s a fleeting feeling.  I understand myself well enough now to know that, given a couple days to think and process a big change, I can adapt to pretty much anything.  Flexibility makes for a much better life, I think.  So, this is me adapting yet again.  These past experiences have brought me to today.  I am a stay-at-home-mom and a teacher.  I started homeschooling Ashby in Chicago, and we continue it now here in the SF Bay Area.  Ryan joined in a couple years ago, too.  I love where I am, and I’m thankful for all the successes and failures that brought me here.  As much as I love to plan, I accept that life could care less about my plans.  Much like a baby, it has a mind of its own.  I look forward to seeing where it leads me.  For now, I’ll focus on teaching the kids.  I know I need to keep a digital record of our homeschooling adventure; but, a blog?  Everyone and their mother has one, and I would never do something so trendy…until now.