Posted by Joyce
Learning v teaching?
I've been thinking about this a lot since we came back from holiday. We met up with another HE family, who we met last year, and the children really enjoyed playing together, and the mother and I enjoyed several lively discussions about HE. If you are reading this, L, please join in, and I hope that I am not mis-representing your views in any way. Also just to say although we did HE very differently, I thoroughly enjoyed being forced into examining how we do things, so it was a good experience for me :-)
When we started HE, we saw it as a one year wonder. Hannah's health hadn't been great in the year before she was due to go to school. She'd had meningitis, and although we were very lucky (paranoid parenting won the day that time, Merry - she was actually sitting in A&E with the paediatric registrar checking her over and me insisting that I "knew" she had meningitis when the first signs of the rash appeared in her ear of all places) it took her ages to bounce back, and she was still needing to sleep most afternoons. Nursery was a disaster, she hated being away from me, and we thought another year at home would be a good thing for her. So the first year, I did the whole school at home thing, with work books, jotters and reading schemes. I sort of fancied the idea of playing schools all day, and was a bit put out that my 5 year old didn't have the same aspirations. She wanted to play in the garden, be read to, finger paint, and play dolls (she still likes all those things).
Gradually, I had to let go of my little school room idea. Hannah was hating it, I was hating it, and it was affecting our relationship. Gradually it dawned on me (dur), that I had not sent her to school as I felt it wasn't the right place for her, and then was creating exactly the same thing in her own home, where she couldn't even escape. By Christmas, we were doing projects instead, and I still looked out (oh the shame) for every opportunity to slip in a bit of "teaching". One of the most embarrassing episodes I can recall was looking at a book about African mammals with her, and we were talking about elephants, and Hannah was speculating on how they recognised their own babies in the herd, and I said something along the lines of "oh look - elephant begins with "e" - can you think of other things that begin with that sound?" OK, I was a slow learner. By Easter, I was slackening off a bit more, and as we felt that we were all actually starting to enjoy HE, we'd give it another year. We decided to spend as much time as we could in the caravan over the summer, and of necessity, resources were stripped back to a minimum. Four months later, Hannah seemed to have learnt at least as much if not more as she had in the preceding eight, and we were all still speaking to one another. The second year we decided that rather than buying any school type resources, we would concentrate on ensuring that she had access to stuff that would help in exploring the world. So in came much more fun things like the science club, a microscope from the charity shop, binoculars, and things like geomags, "real" books on tape and minimal interference. During that second year Hannah was diagnosed with dyslexia, so we did use a specialised dyslexia resource, but otherwise we let her get on with it. To quote Layla, I decided to stop being an entertainment centre, and encouraged Hannah to just get on with whatever she wanted round about me. This third year has been the best yet. I have no real idea of how she measures against a "norm", but she can read well, she's numerate certainly to the extent she needs to be in normal life - and has pursued interests as eclectic as Egyptian hieroglyphics to undersea worlds. She has written letters of protest to her MEP, visited the Scottish Parliament, been on protest marches (well, we are a couple of ageing hippies, despite appearances :-)), listened to literature from Shakespeare to Harry Potter, and generally had a good life. She lives outdoors when the weather is fine, and if it isn't often won't bother getting dressed. She can cook a simple pasta type meal with the only help required being draining the hot water (my issue, not hers), or make baked potatoes and pudding with no problems. But (in no particular order) here are the key questions that kept coming up last week, and I struggled to answer:
How do I know she is learning anything if I don't test her? - Well, I talk to her, I spend hours every day with her, she is always busy - how could she NOT be? But how do I prove it? Should I even try? Because if she hasn't learned something, and I "test" her, all that really happens is she has had what she might perceive as a weakness exposed to scrutiny. She's been embarrassed and humiliated. Whereas if its left, and she needs it later, surely she will be capable of learning it then?
How do I know she is learning the right things? Well, what are the right things? How were they decided on? Maybe the "right" things are the things SHE needs to learn right now. Not things someone else decides for her. Does it matter if she is more interested in magnets than the properties of matter? Does it matter if she was more interested in Hiawatha than Grace Darling? Or that she is fascinated by geometry, but hates arithmetic unless its applied to everyday life? What I hope at the end of all this is that Hannah will have some core skills to help her learn - that she will be able to read and use a computer. Able to express herself clearly. Know how to research information. Have some critical faculties. And that she will know how to be ..... I don't know.... a whole person. Not someone who can only do what will make other people happy. (Oh dear - a misfit, perhaps. EEK)
What do I do if it gets to Thursday, and she has done NO WORK? Well, I see the business of being a child as her work right now. And, within any boundaries I put on that for safety reasons, she has the right to do that work without interference from me. And because *being* is her work for the moment, how could she possibly get to Thursday and not have done any? Or is that too simplistic? Am I copping out?
Life is about doing thing we don't want. So what good is it to let her think that she can do what she wants all the time? Well, actually she doesn't do what she wants all the time. She lives in a family, and sometimes her needs/wants are not the immediate priority. And is that REALLY what we want kids to think life is like? I want her to believe that she CAN do what she wants, not in a selfish way, but also not about day after day dragging herself through life doing things that don't make her happy.
How will I prove to the LEA that she is learning? Well, I can't pretend this one doesn't worry me. Of course I know I don't have to prove that she is learning, but I've seen lots of people loose that particular argument with the LEA. But I can't live my life to please them. And on the plus side, Hannah certainly doesn't see learning as a 9-3 activity. Or that some things are about learning, and therefore boring. If she is interested, so does it, and keeps on doing it until she exhausts her interest.
So help me, folks. Sometimes I feel that this is a leap of faith. I spend days muttering manically to myself "trust the process". It feels right, but its so nebulous, so off the wall, and so different from what other people do. What do you all think? Help me hone my thinking. I need to add a bit of intellectual rigour to these ramblings.