Home Education

spadoosh

Loz01 wrote: »

Thats fine but its not exactly a real life situation is it lmao, you can't really say haha well your kid suffers in a school but mine is sailing around the ocean. Most people work 37.5 hours a week, have a mortgage and couldn't really justify or imagine selling all their stuff and buying a boat... sounds like my worst nightmare actually

So yeah a school disco isn't really comparable but Im pretty sure I would've preferred to run around at a disco aged 7 than be in the party capital of Ibiza....

Not sure what you mean by real life situation, its not the norm, but then neither is home schooling. We couldnt afford to not both be working FT for one of us to educate our child. So for us anyway, the sailing the world is as feasible as home schooling our child. Although the OH cant swim. :cool:


I think schooling is pretty archaic, nothing has changed in 100 years. Kids in a class room performing to pass a test. If they cant pass it there no good if they can they can move on to the next test.

I refer you to a friend i had. Parents are gay not that has much to do with things. But he was quite badly bullied for it. Upon getting in to the workplace he couldnt face any criticism without getting defensive. He was used to being attacked and as such responded in the only way he knew how. This is what the school experience gave to him. He was dyslexic as well i think. He spelt building wrong (biulding) so when i told him he had put the U in the wrong place he changed it to bilduing and that was as far as my clinical diagnosis got. He struggled with lots of thigns in the workplace mainly being customer facing. However the guy was a genius, he could see things i, a fairly well educated person, just couldnt. I used to always want to work with him, i would give him the respect he deserves he would work hard with me. Hes now stick in a dead end job because no one will look past his grades or he cant get out of the mindset of school. Its a shame, if his education was different his potential would be unlimited. Due to the current education system his fate is sealed.

Red-Squirrel_2

Mojisola wrote: »

Is school the only place these lessons can be learned?

Children who are home schooled rarely float through every day feeling at perfect peace with the world because they only do what they want as and when they want to do it.

I'm sure that's right when they are dealing with serious or chronic illness of course.

I'm talking about average kids with no special circumstances for why they can't go to school. What environment will they ever be in where they face the same challenges in co-existing for extended periods of time with hundreds of other people their age that they may or may not have anything in common with? Where the adults in charge don't love them, perhaps don't even like them very much and may not always treat them kindly or fairly?

Certainly not at group events for other home schooled kids!

Mr_Costcutter

It is easy to sit in judgement . I would be interested in reading any studies which have actually followed children who have been home-educated, and see what conclusions have been reached.

pollypenny

Mela322 wrote: »

What an ignorant comment. What you learned in school and how it was all conducted is nothing like what it is today. Children are forced to learn about things that have nothing to do with living. It's indoctrination of our children. Imagine the children in school today as neatly packed little sardines of all the same size and all in order. Most schools teach to the test. That's not an education.

Our world was being built by brilliant minds that never went to school or university. Back in historical times, there wouldn't have been any.

My children would happily go back to school, but there is no way I would send them back. My children are quite social. My youngest can tend to be shy but he is stepping out more and more. If he was thrust into a school, he might not do that or he might have become a target because of it and then hate school. They love learning.

Don't ever insinuate that I'm robbing my children of school socialisation when that is the furthest thing from the truth. How many of your friends from primary school do you socialise daily with now? I might chat with a few old friends from high school but I don't socialise with them and I'm not really bothered. I socialise with a completely different set of friends. In school, I was super shy and going to school did nothing to bring me out of my shell. It wasn't until I had children that I had to change. Again, school socialisation is not a fact.

Really? Robbed?

Id love examples of this 'indoctrination'.

Doody

svain wrote: »

I realise for some they have no choice .... but home education shoulf be a last resort imo. Such a shame to rob children of the social aspect of school. The good and bad can never be replicated at home or occasional evening activities.

Perhaps calling out of school education 'Home Education' does it a disfavour. No way did our young people spend most of their time at home. We met at each other's homes, at organised venues. We had one on Friday as a regular event, and one on Tuesday with options on going to more. We organised groups to do the activities that museums put on for schools and went to others in less formal ways at the weekends as a family or with other families.

The groups organised educational activities, games, sports, arts activities all the time. Life was busy and full of social activities. The advantage was that the young people grew up able to get on with all ages and could happily learn from all sources. It was a whole life style, not taking lessons out of a school context and plonking them on the kitchen table in isolation.

ETA Oh yes, evening activities, the Woodcraft Folk, the gym classes, the swimming and all the rest as options. Plus the summer activities laid on in school holidays.

Doody

Mr_Costcutter wrote: »

It is easy to sit in judgement . I would be interested in reading any studies which have actually followed children who have been home-educated, and see what conclusions have been reached.

The Paula Rothermel study is the best known but there must be many that have been done by graduates as I have been aware of many surveys.

Paula Rothermel Study UK Home Educating Families
Research by Paula Rothermel explores the aims and practices of home-educating families from diverse socio-economic backgrounds. The methodology involves a questionnaire survey completed by 419 home-educating families and 196 assessments evaluating the psychosocial and academic development of home-educated children aged eleven years and under. The aim was to gain an understanding of children's education outside school. This is the first UK study involving home-educated children and their families, using diverse methodologies, broad aims and large sample. The home-educated children demonstrated high levels of attainment and good social skills. Common to all families involved was their flexible approach to education and the high level of parental attention received by the children. Children benefited from the freedom to develop their skills at their own speed. Home-educating parents fulfilled two separate 'professional' roles - as parents and educators. Further, in the light of these results, the concept of 'taking responsibility' and home-educating, rather than accepting state provision challenges us to consider how far we should go in accepting the 'informed wisdom' of the school norm. More

Paula Rothermel also reports on the performance of reception-aged, home-educated children. Media reports tend to focus on older home-educated children withdrawing from school but very little is known about younger children many of whom have never been to school. This research sought insight into the learning experience of these young children. The study involved 35 home-educated children aged between four and five years of age, from diverse socio-economic backgrounds. The children were assessed using the Performance Indicators in Primary Schools (Start and End of Reception).Whilst the home-educated children outscored their school counterparts, those from lower socio-economic groups outperformed their middle class peers. It appeared that a flexible approach to education, and a high level of parental attention and commitment, regardless of their socio- economic group and level of education, seemed the most important factors in the children's development and progress. PIPS baseline assessments Rothermel

http://edyourself.org/research/

Pennywise

Red-Squirrel wrote: »

I think their parents would be depriving them of something very valuable if they didn't let them have the school experience that practically all their peers will.

But a lot of us didn't experience "something very valuable". If you fit in, that's fine, if not, it can be years of excrutiating hell which can damage you for life.

Red-Squirrel_2

Pennywise wrote: »

But a lot of us didn't experience "something very valuable". If you fit in, that's fine, if not, it can be years of excrutiating hell which can damage you for life.

Secondary school wasn't 5 years of joy for me, at all. It was still valuable though.

Valuable doesn't mean 'loads of fun'.

Mojisola

Red-Squirrel wrote: »

What environment will they ever be in where they face the same challenges in co-existing for extended periods of time with hundreds of other people their age that they may or may not have anything in common with?

After school, when do we ever spend extended periods of time with a large group of people who are all about the same age?

Everywhere I've worked, there has been a range of ages.