Walk with us...
- smarlo28
- Sep 13, 2021
- 4 min read
We're excited to have you journeying with us!
Want to learn more about our first week's unraveling of our ever-evolving daily routine in homeschooling? Read on to catch a glimse <3
Our Daily "Walk to School:" Incorporating a sense of disconnect-reconnect--transitioning from a context which might otherwise be perceived by our littles as "sole role" (i.e. Mommy is Mommy) within a syonymous setting (i.e. home is home), to that which would be reimagined as Momma of "dual fuel" (i.e. Mommy IS Mommy; but, Mommy is also teacher) within a strategic setting (home is home; but, sometimes, home is also school)-- we sought to creatively conjur up some sort of unique concrete aspect of our morning routine that would physically engage our boys in shifting their mental-emotional readiness to "school" mode. Therefore, each morning, we ready ourselves--zip up our jackets, lace up our shoes, carry our backpack--and physically depart from our home for our morning "walk to school," which is nothing more than a walk down to the end of our street and back, but which symbolically offers so much more. This physical-mental-emotional signal not only readies their little beaner brains for contextual change, but also allows us to practice life skills (i.e. walking etiquette and the concept of personal property), promote essential knowledge (for example, weather patterns), and model the importance of relationship and communication (as we attentively and collaboratively discuss our thoughts/feelings about yesterday, today, and the days to come).
"Brownie" & "Grey": Brownie (a.k.a. Brownie Flocky; naming credited to Hudson) and Grey (branding rights attributed to Harrison) are our "classroom owls." Another concrete symbol that our time together has shifted to one more-pointedly focused upon specific learning experiences, Brownie and Grey can be found packed in the boys' backpacks each morning on our daily walk to school, whereafter Hudson and Harrison each find an overlooking space to perch this hooting twosome for our formal/structured learning day together--a visual reminder that it's "school time." At the end of the day, Brownie and Grey fly from their spots to re-cozy themselves in the boys' backpacks--ready for resting their brains and bodies for another day of learning the next day.
Opening Circle: We pray (starting our day "the best way we know how"), stretch/deep breathe (further preparing our minds/bodies/spirits), and engage in an interactive calendar routine.
Our Learning Day: To "get a feel" for the structure/framework for what our learning together looks like, as well as what informs this, we invite you to view our following pages:
-Principle + Practice:
-Curriculum Maps (Schedule/Theme/Curriculum Map): https://smarlo28.wixsite.com/1momma23boys/principle-practice
-Units of Learning (Weekly Learning Plans):
As you're viewing these, keep in mind that curriculum maps/learning plans/schedules are just that: maps, plans, and tentative schedules--meaningfully guiding (still, not ultimately or precisely deciding) the pathways toward our destination.
Also, what you don't see outlined in these documents are the incessant "play breaks" that positively occur between almost each.and.every. learning activity. You can imagine the developmentally limited attention span of our fiery 3K beaner and our curious #1 two-year-old learning assistant. To honor these developmental cues is to honor a realistic need. Honoring these needs is all-essential if one hopes to achieve effective learning experiences and respective outcomes.
Play Breaks: What do these "play breaks" look like? While Mommy tidies up one learning activity, and revs up another, Hudson and Harrison make choices from easy play break options. By "easy" options, I mean something that a) is easily accessible, b) is easily put away, and c) provides a meaningful, joy-filled outlet for even just 5-7 minute time increments. During this first week, this tended to include the choice between three of the following 1) tinkering with the train table (which is always on display), 2) balance boards (always out as an "active seating" alternative, and encouraged for even more active (i.e. standing) engagement when utilized for play/exercise), 3) sensory table, 4) select bucket toys, 5) bean bag/ball toss. Additionally, books are always, ALWAYS an option! The timer is set for 3-5 minutes. Once the timer alarms, the boys are given the option to engage in the play break for an additional 2 minutes' time. If the choice is "yes," which I'm already finding it almost always is, the timer is reset. This gradual, staggered, timed approach affords these independent littles the comfort of foresight and the power of choice.
3K + #1 Two-Year-Old Learning Assistant: How does this dynamic play out? Do you seriously expect Harrison, a two-year-old, to tend to tasks to the level you do Hudson at three years of age? No. Not a bit. In fact, this is precisely why we've shied away from titling Harrison a 2K-er. Instead we call him our #1 learning assistant! He is integral to our homeschooling journey from day one. He is a learner. He is capable. He should be engaged. He ought to display growth. Still, he is two; and the 14-month age difference between our two boys this early on in their barely blossomed childhoods is developmentally astronomical. Therefore, at this time, Harrison's immersion in our day is full-fledged; however, HOW he is engaged and to what degree he is involved in the more formal learning tasks at hand greatly varies from one learning task to the next--sometimes, from one moment to the next WITHIN one learning task. For every learning task, I prepare 2-3 sets of materials--one for Hudson (expected to fully participate), one for Harrison (sometimes a differentiated/scaffolded version, and whose level of participation is of his choosing), and often times one for myself (as a modeling tool). Should you browse our photos, you'll find that some tasks Harrison is present from start to finish. Other tasks, he's there for fragments of the activity. Yet other times, he can be found under the table playing with toy puppies and kitties. In any scenario, Harrison IS meaningfully participating--in however his developmental mind/heart leads him in what I would consider a sort-of high scope learning environment.
Closing Circle: We bring "full circle" what we began our day doing--sharing of ourselves, stretching/deep breathing, and...
...prayer...
...because we believe that is, surely, the very best way we can...begin our day, continue our day, and end our day...in prayer, with Jesus Christ our Savior.
Thank you for joining us!
We continue to feel God's call to this journey, and pray you'll continue to walk with us.
Love and blessings,
1Momma (Stephanie)...
...and her (3)Boys
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