Flexibility in using text books
Although we often use National Curriculum related text books in the mornings, we don't follow them rigidly. Usually I read with them the next section, whatever it is, and explain anything that they don't understand. If it's history or geography I ask them which questions they'd like to answer - usually there are one or two which involve some research, and those are the ones they choose rather than the obvious 'busywork' questions. They write or type, use desk top publishing when appropriate and keep work in folders or exercise books.
For science we do things together - we're working through a handbook that came with my older son's chemistry set, and also slowly using an American high school biology course. I encourage them to write up experiments in their own words, not anything pre-defined, drawing diagrams as appropriate. But the point is so that they remember what they've learned, not so that I can 'mark' it.
General encouragement in understanding maths
For maths I explain a new topic and work through examples with them (they're on separate books for that), then encourage them to work through another example verbally, and perhaps do one or two written ones to see if they've really understood. But I never 'insist' on any particular work, and certainly not several of the same type of example if they've understood with the first few. My older son likes to write computer programs to emulate the new maths concepts he's learned; he recently worked on one to take a freeform algebraic equation and produce a graph. I find that writing a program helps him to think through fully what he's learned and understand far better how the principle works than merely doing it himself on paper.
It might sound as if their life is highly organised and that they have little time for themselves, but in fact during each weekday of about 14 hours they have 4 hours (at most) of academic work, perhaps a couple of hours at outside activities and music practise, and an hour for meals/shower etc. So at least half of their waking hours are spent in following their own interests in whatever way they choose: they both read a great deal, write computer programs, design web pages, play strategy games, build with lego and so on. When they have questions or need help they ask. My younger son also likes to cook and sew.
It was easy for us to start with a schedule and keep coming back to it because the boys were in school (and very happy there) for some years. I think if I were home educating younger children I'd gradually introduce a variety of topics and workbooks from about age 7, but certainly wouldn't go directly into a 3-hour session each day - depending on the child's interest and concentration levels. And I certainly always encourage them to choose topics and books that appeal to them.
Taking lots of breaks
We take a break in two different ways. After two or three weeks of following our schedule, we usually take a week for the boys to devote to writing - programs, web pages, music, magazine articles, stories etc. They are both creative and love to spend time writing, but just a few hours of 'English' each week is not sufficient. Sometimes this week is prompted by the arrival of a magazine in the mail, or by one of us feeling under the weather and not inclined to have to think too much! After a week like this we're usually eager to get back to our more structured variety of subjects again.
We also take a complete break any time we have visitors - these may be during 'school holidays', but not necessarily, since not all our guests have children in schools. During these times we make tourist type visits to places of interest, and generally also have plenty of time at the beach where the boys usually spend hours building elaborate sand cities. And of course we take time off over Christmas, and Easter, and in the hottest part of Summer, though not necessarily following school holiday times. But 'time off' is still learning time from the boys' perspective.
For instance, one day over Easter I noticed that their day consisted of reading and writing email, plenty of reading fiction, continuing with computer programs they were writing, a couple of rounds of 'Even more incredible machine' computer software, piano lessons, basketball session with other local kids and a 'coach', moving silkworms into a bigger box and counting them (there were over 800) and learning what do with them.
The more I get involved in home education, the less I find that learning can be separated from life. I could equally say they did a couple of hours of literacy, an hour of English, a couple of hours of IT, including technology (I think 'incredible machine' counts for that if we're pushing it..), an hour and a half of PE, an hour each of music (lessons 45 minutes but they both practised as well beforehand), and an hour of biology.
So when people ask if they 'have a break' I really don't know what to answer and all too often find myself explaining how learning at home never really stops - all that changes is that we stop doing a few of the scheduled things, and I don't even think about the day in advance.
Reasons for structure
So why do we stick with structure for probably three weeks out of four, when the boys continue learning and researching even in 'time off'? I suppose in the end I realised that:
(1) I'm supposed to be educating the boys according to 'age, ability and aptitude', not merely looking after them. To me, that involves some teaching and use of textbooks.
(2) They need to work their brains as much as their bodies or they'll stagnate.
(3) in 14 or so waking hours they have at least 7 where they can be fully autonomous in their learning anyway, in addition to weekends and 'time off'. So having some structure isn't denying them autonomous learning at all, just giving a pattern to the day.
(4) They squabble less if we have some kind of schedule most days!
Other approaches to home
education:
Gayle
-
Heather - Henrietta - Jane - Kathie
- Paula