Today those of us four moms who are not in active labor (that definitely includes me) are talking about: Teaching big kids: what changes? What do they need that little ones don't and where do you need to give more freedom. How do you make the transition?
As a reminder, my Progeny are between the ages of 27 and 11 (almost 12) and were born in 1983, '84, '87, '89, '90, '96, and '98. In 1992 we lost a baby at sixteen weeks gestation and that is when the '87 and '89 children joined the family.
Our oldest two are married now, and one of them has an eight month old (the adorable Dread Pirate Grasshopper), and the other is expecting and due in December.
Things that change: They are bigger, more independent, able to read their own books (most of the time), more capable (if you've done the hard work of getting them to that point when they were smaller), able to process more complex information, have longer attention spans, they can have more in depth conversations, they begin to develop tastes of their own that are not necessarily yours, as well as skills and talents that may surprise you.
What do they need that the younger ones do not? More in depth information, more structure, more complex discussions, more responsibility, more challenging school work, more formal instruction (not necessarily a lecture or classroom format, but more organized approach to schooling than the years when mucking about in the puddles
was school). They are more independent, and they do need opportunities to develop their own initiative, to think independently, to make their faith their own faith and not just yours. They also need time with you, and they need it just as much as the younger ones do, if not more. They need you to keep having fun with them. They need service projects. They need lots of time with the family, not off brooding alone.
Because they are able to do so much more independently, the temptation, or simply the easy bad habit to get into is to hand them their books and let them read them all independently. But just because they can do something is not necessarily a good reason to have them do that thing. Our older children do do most of their work independently, but I tried to save things that they did with us, even if they could do it alone, just so we were doing something together. I did not always do this as well as I could have wished.
Where do you give more freedom and how do you make the transition? Well, that depends on the child and the parents, doesn't it? Don't you hate these evasive answers? Wouldn't it be easier if we could say, "thirty days past the child's eighth birthday you should allow him or her to start choosing his own bedtime. 60 days prior to the 10th birthday you should stop previewing books and movies."
How and where you make the transition will vary based on your family and the people in it, and your standards. The shocking truth is that in our family bedtime was not one of those transitional freedom issues because we almost never had an assigned bedtime (the exception to this is when children have things to do early in the morning). Our kids went to bed when they wanted to go to bed- the only rule being they had to go to bed no later than I did, and I am a night owl. But I previewed their books and movies for them for a very long time- largely because they wanted me to. I handed a book to the Equuschick once, I don't recall now if she was 14 or 16, and she read it, stopped midway, and said, "You did not preview this book for me, did you? And I do not appreciate that." I read it, and while I saw her point, I also thought it was a book she might have read herself, but she disagreed. The HG had me watching a handful of movies for her before she did until she was around 18 and asked me to watch Wit first. I was so traumatized by the experience that I quit the job of previewing anything for her on the spot. I think it is the best movie I never want to see again.
Anyway, for other examples of individual differences, the HG was reading Anne Frank's diary when she was 8 or 9, but gentle Jenny at 21 still has not read it. Otoh, Jenny has read War and Peace, and the HG still hasn't. Some of the children read Seton's Wild Animals I have known when they were eight or nine, and some of them read one chapter and begged off and I let them do it. Nobody in our family has had a cell phone until 18, and then only because they got jobs and were driving (or in the HG's case, driving back and forth to college). The HG got a cell phone before I did because her grandmother thought she needed one (and so did I). But we don't do texting.
Children are individuals, and you have to respect that, even nurture it, while still keeping firm guidelines and boundary lines.
Hopefully, soon they develop their own guidelines. Our nineteen year old surprised and deeply gratified me about a year ago when she told me that she does not listen to music on the radio if she doesn't know the words. If a group she hears from a friend sounds interesting she looks them up online to see if the lyrics are clean enough that she wants them in her head (she cannot 'not' hear the lyrics, whereas I have to work really hard to be aware of them at all) and wants her younger siblings to hear.
Something else to keep in mind is that there is no responsibility without authority. It is grossly unfair to give a child responsibility for something with no authority over that arena. If they cannot handle the authority, they aren't ready for the responsibility. As you gradually transition from one state to the next, watch carefully to see that you are fair about this.
I think it's important to help children learn to take initiative, too. Don't solve all their problems. Give them some of your problems to solve- let them take over dinner or figure out how to fix a problem, and when they are narrating their school books take time to give them meatier discussion points to consider.
As for strictly academic topics- we've worked through advanced materials together, learning as we go, we've hired instructors (piano), co-opped (biology), done online classes, and done a video course once or twice (our least favorite method). Do not give up on teaching high school at home because you think you can't do algebra. There are several options available.
With our middle two on down we've mainly done Amblesideonline.org, so taking a look over there will give you some idea of how we handle the academics.
Don't sacrifice character for academics, but
don't make the mistake of imagining one must choose one or the other, either.But there is more to teaching big kids than this. While none of us are perfect- at all- there are some things
that we think have worked well for us, although the jury is still out. I am holding my breath until
the last one is through the teen years, out of the house and still behaving while living independently of us- barring our handicapped child, who will always be dependent on us. We are not fooled into thinking that homeschooling is 'enough' to avoid all the possible
This is a big topic and this post has barely skimmed the surface, and I have a feeling it's rather rambling (still recovering from vacation brain). So what do you think about transitioning from one stage to the next, transferring responsibility, and developing independence? What do you wish I'd addressed?
Visit Connie and her newest baby at Smockity Frocks and see what she has to say (self sufficiency, YES)
Visit Kim at Life in a Shoe, who tells you much more about the nitty gritty of what they do.
Kimberly at Raising Olives blogs about their approach, and yes, yes, yes on discernment and responsibility.
Postscript- because I have a strong feeling that somebody reading here may need to know this:
A link in the BloghHer side bar happened to catch my eye last night and I followed through to read two warning tales that might be important to some of our readers.
Katie Allison Granjou is an attachment parenting guru and mother of four (I believe expecting her fifth), who is currently spending much of her time by her teen-aged son's bed in a hospital. He has been battling a drug addiction for some time, overdosed and was beaten up and left for dead. He will probably, according to the doctors, never be the person he once was but will require extra care and attention for the rest of his life.
Katie writes here of what she now sees as a pivotal moment in their lives.
Here Sarah Wurthan Buttenweiser reviews the book Beautiful Boy, another family's story of battling drug addiction and makes some similar observations.